Weeke Primary School

Irresistible learning at the heart of the community

Pupil Premium Funding Information and Report

What is the Pupil Premium?  The National Picture

The Pupil Premium was introduced by the Government in April 2011. The Pupil Premium is funding provided to schools which is additional to main school funding. Pupil Premium was designed to give additional money to support schools in raising the attainment of children who are eligible for free school meals (FSM) and those children are in local authority care. These groups of children have been identified nationally as achieving at a lower level than children from less disadvantaged backgrounds.  For example, national figures show that 11 year olds who are eligible for Free School Meals are around twice as likely not to achieve Level 4 in maths and English as other 11 year olds.

Where does the money come from?

Pupil Premium is allocated to schools based on the number of children on-roll who are currently known to be eligible for Free School Meals, a smaller amount is allocated according to the number of children of service families and there is an allocation for each child who has been looked after in local authority care continuously for more than six months.

The current Pupil Premium funding is £1,320 per child and £300 per Service child. The Government decided that eligibility for the Pupil Premium in 2012-13 would be extended to pupils who have been eligible for free school meals (FSM) at any point in the last 6 years. A premium has also been introduced for children whose parents have serving in the different Forces at any point in the last 4 years.

It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are to be held accountable for how they have used the additional funding to support pupils from low-income families. As of September 2012, this information must be published on the school website.

The Pupil Premium at Weeke Primary School

9.4% of pupils at Weeke are eligible for Pupil Premium funding. This is below the national average.

Weeke is committed to enabling all children to gain an outstanding education. We recognise that children from disadvantaged backgrounds can face particular challenges and welcome the Pupil Premium as an important way to support them. Our approach ensures that all aspects of the school support children from disadvantaged backgrounds, by providing targeted support when it is needed. For example, when examining the progress of every child, teachers, the leadership team and governors look in detail at the development of children from disadvantaged backgrounds, as well as those with other needs. It is by providing excellent teaching, tailored to the needs of every child, and specific support to enable pupils to catch up quickly or for those who are excelling to be stretched further, that each child can reach their full potential.

We also recognise that to enable pupils to flourish, wider skills, talents and experiences, participating in clubs and school visits and journeys play an important role and should be accessible to all. We use some pupil premium money to pay for and subsidise these activities for those who would not otherwise be able to afford them. We evaluate each child’s progress and use this to inform which types of support are needed.

1. Summary information
Academic Year 2016/17 Total PP budget £55,800 Date of most recent PP Review Oct 2016
Total number of pupils 414 Number of pupils eligible for PP 39 Date for next internal review of this strategy Feb 2017
2. Barriers to future attainment (for pupils eligible for PP, including high ability)
A. Low levels of language and communication skills
B. Access to high quality texts, support and engagement in reading
C. Limited confidence and resilience including for some higher attaining children and some children with SEND
D. Social and emotional issues affecting learning behaviours
E. Attendance rates for pupils eligible for PP are below all pupils. This reduces their school hours and causes them to fall behind on average.
F. Financial support for enrichment opportunities is lower for pupils eligible for PP. This reduces opportunities for pupils eligible for PP to attend residential trips, take up music lesson and attend enrichment club/activities.
3. Planned expenditure
Academic year 2016/17
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
    i. Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review?
A. Improve oral language skills in EYFS and improve pupil’s abilities to access learning in lessons.
  • Whole staff training on Communication and Language (Communication Friendly Schools status).
  • Staff in YR trained in Communication and Language (to A Level standard). YR trial and lead initiates to improve oral language skills and Communication and Language needs in YR.
  • Improved assessment of Speech, Communication and Language needs in YR.
  • KS1 (+Y3 and small groups in KS2) Training on Active Listening.
We want to invest some of the PPG in longer term change which will help all pupils. Many different evidence sources, e.g. EEF Toolkit, suggest oral language development is an effective way to improve attainment, and it is suitable as an approach that we can embed across the school.

The ELKLAN course and Active Listening has been proven to be effective by SALTs (see Talking Outcomes evidence database).
  • ELKLAN course selected using evidence of effectiveness.
  • Use staff meeting/LSA meeting time termly to deliver cascade ELKLAN training to all staff.
  • Peer observation of attendees’ classes after the course, to embed learning.
  • School audit of Language and Communication.
  • Independent SALT to train and mentor lead teacher/INCO.
  • Monitoring of impact on individuals and groups.
Inclusion Manager (KK) Feb 2017
B. Higher rates of progress and attainment in reading across whole school for pupils eligible for PP.
  • Whole staff training on Reading and the RIC approach.
  • Training of volunteer readers to also follow RIC approach.
  • LSA training on Reading and RIC approach.
  • Improved resources for Reading.
We want to invest some of the PPG in longer term change which will help all pupils. Many different evidence sources, e.g. EEF Toolkit suggest whole school training and development of staff understanding of reading, approaches to learning and comprehension skills are effective ways to improve attainment.
  • Dedicated staff meeting time to implement and review Reading.
  • Monitoring of Reading lessons and staff mentor support offered.
  • Pupil Progress Meetings and evaluation of Provision Maps to monitor impact of interventions for individual children.
Reading lead (EC) Feb 2017
C. Higher rates of progress for high attaining pupils eligible for PP and pupils with SEND eligible for PP.
  • Whole staff training on ‘greater depth’ in maths.
  • Whole school focus on School Strategic Plan focused on achieving ‘greater depth’ in writing and maths.
  • Whole school focus on effective feedback to pupils.
  • Development of learning to learn skills through P4C approach.
  • LSA training on developing skills for independent learning.
  • Apply the recommendations of the Rochford Review to support assessment of children who are working below ARE.
  • Develop a tracking system to measure progress and closely track all vulnerable pupils.
  • Develop use of Inclusion Partnership Agreement (IPA) Meetings to support children at risk of a lack of good progress.
  • EYFS action research project (Classroom Strategic Investigation Project) to raise the attainment of vulnerable groups.
EEF Toolkit suggests evidence to support approaches to focus on high quality feedback, mastery and meta-cognition are highly effective ways to improve attainment for all pupils.

EEF recommend in ‘Making best use of TAs’ that training TAs to help pupils develop independent learning skills is a highly effective approach.>
  • Staff training led by maths and English leaders.
  • Pupil Progress Meetings termly, focus on pupils eligible for PP.
  • Provision and outcomes evaluated by SLT.
  • Links to teacher and LSA Performance Management.
  • Evaluate the impact of provision maps, IPA meetings, pupil premium strategy and pupil progress meeting on quality of provision, including Teaching and Learning, and outcomes for children.
  • Evaluate the impact of the EYFS action research project (Classroom Strategic Investigation Project).
Maths and English leads

Early Years Leader

Inclusion Manager (KK)
Feb 2017
E. Improve Personal, Social and Emotional Development for pupils eligible for PP.
  • Development of new whole school PSHE curriculum.
  • Whole school ‘well-being week’.
  • Whole school Life Education learning experience annually.
  • Staff Training in Emotional Literacy from school ELSA/FEIPS LSA team.
  • Improved parental engagement and education about PSHE.
  • Improvements to lunchtime provision and lunch staff skills. Development of Playleaders, new resources and further staff training.
  • Staff training linked to SEMH needs.
Many different evidence sources, e.g. Sutton Trust, EEF Toolkit suggest Social and Emotional learning interventions can be effective for pupils at a whole school level.
  • Dedicated staff meeting time for Emotional Literacy training.
  • Support for school ELSAs through Educational Psychologist supervision (half termly).
  • Well-being team lead by INCO to monitor and evaluate impact of changes.
  • Parental support.
  • Lunch team manged by SLT member, regular training and updates.
  • Evaluation of impact of training attended.
Inclusion Manager (KK)

Well-Being curriculum team
Feb 2017
Total budgeted cost £12,800
ii. Targeted support
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review?
A. Improve oral language skills in Reception and improve pupil’s abilities to access learning in lessons.
  • 1:1 and small group Interventions from the ELKLAN course Language Builders resource for children in Reception.
  • Active Listening interventions across KS1 for small groups. Training for LSA lead by independent SALT.
Some pupils need targeted support to catch up. This is a course which has been independently evaluated and shown to be effective in other schools (Talking Outcomes evidence database).

Active Listening has been proven to be effective by SALT.
  • Organise timetable to ensure staff delivering provision have sufficient preparation and delivery time.
  • Liaise with independent SALT who has used the programme to identify any potential barriers to good implementation.
  • Independent SALT to train/mentor LSA.
INCO & Elklan teacher lead Feb 2017
B. Higher rates of progress and attainment in reading across whole school for pupils eligible for PP.
  • Weekly small group sessions in reading (RIC approach and comprehension) for pupils eligible for PP with experienced teacher or LSA, in addition to standard lessons.
  • 1:1 reading tuition for pupils eligible for PP with experienced teacher or LSA (Level 3), in addition to standard lessons.
  • Rapid Phonics and Rapid Reading Interventions.
  • Regular reading with trained parent volunteers.
  • Peer Mentors for Reading.
  • Reading consultations with class teacher to identify strengths and next steps.
  • Evidenced based Reading/comprehension interventions for individuals.
We want to provide extra support to ensure high attainment and progress. 1:1 Tuition and small group interventions with highly qualified staff have been shown to be effective, as discussed in reliable evidence sources such as Visible Learning by John Hattie and the EEF Toolkit.

Feedback and Peer Mentoring has also been shown by Sutton Trust and EEF Toolkit to be effective.
  • Extra teaching time and preparation time paid for out of PP budget, not sought on a voluntary basis.
  • Impact evaluated by reading leader.
  • Engage with parents and pupils before intervention begins to address any concerns or questions about the additional sessions.
  • Regular evaluation of impact of targeted support (through Pupil Progress Meetings and Provision Maps).
INCO and Reading Lead Feb 2017
Total budgeted cost £25,000
 iii. Other approaches
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review?
D. Increased attendance rates
  • LSA 3 with lead role for attendance, to monitor pupils and follow up quickly on absences by offering in school support and signposting to other agencies.
We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.
  • Thorough briefing of LSA with lead role for attendance about existing absence issues.
  • LSA with lead for attendance and work with HT to ensure new provision and standard school processes work smoothly together.
  • Networking with other services to provide increased support for families e.g. Early Help Hub, Supporting Families, EP consultation line, CAMHS phone line, School Nurse services etc.
  • Attending HCC Attendance Network briefings.
Attendance lead Feb 2017
E. Improve Personal, Social and Emotional Development for pupils eligible for PP.
  • Independent SALT to run weekly social communication groups and train up LSA Team.
  • Use of SDQ to assess pupils eligible for PP and plan PSE development as required. 1:1 FEIPS or small group ELSA support (all YR pupils eligible for PP and others as required).
  • Use of Educational Psychologist (SLA time 5 days + half termly ELSA/FEIPS Supervision for 2x LSAs) to lead observation, assessment and professional discussion to help better understand the needs of individual pupils eligible for PP (as required).
  • Mindfulness Training for lead teacher.
  • Develop opportunities for parents/carers to learn more about supporting PSE development.
  • Lunchtime nurture groups to develop PSE skills and understanding in pupils eligible for PP.
The EEF Toolkit suggests that targeted interventions matched to specific students with particular needs or behavioural issues can be effective, especially for older pupils.

Many different evidence sources, e.g. Sutton Trust, EEF Toolkit suggest Social and Emotional learning interventions can be effective for pupils as targeted support. This can lead to greater confidence and motivation which positively impacts on attendance and attainment. Further to this meta-cognition approaches are also highly effective and form a major part of Cognitive Behavioural Therapy approaches used in ELSA/FEIPS work with individual children.
  • ELSA/FEIPS teaching time and preparation time
  • Monitoring of ELSA/FEIPS Register with INCO support to identify greatest needs and suitable interventions.
  • Support for school ELSAs through Educational Psychologist supervision (half termly).
  • Independent SALT to train/mentor LSAs.
  • Well-being team lead by INCO to monitor and evaluate impact of changes.
  • Regular evaluation of impact of targeted support (through Pupil Progress Meetings and Provision Maps).
INCO Feb 2017
F. Ensure inclusivity so that all pupils, including those eligible for PP, can take part in enrichment opportunities which have a financial implication.
  • Subsidising of school residential trips in Year 5/6.
  • Subsiding Breakfast Club and Afterschool Club
  • Subsidising of clubs/activities to support PSE development and confidence/self-esteem.
The EEF Toolkit suggests that outdoor adventurous learning can positively impact on attainment and more widely on self-confidence.
  • Regular evaluation of impact of subsidised support.
HT4 Feb 2017
Total budgeted cost £18,000

The Pupil Premium at Weeke Primary School

Over the last three years the percentage of pupils eligible Free School Meals at Weeke has steadily increased to 11.5%. The proportion of pupils who are eligible for Free School Meals is below the national average. The school (number on roll) NOR is expanding.

Total number of pupils on roll 410
Total number of eligible pupils 39 Pupils eligible for FSM (including Ever 6) – £49,724
8 Services Families (including Ever 4) - £3117
Total amount of grant £52,901

Weeke is committed to enabling all children to gain an outstanding education. We recognise that children from disadvantaged backgrounds can face particular challenges and welcome the Pupil Premium as an important way to support them.

Our approach ensures that all aspects of the school support children from disadvantaged backgrounds, by providing targeted support when it is needed. For example, when examining the progress of every pupil, teachers, the Leadership team and school governors look in detail at the development of children from disadvantaged backgrounds, as well as those with other needs. It is by providing excellent teaching, tailored to the needs of every child, and specific support to enable pupils to catch up quickly or for those who are excelling to be stretched further, that each child can reach their full potential.

We also recognise that to enable pupils to flourish, wider skills, talents and experiences, participating in clubs and school visits and journeys play an important role and should be accessible to all. We therefore use some pupil premium money to pay for and subsidise these activities for those who would not otherwise be able to afford them. We monitor how each child is progressing and use this to inform which types of support are needed.

The use of the Pupil Premium Grant in 2015/16 is planned as detailed below:

Nature of support Cost Proposed impact on pupils Evaluation
National SENCO Award
Training and development for Inclusion Manager.
£3500 High quality teaching and learning with good to outstanding progress for identified groups.

All teachers know how best to support pupils eligible for PPG and vulnerable groups and take responsibility for maximising their progress.

Identified pupils benefit from targeted interventions.
Greatest focus has been on children eligible for PP who also have SEND, at end of KS2 this represented 2 pupils. 1 pupil made expected progress in Reading, writing and maths. The other pupil made more than expected progress in Year 6 but did not make expected progress across the whole key stage. They both achieved well in additional interventions, one pupil making accelerated progress in reading and the other making progress with social and emotional learning.

Teachers know their pupils well and Provision Maps ensure additional support is targeted, evaluated and monitored by teachers. Teachers take increasing responsibility for the progress and attainment of pupils with SEND and those eligible for PP.

Pupils are identified for targeted support by their teachers.

Provision Maps and tracking data demonstrates that pupils eligible for PP make good progress in additional targeted support. Many pupils go on to make good progress and reach ARE.
Learning Support Assistant 3
(4 days a week) Providing 1:1 and small group interventions and group booster sessions across KS2 for phonics, reading, writing, spelling and maths.
£2300 Target pupils make good progress to further close the attainment gap.

Accelerate the progress of target pupils to increase the % of pupils achieving End of Year Expectations.

  • Rapid Phonics
  • Rapid Reading
  • Rapid Writing
  • Maths Interventions
  • Closing the Gap - Numicon
Provision Maps and tracking data demonstrates that pupils eligible for PP make accelerated progress in additional targeted support. Many pupils go on to make good progress and reach ARE.

All pupils eligible for PP make accelerated progress in Rapid Phonics and Rapid Reading interventions.

Year 1 Phonics pass rate increases from 81% 2015 to 96% in 2016 putting the school in the top 8% nationally. Only one child, eligible for PP does not pass the Phonics check in Year 1.

In KS1 pupils eligible for PP make expected or better progress in reading and writing, most children achieve ARE. Those who don’t make ARE make good progress from their relative start points.

At the end of KS2 8/9 pupils, eligible for PP, achieve ARE in the SPAG test. Pupils make good progress to achieve ARE by in class support and additional targeted interventions.

At the end of KS2 6/9 pupils, eligible for PP, achieve ARE in reading and writing.

Disadvantaged KS2 pupils had an average scaled score equal to or above the national score for all pupils in reading.
Additional teaching assistant hours
(2 afternoons a week) Providing 1:1 and small group interventions across KS1 for phonics and speech and language.
Able Maths Groups
(UPR Teacher additional _ day weekly)
Small group precision teaching and support for targeted pupils both under achieving and able/gifted children.
£5000 Raise achievement in Maths so that pupils make at least the expected progress.

Increase in the % of children achieving the higher levels in maths.
At the end of KS2 6/9 pupils, eligible for PP, achieve ARE in maths. Pupils who do not achieve ARE make good progress in targeted support.
Variety of educational games to support learning £350 Games and activities to enrich children’s learning and encourage application of skills. Additional resources provide good quality interventions and in class support for children eligible for PP.

iPads and Clicker programme enables pupils eligible for PP to engage in written tasks more easily contributing positively to attitude, motivation and self-esteem in written tasks.

Shepards Down Outreach report excellent use of Clicker, by school staff, to enable children to engage in writing with good support.
Variety of resources to support ELSA teaching and learning.
For example:
  • 5 Point Scale book
  • Social Communication book
£100 Resources support teaching and learning for children with social and emotional needs.
Purchase of specialist stationary to support pupils with dyslexia £100 Specialist resources to enable children to have better access to the curriculum.
Purchase of iPads
Providing access to an alternative way to record their writing, for vulnerable pupils including PP.
£1500 Improve targeted pupils engagement in writing.
Improved writing progress and achievement for individual pupils who use IPads with Clicker APPs to record their writing.
Purchase of Clicker Apps
Clicker Sentences
Clicker Connect
£98 Pupils develop key skills for writing and develop confidence for writing independently.
Further improve progress and raise attainment in writing.
Coram Life Education teaching
Providing education for all classes and parents about diet, exercise and how to manage risks as they grow up.
£1005 Children can make healthier choices and take responsibility for their own lives. The evaluation data demonstrates substantial learning for children in many areas. In fact 85% of children reported that what they had learnt during the session would help them in the future (Life Education data summary).
Two ELSA/ FEIPS
Children with specific needs or vulnerable children receive support.
Work with children individually who require mentoring.
£10,000 Raise self-esteem.

Pupils develop confidence and life/social skills.

Pupils develop confidence positively effecting learning abilities.
Pupils eligible for PP make rapid progress with ELSA/FEIPS support. Impact is observed in pupils confidence, self-help and social skills. 8/9 pupils across the school who receive this additional support make expected academic progress.

All pupils, eligible for PP, have additional transition arrangements, and all children have a smooth transition onto secondary school.
SpeechLink annual subscription

Providing speech and language assessment and intervention programmes for pupils in KS1
£150 Pupils involved in SpeechLink interventions make good progress and close the attainment gap with their peers. Pupils make some progress in SpeechLink interventions however there is limited progress observed in class. The skills are not transferred well enough to the class setting. Alternative methods for identifying pupils speech and language needs and intervening are planned for 2016/17.
Talk4Writing training
Improve the quality of writing teaching and learning with a focus on the importance of speaking and listening.
£1250 Raise achievement in Writing so that pupils make at least the expected progress and meet ARE. Positive impact on LSA professional development and understanding. LSAs reflect positively on the course and many implement ideas in their classes/groups. Less impact than hoped, as only training for LSA team.
Rapid Phonics scheme and training
Improve the quality of phonics interventions to accelerate progress and attainment of eligible and vulnerable pupils.
£1344 Pupils achieve the expected standard in the Phonics Check.

Progress of eligible pupils improves and supports closing the attainment gap.
All children eligible for PP make good progress in reading in KS1.

All pupils, including those eligible for PP, make at least good progress in Rapid Phonics and Rapid Reading interventions.

Year 1 Phonics pass rate increases from 81% 2015 to 96% in 2016 putting the school in the top 8% nationally. Only one child, eligible for PP does not pass the Phonics check in Year 1.

The proportion of disadvantaged pupils that met the expected standard in phonics was above the national figure for other pupils in year 1.
Rapid Reading and Rapid Writing  training
Improve the quality of reading and writing interventions to accelerate progress and attainment of eligible and vulnerable pupils.
Progress of eligible pupils improves and supports closing the attainment gap. Pupils, including those eligible for PP, make good progress in Rapid Reading interventions. Pupils are motivated to read for pleasure and make good progress.

Rapid Writing is used less as an intervention this year; it proves to be effective for supporting handwriting and spelling but a less useful intervention to support progress in writing.
Resources for teaching Phonic interventions £113 Progress of eligible pupils improves and supports closing the attainment gap. Phonics intervention sessions are well resourced and pupils benefit from multisensory learning.
Educational Psychologist SLA (5 days) £2500 Improve access to the curriculum for identified pupils.

Improved provision for identified pupils, maximising their progress and attainment.
Pupils who receive support from the EP service are better understood, make better progress and have barriers to learning reduced.
Lunchtime Club
Providing a nurturing lunchtime club for vulnerable pupils where they can learn valuable social skills.
£150 Improve social and eating skills for KS1 pupils and provide a safe and supportive environment for pupils at lunchtime. Pupils who attend the nurture group flourish; social skills and table manners are observed to improve and children report feeling safe and happy during lunchtimes.
Cooking classes
Providing vulnerable pupils with a valuable life experience which aims to improve self-esteem.
£470 Pupil’s self-esteem is shown to rise following a series of cooking lessons and sharing food with friends/family.
Pupils learn a valuable life skills and continue to cook at home.
Feedback from pupils and parents is overwhelmingly positive. Pupils self-esteem is boosted by the intervention and many continue to cook at home with their parents using their cookbook and wooden spoon!
Subsidise Yr 6 school journey cost £1000
(10 x £100)
Eligible pupils have access to school visit to enrich their curriculum, increase first hand experiences with the removal of the potential cost barrier. All pupils eligible for PPG attended the Y6 Residential.
Subsidise Yr 5 school journey cost £600
(6 x £100)
Eligible pupils have access to school visit to enrich their curriculum, increase first hand experiences with the removal of the potential cost barrier. All pupils eligible for PPG attended the Y5 Residential.
Provide free/subsidised ‘Breakfast Club’ and ‘Fun Club’ (after-school club) places £750 Pupils develop confidence and social and life skills.
Pupils and their families are supported to come into school on time and have a healthy breakfast and positive start to the school day.
Several pupils, eligible for PP, attend breakfast or after school club as a subsidised place. Children who access this have improved starts to their day and less difficulties coming in to school and focusing on learning.

If you think your child may possibly be eligible for free school meals, even if you do not want your child to eat school meals, please fill in a claim form.  Every child who is eligible generates valuable income (Pupil Premium Funding) for the school which helps us to provide more opportunities to secure better outcomes for our pupils.

If you have any questions or would like to know more about Pupil Premium funding and how it is being used to benefit your child, please arrange a time to speak to the Inclusion Manager.

For more information about Free School Meal Eligibility Checking please visit https://www.hants.gov.uk/educationandlearning/freeschoolmeals and click on the link "I would like to check my free school meal eligibility".

The Pupil Premium at Weeke Primary School

Over the last three years the percentage of pupils eligible Free School Meals at Weeke has steadily increased to 13.2%. The proportion of pupils who are eligible for Free School Meals is below the national average. The school (number on roll) NOR is expanding.

Total number of pupils on roll 395
Total number of eligible pupils 44 Pupils eligible for FSM – £57,579
  11 Services Families - £3,177
Total amount of grant £60,756

Weeke is committed to enabling all children to gain an outstanding education. We recognise that children from disadvantaged backgrounds can face particular challenges and welcome the Pupil Premium as an important way to support them.

Our approach ensures that all aspects of the school support children from disadvantaged backgrounds, by providing targeted support when it is needed. For example, when examining the progress of every pupil, teachers, the Leadership team and school governors look in detail at the development of children from disadvantaged backgrounds, as well as those with other needs. It is by providing excellent teaching, tailored to the needs of every child, and specific support to enable pupils to catch up quickly or for those who are excelling to be stretched further, that each child can reach their full potential.

We also recognise that to enable pupils to flourish, wider skills, talents and experiences, participating in clubs and school visits and journeys play an important role and should be accessible to all. We therefore use some pupil premium money to pay for and subsidise these activities for those who would not otherwise be able to afford them. We monitor how each child is progressing and use this to inform which types of support are needed.

The use of the Pupil Premium Grant 2014/2015 is as follows.

Nature of support Cost Proposed impact on pupils Evaluation
Inclusion Manager Support
(support for school until substantive post is taken up April 2015) Support includes review of progress and attainment of vulnerable pupils including those entitled to the PPG; review of school provision plan and access to PPG; professional development advice for class teachers.
£2340 High quality teaching and learning with good to outstanding progress for identified groups.
All teachers know the pupils eligible for PPG and vulnerable groups and take responsibility for maximising their progress.
Identified pupils benefit from targeted interventions.
 
LSA 3
Small group precision teaching and support for targeted pupils
£19038 Target pupils make good progress to further close the attainment gap. Accelerate the progress of target pupils to increase the % of pupils achieving End of Year Expectations:
  • Rapid Reading
  • Rapid Writing
  • Acceler-read
  • Acceler-write
  • Word Wasp and Hornets (phonics and spellings for dyslexic pupils)
  • Narrative Therapy (KS1)
  • Overcoming Barriers
  • Closing the Gap - Numicon
 
Additional teaching assistant
(3 afternoons a week.) Providing 1:1 and small group interventions and group booster sessions across KS1 for phonics, writing and maths.
£3999  
Two additional teaching assistants
(each 3 afternoons per week). Provide 1:1 and small group interventions and group booster sessions across KS2 for reading and writing.
£6336  
Able Maths Groups
(UPR Teacher additional ½ day.) Small group precision teaching and support for targeted pupils.
£3749 Raise achievement in Maths so that pupils make at least the expected progress.
Increase in the % of children achieving the higher levels in maths
 
Writing Conferences
1:1 conference with vulnerable pupils in each class, including PPG pupils, to explore attitudes to writing, recognise achievements and target misconceptions.
£8624 Personalised teaching and target setting to further improve progress and attainment in writing.
Improve pupil engagement in their learning with pupils knowing their next steps.
Develop the use of AfL to personalise learning.
 
Annual Subscription to School Library Service £2872 Access to wider variety of quality texts. Guidance for parents/ carers on books suitable for stage of reading  
Variety of educational games to support learning £350 Games and activities to enrich children’s learning and encourage application of skills.  
Purchase of specialist stationary to support pupils with dyslexia £100 Specialist resources to enable children to have better access to the curriculum.  
Purchase of Clicker Apps
Clicker Sentences
Clicker Docs
Clicker Connect
Clicker Books
£564 Pupils develop key skills for writing and develop confidence for writing independently.
Further improve progress and raise attainment in writing.
 
Purchase of Numicon Maths resources
Provide teaching & learning resource for the classroom and intervention for targeted pupils.
£205 Enrich children’s learning, providing a visual and practical learning resource. Further improve progress and attainment in maths.  
Two ELSA/ FEIPS
(each 2 afternoons per week.)
Children with specific needs or vulnerable children receive support. Work with children individually who require mentoring.
£4742 Raise self-esteem.
Pupils develop confidence and life/social skills.
Pupils develop confidence positively effecting learning abilities.
 
Family worker
(one afternoon per week.)
Working with children and families to improve attendance and punctuality and co-ordinating multi-agency liaison.
£1056 Improve attendance of target pupils. Improve behaviours and attendance and build constructive relationships with parents.
Progress of eligible pupils improves and supports closing the attainment gap.
 
Letters and Sounds Training £615 Pupils achieve the expected standard in the Phonics Check.
The quality of teaching and learning in phonics is at least good.
 
SEND Advisory time
Improve the quality of teaching and learning to accelerate progress and attainment of eligible and vulnerable pupils.
£1600 Closing the attainment gap between eligible pupils and their peers.
Improved outcomes for vulnerable pupils.
Teaching and learning is at least good to accelerate progress and further close the attainment gap.
 
Educational Psychologist SLA
(5 days)
£2658 Improve access to the curriculum for identified pupils.
Improved provision for identified pupils, maximising their progress and attainment.
 
Attendance Audit £500 Improve the attendance of specific pupils and reduce the number of persistent lates.
Progress of eligible pupils improves and supports closing the attainment gap.
 
Subsidise Yr 6 school journey cost 4 x £100 = £400 Eligible pupils have access to school visit to enrich their curriculum, increase first hand experiences with the removal of the potential cost barrier.  
Subsidise Yr 5 school journey cost 9 x 100 = £900 Eligible pupils have access to school visit to enrich their curriculum, increase first hand experiences with the removal of the potential cost barrier.  
Provide free/subsidised ‘Fun Club’ (after-school club) places £500 Pupils develop confidence and social and life skills.  

If you think your child may possibly be eligible for free school meals, even if you do not want your child to eat school meals, please fill in a claim form. Every child who is eligible generates valuable income (Pupil Premium Funding) for the school which helps us to provide more opportunities to secure better outcomes for our pupils.

If you have any questions or would like to know more about Pupil Premium funding and how it is being used to benefit your child, please arrange a time to speak to the Head Teacher.

For more information about Free School Meal Eligibility Checking please visit: http://www3.hants.gov.uk/caterers/hc3s-freeschoolmeals and click on the link "I would like to check for free meal eligibility".

Below is a summary of how the pupil premium was used at Week Primary School during 2013/14 and its impact.

The Pupil Premium at Weeke Primary School

Over the last three years the percentage of pupils eligible for Free School Meals at Weeke has steadily increased to 10.3%. The proportion of pupils who are eligible for Free School Meals is below the national average. The school (number on roll) NOR is expanding.

Total number of pupils on roll 366
Total number of eligible pupils 44 Pupils eligible for FSM - £49,299
  12 Services Families - £3474
Total amount of grant £52,773

Weeke is committed to enabling all children to gain an outstanding education. We recognise that children from disadvantaged backgrounds can face particular challenges and welcome the Pupil Premium as an important way to support them.

Our approach ensures that all aspects of the school support children from disadvantaged backgrounds, by providing targeted support when it is needed. For example, when examining the progress of every pupil, teachers, the Leadership team and school governors look in detail at the development of children from disadvantaged backgrounds, as well as those with other needs. It is by providing excellent teaching, tailored to the needs of every child, and specific support to enable pupils to catch up quickly or for those who are excelling to be stretched further, that each child can reach their full potential.

We also recognise that to enable pupils to flourish, wider skills, talents and experiences, participating in clubs and school visits and journeys play an important role and should be accessible to all. We therefore use some pupil premium money to pay for and subsidise these activities for those who would not otherwise be able to afford them. We monitor how each child is progressing and use this to inform which types of support are needed.

The impact of the Pupil Premium Grant in 2013/2014 was as follows:

Nature of support 2013-14 Cost Proposed impact on pupils Evaluation
Annual Subscription to School Library Service £2872 Access to wider variety of quality texts.
Guidance for parents/ carers on books suitable for stage of reading.
In November, the DFE publish our results in a report called RAISE online(ROL) which analyses our school data.

At the end of KS2:
  • 100% of pupils eligible for PPG made expected progress in reading, above the national percentage for all pupils
  • 67% of pupils eligible for PPG made more than expected progress in reading, well above the national percentage for all pupils. -Value added score in reading for pupils eligible for PPG, was 101.4 well above the national score for all pupils
  • APS in reading for pupils eligible for PPG was 31.7, above the national score for all pupils
  • 100% of pupils eligible for PPG achieved L4 in reading, well above the national percentage for all pupils
  • 78% of pupils eligible for PPG achieved L5 in reading, well above the national percentage for all pupils
Guided Reading Books £2482 Significant investment in high quality core reading books to reinforce phonics and reading comprehension.
Well-resourced phonics improves the teaching and learning of spelling, speaking and listening and reading. Ensures enjoyable and interactive learning.
Year 2 Able Writers Group
Weekly provision for 3 half terms, developing a rich vocabulary and well-constructed sentences
£2150 Raise achievement in Writing so that pupils make at least the expected progress.
Increase in the % of children achieving better than End Year Expectations.
APS in writing for pupils eligible for PPG was 14.3.
The gap between pupils eligible for PPG and all pupils nationally has narrowed from 1.9 APS to 0.8 APS.
Yr 6 Boys Writing Group
Small group theme based writing project for targeted pupils (L4)
£420 Raise achievement in Writing so that pupils make at least the expected progress.
Increase in the % of children achieving End Year Expectations.
At the end of KS2:
  • 89% (8 out of 9) of pupils eligible for PPG made expected progress in writing
  • 3 pupils (33%) eligible for PPG made more than expected progress in writing, in line with the national percentage for all pupils
  • APS in reading for pupils eligible for PPG was 26.3
  • 67% of pupils eligible for PPG achieved L4 in writing
  • 22% of pupils eligible for PPG achieved L5 in writing
The school is continuing to work on narrowing the gap between disadvantaged pupils and all pupils nationally.
L4 Maths group
Small group precision teaching support for targeted pupils
£2010 Raise achievement in Maths so that pupils make at least the expected progress.
Increase in the % of children achieving End Year Expectations.
At the end of KS2:
  • 100% of pupils eligible for PPG made expected progress in maths, above the national percentage for all pupils
  • 33% of pupils eligible for PPG made more than expected progress in maths
  • Value added score in reading for pupils eligible for PPG, was 100.5, above the national score for all pupils
  • APS in maths for pupils eligible for PPG was 30.3, above the national score for all pupils
  • 100% of pupils eligible for PPG achieved L4 in maths, well above the national percentage for all pupils
  • 56% of pupils eligible for PPG achieved L5 in maths, well above the national percentage for all pupils
Phonics Audit
External audit of the quality of phonics provision in EYFS/ KS1
Follow up professional development activities
£1780 Pupils achieve the expected standard in the Phonics Check
The quality of teaching and learning in phonics is at least good
  • 86% of Y1 pupils achieved the expected standard in the Phonics Check in 2014 (above the national average) an increase of 16% on the previous year and 27% in the last 2 years
  • 80% of Y1 pupils (4 out of 5) eligible for PPG achieved the expected standard, significantly above the national average for disadvantaged pupils (63%) and above the national percentage for all pupils (74%)
  • 60% of EYFS pupils eligible for PPG achieved expected outcomes in Literacy
Purchase of ‘Clever Clogs’ Phonics Games Enrichment activities for phonics provision with games that can be taken home for children to play with their families. £400 Pupils achieve the expected standard in the Phonics Check.
The quality of teaching and learning in phonics is at least good.
Support for parents/ carers with helping their child at home with phonics practice.
Language Links Intervention
Early diagnostic tool for Speech and Language difficulties.
SENCO and SEN Admin/SNA Language and Communication Conference.
Purchase of Language Links Programme.
Early Years teachers trained.
£2500 All Early Years pupils screened and personalised programmes developed to support whole class teaching and small group work.
  • 90% of all pupils in EYFS achieved the expected outcomes for Communication and Language
  • 80% of EYFS pupils eligible for PPG achieved expected outcomes in Communication and Language
Behaviour Support Team ‘Create and Play Sessions’
Families invited to attend 8 weekly sessions in order to prepare their child for school readiness.
£1200 Readiness for school.
Smooth transition for vulnerable pupils to EYFS
  • 89% of all pupils in EYFS achieved the expected outcomes in Personal, Social and Emotional Development
  • 70% of EYFS pupils eligible for PPG achieved expected outcomes in Personal, Social and Emotional Development
Additional ½ day UPR Teacher
Small group precision teaching support for targeted pupils, able maths in Yr 3 & Yr 4.
£3800 Raise achievement in Maths so that pupils make at least the expected progress.
Increase in the % of children achieving better than End Year Expectations.
Targeted pupils in Y3 made more than expected progress and achieved above age related expectations.
Targeted pupils in Y4 made expected progress and 50% of these made more than expected progress. All targeted pupils achieved above age related expectations.
Yr 5 Phonics/ Reading Group Small group precision teaching support for targeted pupils. £2010 Raise achievement in Reading so that pupils make at least the expected progress.
Increase in the % of children achieving End Year Expectations.
The gap has narrowed between the attainment of pupils eligible for PPG and other pupils.
Rapid Writing Training & Pilot Study
3 x KS2 LSAs trained at another primary school by SENCO.
Programme trialled in school with groups of Yr3, Yr4 and Yr5 pupils to assess impact before committing to programme.
£2000 Raise achievement in Writing so that pupils make at least the expected progress.
Increase in the % of children achieving End of Year Expectations.
Following a short term trial and pilot the children in Year 3 receiving the Rapid Writing Intervention made great progress in their confidence and made at least expected progress.
In Year 3, all children made 1 sublevel of progress and one made 2 sub-levels.
Speed Up Training
2 LSAs attended an 8 week training  programme with an Occupational Therapist
8 week kinaesthetic  programme delivered
£2000 Improvement in fine motor control, handwriting and co-ordination skills Targeted pupils following the Speed Up Intervention made great progress in their handwriting and written speed.
Acceler-read and Acceler-write resource kit £1825 Well-resourced phonics improves the teaching and learning of spelling, speaking and listening and reading. Ensures enjoyable and interactive learning. As an example, a targeted pupil in Year 3 made double ratio gains in both reading and spelling following a short term 2 month intervention using the Acceler-read and Acceler-write program. 
Two additional teaching assistants (each 3 afternoons per week)
Provide 1:1 and small group interventions and group booster sessions across KS2 for reading and writing.
£6456 Trained LSAs used for specific intervention programmes in order to maximise pupil outcomes.
Targeted support for identified pupils.
We track the progress of all of our pupils in school including those receiving intervention programmes.
Our internal tracking data shows the progress that these pupils make and their improved confidence and learning attitudes.
SENCo management time including management of PPG £8270 Focused tracking system monitors progress of targeted pupils.
Monitoring of delivery of targeted interventions.
Identified pupils benefit from targeted interventions.
Advice for class teachers to improve quality of teaching.
Class teachers know who pupils eligible for PPG are and plan accordingly.
Tracking systems monitor the progress and attainment of eligible pupils.
Provision maps are in place and adjusted accordingly.
Educational Psychologist
Children with specific needs and where concerns have been raised receive specific support (3 days).
£3000 To enable children to access the curriculum
Develop confidence and life/social skills
We track the progress of all of our pupils in school including those in receipt of ELSA support and those working with the Educational Psychologist.
Our internal tracking data shows the progress that these pupils make and their improved confidence and learning attitudes.
Emotional Literacy Support Assistant
Children with specific needs or vulnerable children receive specific support.
Work with children individually who require mentoring.
£4742 Raise self-esteem.
Develop confidence and life/social skills.
Develop confidence positively effecting learning abilities and social skills access the curriculum.
Family worker working with children and families to improve attendance and punctuality and co-ordinating multi-agency liaison £1056 Pupils develop confidence positively effecting learning abilities and social skills.
Attendance to school is improved from Autumn to Summer term.
Pupils are more independent and organised as a result of better communication with PPG parents.
Attendance for pupils on FSM is 94.1% in line with 2012-2013 attendance data.
The school has planned an attendance audit and further initiatives to improve this figure.
Subsidise Yr 6 school journey cost 9 x £100
£900
Enable children from lower income families to participate in school journey.
To ensure all pupils have access to school visit to enrich their curriculum and remove the potential cost barrier.
All pupils eligible for PPG attended the Y6 Residential.
Subsidise Yr 5 school journey cost 4 x 100
£400
Enable children from lower income families to participate in school journey.
To ensure all pupils have access to school visit to enrich their curriculum and remove the potential cost barrier.
All pupils eligible for PPG attended the Y5 Residential.
Provide free/subsidised ‘Fun Club’ (after-school club) places £500 Support families on lower incomes with after school childcare costs.
Pupils develop confidence and social and life skills
All pupils eligible for PPG attend after school provision as needed.
Pupil Premium (PP) Allocation 2012 – 2013 (£18,550)
Data/Evidence What we did Spend Evidence of impact
Results indicated priority area of attainment and progress in writing for 2012 to 2013 cohort.
  • Increased the focus on provision of 'Outstanding' teaching
  • Further develop Pupil Premium specific tracking, data analysis
  • LSA training on interventions (1 INSET)
  • UPS teacher booster groups 1 am per week two terms
  • Additional SENCO cost for KS2 (1/2 day per week for 1 term)
  • Increase spend on LSAs to run intervention programmes
  • Increase spend on ELSA (emotional support)
  • Residential/trip funding for PP children
  • Intervention programmes
SENCO: £600
SENCO & LSA: £500
UPS teacher: £2,300
UPS teacher: £1,150
1 X FT LSA: £11,000
1 day p/wk: £2,200
Trip funding: £400
Intervention: £400
Attainment at Key Stage 2 (End of yr6)
All 4 PP children achieved national expectations in writing and maths; 3 out of 4 PP pupils achieved national expectations in reading
Progress from Key Stage 1 to Key Stage 2 (Y2 to Y6)
All PP children made expected progress in maths and writing; 3 out of 4 PP children made expected progress in reading
Two children achieved better than expected progress in reading, one child achieved better than expected progress in writing, three children achieved better than expected progress in maths
Pupil Premium (PP) Allocation 2011 – 2012 (£13,728)
Results indicated priority area of attainment and progress in writing for 2011 to 2012 cohort.
  • Increased spend on ELSA (emotional) support
  • Implement specific FSM tracking
  • Increased spend on LSAs to run intervention programmes
Attainment at Key Stage 2 (End of yr6)
All PP children achieved national expectations in all subjects
Progress from Key Stage 1 to Key Stage 2 (Y2 to Y6)
All PP children made at least expected progress all subjects