Images from around the school


How Will The School Use Pupil Premium Funding?
Relatively, we don’t have many disadvantaged pupils however we are concerned about the progress that they make, particularly in writing. As a result of this we have made some significant changes to our provision in order to best meet their needs which are often form complex and difficult barriers to their learning. We remain determined to improve their individual life chances through education.
Pupil Premium Funding will continue to support disadvantaged children in all areas, but with a particular focus on writing in 2017-18.
All Pupil Premium children receive more high quality time with their class teacher to ensure they reach their potential.
This year we have decided to use the funding for pupil premium children on responsive daily intervention strategies within class and mentoring in maths and literacy. We have built in systems and time to allow all Pupil Premium children to have additional support in class each week from their class teacher. This supports children who need additional help with their work, but also broadens and deepens children’s understanding to continue to stretch their ability. Alongside this regular support, teachers undertake ongoing daily checks that children have understood the concepts and skills taught to them. If children require additional support, they will then receive personalised intervention on top of the regular contact with their class teacher. We have found this support last year to have been very successful through identifying gaps in understanding early and responding quickly – using the members of staff that know the children well and have the skills and knowledge to support them effectively.
 All Pupil Premium children have additional work to remove other barriers to their learning made possible due to our quality Meet & Greet system.
We have used the money to give more quality time for these children with their class teacher in 1-2-1 and small group sessions. In this time, children are supported with areas they have found difficult in previous lessons, or are supported in ‘pre-teach’ sessions, to prepare them for the lessons ahead. This this time has been made possible through using the funding to create our Meet & Greet systems across the school, whereby children and parents are greeted in a friendly and welcoming way each morning, questions and queries are answered, and children are kept safe from the moment they enter site, through-out gates being supervised by members of staff. This has proved successful with children, staff and parents. Teachers are then free to spend a further 20 minutes working with pupil premium children in the mornings. 
All Pupil Premium children benefit from the our quality support at lunchtimes and playtimes, removing barriers to their learning
We have also recognised that some of these children find it difficult to learn because of their emotional awareness, social skills, personal circumstances or attendance. We use the funding to pay for additional support at lunchtimes, ensuring the children in this group have access to a range of social development, games and activities, or direct 1-2-1 support where needed to develop these areas. We have found this to be incredibly successful in ensuring those children that found this time of the day a particular challenge, have a much happier time, and as a result of this, have a focused positive afternoon of learning. A member of staff has been appointed to successfully coordinate this time for the children, and leads this work across the social coaching team.
All Pupil Premium children have access to sensory development work
Children, if needed, take part in sensory support programs. Along with helping transition into the school day, which can also prove difficult for some children, the funding is used to remove emotional barriers, support gross motor development and prepare them for a calm and effective start to the day.
Pupil Premium Spending Allocation 2017-2018 - £100,835 –
Class Teacher Weekly Support & Intervention
At least one session a week of 20 minutes in length made possible through additional assemblies being run by members of the senior leadership team. Particular focus on writing.
Class Teacher intervention and support time
15 minutes a day, made possible through Play Leaders to support all playtimes across the school
Class Teacher intervention and support time
20 minutes a day, made possible by our quality Meet and Greet System each morning between 8.40am and 9.00am.
Social Integration Coaches
Support the development of social, personal and emotional skills at lunchtimes
Sensory Circuits
Sensory program supporting physical and mental health development each morning before school starts
                                                                                    Grand Total:      £107,159
What Else Does The School Do To Support Pupil Premium Children, Funded By Other School Revenue?
As well as using Pupil Premium Funding, other revenue has been allocated to projects and developments to support the disadvantaged children in all areas, in in particular, in writing.
Evidence Based Interventions
An area of the School Development Plan this year, has been to replace interventions that run for vulnerable children such as disadvantaged and SEN, with evidence based approaches and programs. We have designed a new package of support for children who are not reaching their potential, which has been researched and approved through organisations such as the Education Endowment Fund, to give good value added (accelerated progress) to narrow the gaps between vulnerable children and their peers. We have trained ‘experts’ across the school, to deliver these programs and approaches to children, and have sourced reliable standardised assessments to monitor progress over time. One such intervention is ‘Write Away Together’ which is an evidence based program to support accelerated progress in writing. Success for children when this program is delivered twice a week for 30 minutes each session, can be as much as 8 months progress.
Pastoral Team Development
We have reallocated teaching assistants across the school, to form a team of ‘experts’ who have received training and support to work with our most vulnerable children and families. This team meets regularly with disadvantaged children, supporting their emotional, social and behavioural needs in a range of areas, including bereavement, abuse,  friendships, anxiety, anger and low mood. It is hoped that by removing these barriers to education, children will be more likely to succeed. It is also hoped to build resilience for children, so that in the event of sudden changes in their circumstances, or sudden loss, they are more likely to manage their emotions and maintain their academic achievement.  
Attendance Development
We have improved our methods of tracking and monitoring the attendance of our most vulnerable children. The Pastoral Team are now working closely with families and children through conferencing, reward systems and home visits, to ensure this group of children attend school regularly to prevent absence from becoming a barrier to their education.