2014 - 2015 Pupil Premium

Pupil Premium  Amount ActionOutcome 
Service Children                   £64,200Continuation of Learning Mentor role
- support 1:1 within classroom to engage pupils in their learning
- deliver weekly Drop In sessions for families 
(Monday and Friday)
- friendship groups and support for pupils who have worries

Very positive impact. Both pupils and parents/carers accessed support via Learning Mentor.  Weekly drop in sessions for families to discuss issues and/or get practical advice on family related matters. This point of contact ensured smooth liaison between home and school with issues e.g absenteeism/behaviour etc. being swiftly dealt with.

Learning Mentor had a very clear presence around school and pupils have been confident in approaching her for support and advice.

Learning Mentor support also given during class time to target specific individuals who needed support linked to Focussed Mentoring system.

  Proportion of Deputy Head role managing mobilityLiaison with admin team, school staff, secondary schools, families and professionals in other schools has ensured a smooth transition for all service children.

Service families had access to information and consultation throughout the working week via face to face contact, telephone and e-mail.

Transfers of pupils was well co-ordinated e.g. pupils arriving had information about their new teachers and class were sent to them in advance and were allocated a ‘buddy’ whom they could contact during the summer holidays.

Pupil information packs were disseminated to support transition

Pupils due to arrive during summer 2015 with additional or different needs swiftly identified and plans in place to ensure the appropriate provision for the next academic year.
  Advance Teaching Assistant role to support pupil's well being and academic progress within Key Stage 2

Additional and different interventions were led by Advanced Teaching Assistant

% of Key Stage 2 pupils with pupil premium  (PP) compared to non-pupil premium (NPP) who have made measurable progress:

                       PP        NPP

Reading:        78%        83%

Writing:          95%         95%

Maths:            93%        89%

  Admin support to ensure the effective transfer of data between schools for transient pupilsAdditional time for Business Manager was given to co-ordinate new pupil admissions.

Funding for members of admin team to spend additional hours compiling and processing Pupil Information Profiles (PIPs). This ensured a smooth coordinated transition between schools.

Additional time for Head, Deputy and Business Manager to process admissions during summer. 95 pupils admitted during summer 2015.
  HMS Hero Support Group to continue within school and increase access for service and non-service pupils as a support mechanismPupils from service and non-service families respond well to HMS Hero’s group and continue to attend sessions regularly.

Teaching assistant who leads HMS Hero’s group has had regular release time from class duties to plan, co-ordinate and liaise with Pupils Services Champion.

With support and leadership of HMS Hero’s, Le Cateau has hosted fundraising events that have supported families linked to the Armed Forces e.g. Armed Forces Day  which was hugely successful. Over 700 children attended event hosted by Le Cateau.

Assembly time allocated to representatives from Armed Forces i.e. Service Pupils Champion/Scots Guards visit has helped to promote HMS Hero’s and encourage the ‘pupil voice’
  Introduction of weekly 'Forest School' outdoor sessions.  
Develop knowledge and understanding of the outdoors and ability to work in teams supporting each other
Click here for further information>>
Excellent response from pupils.

Ethos of appropriate ‘learning behaviour’ has developed and is reflected through improved attainment and progress levels. See schools published assessment data for 2014-15

Pupils have a positive approach to learning. School values taught during Forest Schools sessions have been embedded.

Leader of Forest School completed Level 3 Training Course. 
Pupil Premium Amount ActionOutcome 
Disadvantaged Pupils             £57,200Continuation of Learning Mentor role
- support 1:1 within classroom to engage pupils in their learning
- deliver weekly Drop In sessions for families 
(Monday and Friday)
- friendship groups and support for pupils who have worries
Learning Mentor had a very clear presence around school and pupils have been confident in approaching her for support and advice.  Disadvantaged Pupils were specifically targeted by Learning Mentor.

Learning Mentor support also given during class time to target specific individuals who needed support linked to Focussed Mentoring system.

Additional drop in sessions during lunchtimes to support with homework. 1x30min per week enabled pupils to increase focus.

  1:1 and 1:2 After school Tutoring sessions for targeted pupils within Year 6.  Increased opportunities to make rapid progress3x Additional tutors were appointed allowing targeted pupils to make progress. Majority of selected pupils met age related expectations in reading, writing and maths.
  Additional Teaching Assistant support to deliver intervention programs within Years 2,3,4,5 & 6 aimed at "Closing the Gap" ATA & HLTA time allocated to specific interventions in order to close the gap. Additional portion of Head teacher and Deputy Head teacher time used to carry out additional Literacy and Numeracy intervention groups. Improvement in Key Stage Two outcomes and Key Stage One phonics. However, there needs to be more focus on improving reading, writing and maths at the end of Key stage One.
  1:5 Booster group sessions for Disadvantaged pupils in Year 6 identified as making satisfactory progress.Majority of selected pupils made expected or good progress and achieved end of year age related expectations.
  Classroom cover allowing Teaching staff to deliver pupil/teacher/parent Mentor Meetings 4 times per year.  Ensures all parties are clear on areas for development required and how this is to be delivered96% attendance at regular Mentor Meetings with pupils.This allowed necessary information relating to progress, attainment, attendance, learning behaviour and attitude to be shared. Targets/‘next steps’ were then shared.

Pupils were well informed of expectations and were able to focus on areas of learning specific to their own level of development. Data shows a good level of progress overall.

  Introduction of weekly 'Forest School' outdoor sessions.  
Develop knowledge and understanding of the outdoors and ability to work in teams supporting each other
Click here for further information>>
Excellent response from pupils.

Ethos of appropriate ‘learning behaviour’ has developed and is reflected through improved attainment and progress levels. See schools published assessment data for 2014-15.Pupils have a positive approach to learning. School values taught during forest schools sessions have been embedded. 

Pupil Premium Amount ActionOutcome 
 Looked After Children                            £1,900Continuation of Learning Mentor role
- support 1:1 within classroom to engage pupils in their learning
- deliver weekly Drop In sessions for families 
(Monday and Friday)
- friendship groups and support for pupils who have worries

Personal mentor provided regular 1:1 support.

Excellent outcomes achieved. Attainment levels above national expectation for Maths and Reading and in line with national expectation for writing.
  Advance Teaching Assistant role to support pupils engagement with learning due to behaviour, social and emotional difficulties.  This support will allow further academic progress to be madeFocussed support from ATA in class supported LAC with challenging transitions i.e. movement and loss of close friendships and move to new foster family within year.  Vital support implemented by ATA to support move to new secondary school. This ensured that focus on learning could remain and progress was made.
  1:1 and 1:2 After school Tutoring sessions for targeted pupils within Year 6.  Increased opportunities to make rapid progress

Targeted small group work every morning.  This enabled progress to be made. 1:1 tuition session each week led by a qualified teacher. 

  ICT resource with additional IPad and Laptop purchases to support access to modern technology.  Target group can utilise and access modern technology within school setting ensuring additional work and homework is completed.Purchase of additional iPads enabled access to technology during school time.

Majority of learning based on Computing curriculum in response to interests of pupils and thus ensuring high motivation levels. This is reflected in improved end of year progress and attainment levels.