2015 - 2016 Pupil Premium

Pupil Premium   Amount  Action Outcome 
Service Children                    £58,200 2.5hours of 'Forest School' outdoor session every week of the academic year for children in Year 1-6. Led by Level 3 Trained Forest School Leader.
Develop knowledge and understanding of the outdoors and ability to work in teams supporting each other.
Click here for further information>>
Purchase of Outdoor equipment to support learning (fire pits, compasses, kettle, tarpaulin, waterproof clothing for all ages) 

 The increased number of Forest Schools sessions have provoked an excellent response from pupils.
Many pupils initially lacked confidence whilst working outdoors. They were nervous about taking measured risks such as exploring the river. There have been significant improvements in this area. Children have shown an increase in their self-confidence and are now keen to have a go and try new things.
Staff report that pupils collaborate and are more willing to work in teams together.
Click on the following link to see in more detail how Forest Schools has had a positive impact on pupils.
Work covered is now more closely linked to the national curriculum topics that are being studied alongside during class time.
Additional equipment has been purchased in order to extend the breadth and quality of provision. For example, fire bowls, tarpaulin and kettles.
Parent workshops to inform about Forest Schools have been held with some success.

    Proportion of Deputy Head role managing mobility following largest drawdown into Catterick Garrison. x2 days of role. Liaison with transferring schools to identify areas of need and to secure data/information.  The Deputy Head utilised allocated time to ensure the smooth transition of over 130 pupils in collaboration with the Head Teacher and the staff team. This included supporting with the formal admission process prior to the start of the new school year.

A significant proportion of time was spent meeting with parents and supporting them with the transition, in addition to direct work with pupils. This was conducted throughout the working week via face to face contact, telephone and e-mail.

Approximately 25% of the new arrivals had additional and/or different needs. Specific work involved direct work with families; leading and supporting staff in school, whilst also liaising with professionals from other settings/outside agencies. For example, social services, speech and language therapists, CAMHs and educational psychologists.

Time was also spent supporting the Head Teacher with appointment and induction of a new Early Years Foundation Leader, four new teachers, eight new teaching assistants and a Learning Mentor in order to accommodate the drawdown.

Deputy Head’s time spent supporting the new Learning Mentor has ensured that she was able to quickly get to grips with the role and develop close relationships with children and parents. This has had a significantly positive impact on the school as a whole. See below.

    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

 Feedback from staff, pupils and parents indicates that the Learning Mentor is warm, approachable and always willing to invest time to support our families.
There has been a visible presence around school, both during lesson times and non-contact times e.g. breaks and breakfast club.
In addition to ‘in class support’ with learning, the Learning Mentor has also provided precisely targeted interventions for those pupils who have additional and/or different needs. This has included leading small nurture groups and 1:1 sessions with selected individuals.
The Learning Mentors effective liaison with outside agencies such as Bedale EMS have enabled professionals to share good practice which has directly benefitted children.

    Admin support to ensure the effective transfer of data between schools for transient pupils.  In addition to hours spent within term time, three additional days before the start of the new school year were spent engaged in the formal admission process of new pupils.

This included meeting and greeting new families, showing them around school and processing the necessary paper work.

The admin team also ensured effective transfer and recording of all data linked to new pupils.

Time was also allocated to liaison and co-ordination between schools where necessary.

    HMS Hero Group to run 3 lunch time sessions per week led by Advance Teaching Assistant.  Additional hours for ATA.  HMS Hero Group has been a valuable source of support for both service and non-service pupils.

Children have met regularly to organise fundraising events and have played a part in the HMS Hero’s 10th Birthday celebrations at Ripon Cathedral.

In addition, weekly HMS Hero’s meetings have included activities linked to friendship/relationship skills, team building and practical games on request from the children themselves.

    Classroom supply 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 delivered. 60 days worth of supply cover across the academic year.  Parents attendance at Mentor Meetings with pupils continues to allow necessary information relating to progress, attainment, attendance, learning behaviour and attitude to be shared. Targets/‘next steps’ were then shared.

Pupils continue to be well informed of expectations and were able to focus on areas of learning specific to their own level of development.

Pupil Premium  Amount  Action Outcome 
Disadvantaged Pupils              £59,400 Continuation 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
 Feedback from both pupils and parents indicates that the Learning Mentor is warm, approachable and always willing to invest time to support our families.
There has been a visible presence around school, both during lesson times and non-contact times e.g. breaks and breakfast club.
In addition to ‘in class support’ supporting pupils with learning, the Learning Mentor has also provided precisely targeted interventions for those pupils who have additional and/or different needs. This has included small group work and 1:1 sessions.
The Learning Mentors effective liaison with outside agencies such as Bedale EMS have enabled professionals to share good practise which has directly benefitted children.
    1:1 and 1:2 After school Tutoring sessions for targeted pupils within Year 6.  Increased opportunities to make rapid progress  Although, it is difficult to measure the precise impact of these interventions due to a lack of control group, parents, pupils and staff all agreed that the support was beneficial and contributed to the pupil’s success with their end of year SATs exams.
    4 x disadvantaged pupils from Y5/6 selected to complete music lessons. Group trumpet session delivered 1x30min per week for the whole year.   All four pupils have enjoyed the opportunity to learn the trumpet with good attendance at music lessons.
With the exception of one pupil who has left to go to secondary school, lessons will continue next year for the other three pupils.
    1:5 Booster group sessions for Disadvantaged pupils in Year 6 identified as making satisfactory progress.  The uptake for booster group sessions was significantly greater than expected. Over 42 pupils accessed at least 6 booster group sessions led by teachers at the end of the school day. Both staff and parents felt that these were beneficial in helping pupils prepare for their SATs tests. 
    Classroom supply 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 delivered. 60 days worth of supply cover across the academic year.  Parents attendance at Mentor Meetings with pupils continues to allow necessary information relating to progress, attainment, attendance, learning behaviour and attitude to be shared. Targets/‘next steps’ were then shared.

Pupils continue to be well informed of expectations and were able to focus on areas of learning specific to their own level of development.

    2.5hours of 'Forest School' outdoor session every week of the academic year for children in Year 1-6. Led by Level 3 Trained Forest School Leader.
Develop knowledge and understanding of the outdoors and ability to work in teams supporting each other.
Click here for further information>>
Purchase of Outdoor equipment to support learning (fire pits, compasses, kettle, tarpaulin, waterproof clothing for all ages) 
 The increased number of Forest Schools sessions have provoked an excellent response from pupils.

Many pupils initially lacked confidence whilst working outdoors and were nervous about taking measured risks such as exploring the river. There have been significant improvements in this area. Children have shown an increase in their self-confidence and are now keen to have a go and try new things.
Staff report that pupils collaborate and are more willing to work in teams together.
Click on the following link to see in more detail how Forest Schools has had a positive impact on pupils.
Work covered is now more closely linked to the national curriculum topics that are being studied alongside during class time.
Additional equipment has been purchased in order to extend the breadth and quality of provision. For example, fire bowls, tarpaulin and kettles.
Parent workshops to inform about Forest Schools have been held with some success.

Pupil Premium

Amount  Action Outcome
Early Years £874    
       
Pupil Premium Amount  Action Outcome
LAC £633