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Duckmanton

Primary School

Pupil Premium

 

Pupil Premium Reporting to Parents 2020- 2021 and a review of 2019 -2020

The Pupil Premium Grant is additional funding given to schools and academies to:

Raise the attainment of disadvantaged pupils and close the gap between them and their peers.

Support children and young people with parents in the regular armed forces.

It was first introduced in April 2011. Since then the amount schools and academies receive has increased. Schools and academies will receive funding based on the number of pupils who have been eligible for free school meals at any point in the last 6 years (Ever 6).

FUNDING ALLOCATION FOR 2020 – 2021

£1,345 for each eligible primary aged pupil.

£2,345 for each Looked After child (subject to a PEP plan being submitted).

£310 for each Service child.

The Department of Education has clear expectations how the Pupil Premium Grant may be spent:

For the purposes of the school, i.e. for the educational benefit of pupils registered at that school;

For the benefit of pupils registered at other maintained schools or academies;

On community facilities, e.g. services whose provision furthers any charitable purpose for the benefit of pupils at the school or their families, or people who live or work in the locality in which the school is situated.

The grant does not have to be completely spent by schools in the financial year beginning 1 April 2020; some or all of it may be carried forward to future financial years.

Principles around Teaching and Learning for all children including Pupil Premium children at Duckmanton Primary School

 We ensure that teaching and learning opportunities meet the needs of all the pupils.

We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.

We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

Pupil Premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

Provision

The range of provision the Governors may consider include (these are just a few examples, this list is not exhaustive):

Reducing class sizes thus improving opportunities for effective Assessment for Learning and accelerating progress.

Providing small group work with an experienced teacher focussed on overcoming gaps in learning.

 1-1 support.

Additional teaching and learning opportunities provided through learning mentors, trained TA’s or external agencies.

Focus of Provision at Duckmanton Primary School

Much of our work through the Pupil Premium will be aimed at accelerating progress, moving children to at least age related expectations, as early as possible. Initially this will be in English and Maths, as well as support children’s social and emotional development in order to fully access school and offering support to parents in helping and guiding this process. We believe early intervention is the key to success and will focus our extra provision in supporting this. Pupil Premium resources may also be used to target able children on FSM to exceed age related expectations in KS1 and achieve higher standards at the end of KS2.

Impact of Pupil Premium for 2019 – 2020

Funding received £126,980

This was spent on:

1. Maintaining our Reading Recovery Teacher for Key Stage 1 and continued training.

2. Maintaining a class teacher for each year group and keep small class sizes providing a high teacher to pupil ratio.

3. Maintaining a General Teaching Assistant per class to support the class in delivering small group focus for English and Maths in the mornings.

4. Maintaining Teaching Assistant hours to take specific Maths Intervention work in KS1 and allow more time for 1:1 reading through school and Reading Aloud Programming.

5. Subsidising ‘After School/Homework Club’ and ‘Breakfast Club’.

6. Maintaining Learning Mentor Support to reduce barriers to learning including the use of Lego Therapy and to perform circle time.

7. Purchasing books to enthuse the high ability readers, especially non-fiction which pupils have requested.

8. Providing extra Teaching Assistant time and resources to deliver Phonics intervention sessions.

9. Providing extra Midday Supervisor hours so they can attend circle times to ensure lunchtimes are more enjoyable.

Impact

This was to address the barriers to learning for eligible children which have been identified as:

1. Having less opportunity to read more widely and often.

2. Supporting parents to help their children at home.

 

3. Addressing pastoral issues by either 1:1 Learning Mentor sessions or group activities.

4. Addressing gaps in Maths and English skills.

5. Attendance.

6. Creating resilience through circle time training so pupils maximise learning time.

At the end of April 2020.

Any surplus not spent due to lockdown has been carried forward to 2020-2021

FUNDING ALLOCATION FOR 2020-2021

 £131,085

This will be spent on:

1. Extending our Wave 3 Teaching Assistant to deliver reading interventions in Key Stage 1 and continued training.

2. Maintaining a class teacher for each year group and to keep class sizes providing a high teacher to pupil ratio.

3. Maintaining a General Teaching Assistant per class to support the class in delivering small group focus for English and Maths in the mornings.

4. Maintaining Teaching Assistant hours to take specific Maths Intervention work in KS1 and allow more time for 1:1 reading through school and to deliver the Reading Aloud Programme.

5. Subsidising ‘After School/Homework Club’ and ‘Breakfast Club’.

6. Maintaining Learning Mentor Support to reduce barriers to learning including the use of Lego Therapy and to perform circle time.

7. Purchasing books to enthuse the high ability readers, especially non-fiction which pupils have requested.

8. Employing extra teaching assistant time and resources to deliver Phonics intervention sessions.

9. Purchasing reading intervention licenses.

10. Providing extra Midday Supervisor hours so they can attend circle times to ensure lunchtimes are more enjoyable.

11. Employing an extra Midday Supervisor to that every class has a named person.

Hopefully these will help address the barriers to learning for eligible children which have been identified as:

1. Having less opportunity to read more widely and often.

2. Supporting parents to help their children at home.

3. Addressing pastoral issues by either 1:1 Learning Mentor sessions or group activities.

4. Addressing gaps in Maths and English skills.

5. Attendance.

6. Creating resilience through circle time training so pupils maximise learning time.

 
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