Review of expenditure

Previous Academic Year

2018-2019 - £47,520

Desired outcome

Chosen actions

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

All children receive first quality teaching.

Vulnerable groups of children receive targeted support.

Other Approaches

Additional support from speech and language therapist.

Targets continued to be reviewed quicker, and new ones set. In-school support and CPD for teachers to concentrate on more focused needs of the individuals and targets could be implemented as part of quality first teaching. New Speech and Language Therapist worked well with SENCO and reports disseminated back to class teachers so targets could be focused on in class. 

Children are seen quicker for assessment and programmes can be started earlier. This supported early identification of additional needs. Children’s targets were met as teachers focus on targets in lessons also.

£3,500

Subsidised Breakfast Club for P.P. children.

Children were able to access a balanced breakfast before school which also supported parents in ensuring children arrived to school on time. We were able to continue offering non-disadvantaged children who were finding it difficult to be punctual to school, a place in breakfast club.

This ensured that children started the day in the right way;calm and settled. Children developed social skills around meal times and improved communication with each other.

£2,000

LEXIA phonics intervention

The IT infrastructure needed redeveloping to support the programme. Therefore additional training for teachers and investment in phonic resources was used.

This supported the teaching of phonics and ensured that children received the additional support in phonics ready for application into writing

£4,000

Financial support for school trips; support for voluntary contributions.

School was able to run a variety of school trips to broaden the children’s first hand experiences that would support them with their learning in particular topic areas.

This enabled more children to be able to access school trips. We also subsidised extra-curricular clubs to help widen the interest of children and give them new experiences.

£2,000

Developing the school’s leadership structure.

Two assistant heads worked together to monitor progress and attainment of Pupil Premium children and support teachers in planning for their vulnerable groups. A new tracking system supported leaders in identifying focus children.

This supported teachers in identifying their vulnerable children and planning for focus groups.

Leaders were able to monitor the progress and attainment of vulnerable groups.

£10,000

Smaller group focus on narrowing the gap in English and Maths, LSAs to support group work.

Target groups were identified and differentiated work to accelerate children’s progress was provided.

LSAs to support smaller group work helped to improve data in all areas.

£10,000

Staff training- to raise the focus on expectations for vulnerable children.

Staff regularly updated with additions to eligibility for disadvantaged premium. Staff meetings focused on quality first teaching and how to close the gap between disadvantaged and non-disadvantaged children. 

This ensured that teachers knew how to identify any gaps between vulnerable groups and were confident to action plan how to close them. PP analysis information was created by PP champion and given to teachers so they were aware of these children and where their gaps were. These were acted upon in future planning.

£8,000

Extra-Curricular Activities

A range of after school activities were subsidised to all pupils to enable them to have more real life experiences, encouraging them to take more interest in a variety of sports and hobbies.

Children showed great interest and were fully engaged in the activities offered. Highlighted to teachers the skills and interests of the children which had an impact on the planning, making sure the topics were reflective of their interests.

£2,000

Reading tests

The Salford reading test was used to assess targeted children for reading and comprehension ability.

Targeted support was used to support children identified as working below ARE with a significant gap to peers. Attainment in reading for PP children was above national attainment.

£2000

Sensory circuits

Staff were trained on the use of sensory circuits and were used daily for specific children. Additional resources were purchased to support the sessions.

Targeted children received the sensory support needed to aid in their development, developing confidence and supporting learning.

£1500

Social skills group- supported by SALT.

Groups to support vulnerable children/ children with additional needs were developed with SALT and delivered to target groups. This was supported by the addition of 2 learning mentors part way through the year.

Children were more equipped in social situations and social and emotional wellbeing was well supported. This supported a reduction in behaviour incidences.

£2000

Curriculum Topics with Aspirational‘Big’ Outcomes

Each year group produced a highly aspirational meaningful outcome to learning through a cross curricular approach to learning.  Families and the local community were invited to the impressive outcomes.

Curriculum outcomes supported a love of learning which embedded deeper learning and inspired children.

£3000

My Concern

My Concern used throughout the school. Policies and procedures in place. Chronology of incidences and concerns for all children on My Concern. Good for those new to the school to read to familiarise themselves with children who need support with personal and school life.

My Concern ensures comprehensive chronologies are kept for vulnerable children.

Concerns are reported in a timely and effective manner.

£1,500

Drawing and talking therapy.

The school provided specifically focussed sessions to vulnerable children to support them with social and emotional difficulties through art therapy and opportunities to talk and draw.

Children were supported with emotional wellbeing and vulnerable families identified with targeted support put in place.

£2000

Lunchtime clubs

Vulnerable children, who include a majority of PP children, given the opportunity to improve their self-esteem and social skills.

The school employed two learning mentors who run the lunchtime club across the school. Vulnerable children were identified and supported through social skill activities and small group play.

£8000

Total budgeted cost

£61,500

   Review of expenditure

Previous Academic Year

2018-2019 - £87,120

Desired outcome

Chosen actions

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

All children receive first quality teaching.

Vulnerable groups of children receive targeted support.

Other Approaches

Additional support from speech and language therapist.

Targets continued to be reviewed quicker, and new ones set. In-school support and CPD for teachers to concentrate on more focused needs of the individuals and targets could be implemented as part of quality first teaching. New Speech and Language Therapist worked well with SENCO and reports disseminated back to class teachers so targets could be focused on in class. 

Children are seen quicker for assessment and programmes can be started earlier. This supported early identification of additional needs. Children’s targets were met as teachers focus on targets in lessons also.

£7,000

Subsidised Breakfast Club for P.P. children.

Children were able to access a balanced breakfast before school which also supported parents in ensuring children arrived to school on time. We were able to continue offering non-disadvantaged children who were finding it difficult to be punctual to school, a place in breakfast club.

This ensured that children started the day in the right way; calm and settled. Children developed social skills around meal times and improved communication with each other.

£2,000

LEXIA phonics intervention

The IT infrastructure needed redeveloping to support the programme. Therefore additional training for teachers and investment in phonic resources was used.

This supported the teaching of phonics and ensured that children received the additional support in phonics ready for application into writing

£4,000

Financial support for school trips; support for voluntary contributions.

School was able to run a variety of school trips to broaden the children’s first hand experiences that would support them with their learning in particular topic areas.

This enabled more children to be able to access school trips. We also subsidised extra-curricular clubs to help widen the interest of children and give them new experiences.

£4,000

Developing the school’s leadership structure.

Two assistant heads worked together to monitor progress and attainment of Pupil Premium children and support teachers in planning for their vulnerable groups. A new tracking system supported leaders in identifying focus children.

This supported teachers in identifying their vulnerable children and planning for focus groups.

Leaders were able to monitor the progress and attainment of vulnerable groups.

£10,000

Smaller group focus on narrowing the gap in English and Maths, LSAs to support group work.

Target groups were identified and differentiated work to accelerate children’s progress was provided.

LSAs to support smaller group work helped to improve data in all areas.

£10,000

Staff training- to raise the focus on expectations for vulnerable children.

Staff regularly updated with additions to eligibility for disadvantaged premium. Staff meetings focused on quality first teaching and how to close the gap between disadvantaged and non-disadvantaged children. 

This ensured that teachers knew how to identify any gaps between vulnerable groups and were confident to action plan how to close them. PP analysis information was created by PP champion and given to teachers so they were aware of these children and where their gaps were. These were acted upon in future planning.

£11,000

Extra-Curricular Activities

A range of after school activities were subsidised to all pupils to enable them to have more real life experiences, encouraging them to take more interest in a variety of sports and hobbies.

Children showed great interest and were fully engaged in the activities offered. Highlighted to teachers the skills and interests of the children which had an impact on the planning, making sure the topics were reflective of their interests.

£2,000

Maths No Problem

A consistent scheme of work to raise the attainment and progress of children and close down the Pupil premium gap.

Whilst the scheme supported teachers in the teaching of maths mastery- the impact of the scheme was not consistent across the school as accessibility was difficult for lower achievers.

Scheme to change for 2019-2022.

£10000

Reading tests

The Salford reading test was used to assess targeted children for reading and comprehension ability.

Targeted support was used to support children identified as working below ARE with a significant gap to peers. Attainment in reading for PP children was above national attainment.

£2000

Sensory circuits

Staff were trained on the use of sensory circuits and were used daily for specific children. Additional resources were purchased to support the sessions.

Targeted children received the sensory support needed to aid in their development, developing confidence and supporting learning.

£1500

Social skills group- supported by SALT.

Groups to support vulnerable children/ children with additional needs were developed with SALT and delivered to target groups. This was supported by the addition of 2 learning mentors part way through the year.

Children were more equipped in social situations and social and emotional wellbeing was well supported. This supported a reduction in behaviour incidences.

£4000

Curriculum Topics with Aspirational‘Big’ Outcomes

Each year group produced a highly aspirational meaningful outcome to learning through a cross curricular approach to learning.  Families and the local community were invited to the impressive outcomes.

Curriculum outcomes supported a love of learning which embedded deeper learning and inspired children.

£4000

My Concern

My Concern used throughout the school. Policies and procedures in place. Chronology of incidences and concerns for all children on My Concern. Good for those new to the school to read to familiarise themselves with children who need support with personal and school life.

My Concern ensures comprehensive chronologies are kept for vulnerable children.

Concerns are reported in a timely and effective manner.

£1,500

Drawing and talking therapy.

The school provided specifically focussed sessions to vulnerable children to support them with social and emotional difficulties through art therapy and opportunities to talk and draw.

Children were supported with emotional wellbeing and vulnerable families identified with targeted support put in place.

£2000

Booster sessions before/after school

Targeted interventions for identified children to support comprehension, reading and maths learning were delivered by class teachers and TAs.

Focus children were supported in core subjects ensuring that gaps in knowledge and skills were identified and addressed.

£15,000

Lunchtime clubs

Vulnerable children, who include a majority of PP children, given the opportunity to improve their self-esteem and social skills.

The school employed two learning mentors who run the lunchtime club across the school. Vulnerable children were identified and supported through social skill activities and small group play.

£8000

Total budgeted cost

£98,000