2016 - 2017 Pupil Premium

Pupil Premium   Amount  Action Outcome 
Service Children                    £83,200  

1 and ½ hours 'Forest School' outdoor session every other week of the academic year for children in Year 1-6. Led by Level 3 Trained Forest School Leader.
Time allocated for:

·         professional development of Leader e.g. attend courses to receive updates.

·         Leader to plan sessions and liaise with class teachers in order to ensure that Forest Schools sessions are more closely linked to National Curriculum topics being studied in class.

·         Leader to run 2 parent workshops.

Building of a fire pit (on site) to further develop outdoor experiences further.

 Pupils fully benefitted from the outdoor learning experience and the development of resilience, determination, cooperation and exploring their environment.  Imapct report produced by Beki Bulmer is available and outlines the benefits.

 

Uptake from all year groups was positive although some staff members not as engaged as they could be.  Likewise, a small number (less than 5%) of the pupils did not like the expereinces.

 

Moving forward, further planning to be developed linked to the curriculum areas.

   

Proportion of Deputy Head role dedicated to:

-          managing ongoing mobility of pupils. Liaison with transferring schools to identify areas of need and to secure data/information.

-          inducting, leading and supporting Learning Mentors.

 Given the high level of need and vulnerability, the additonal use of Deputy Head non contact time has been invaluable.  

The number of referrals made to inclusive education has risen significantly and ongoing support for emotional, social and mental health has reaached an all time high.  The dedicated time has allowed the Deputy to liaise with professionals and current/receiving schools to ensure provision is rtight.

 

The Governing Body recognise this is a critical role and fully support the need.  A lead Governor for SEND and Child Protection meets half termly with the Deputy to monitor.  The list of pupils being supported/actions underway is at an all time high.

   

 

Employment of an additional Learning Mentor to work alongside existing mentor, both on a full time basis.

Learning Mentors role to include:
-    support 1:1 within classroom to engage  

      pupils in their learning

-          targeted group or 1:1 interventions/support groups where necessary.

-          daily access to contact for parents/carers as a source of support.

-          portion of time and money allocated to additional training for learning mentors.

 The additional Learning Mentor has fully supported the current post holder.  Thety have worked efficiently together and have ensured their is no duplication of input.  With the increased number of high needs/vulnerable pupils, having an additional Learning Mentor has ensured they are not spread too thinly and pupils in need of input can access this quickly.

    Admin time allocated support to ensure the effective transfer of data between schools for transient pupils.  The additional time is beneficial however, with the increase in numbers and further pressures on the team, there is a clear recognition that more time allocation is required.  Due to this, the Governing Body will seek to employ a fourth full time admin assistant.
    MKC Heroes Group to run weekly session led by Advance Teaching Assistant.    Impact has been poor.  Due to issues around the support from the Service Champions and redistribution of support staff, MKC Heroes has not operated for the majority of the year.  COntact has been made with the Pupil Champion and we will now seek to reinvent this in the new academic year. 
    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.

 Focus Mentor meetings are a critical part of our support for pupils.  Attendance at these meetings remains high - around 93% overall attendance from FS2 to Y6.  

The challenge now is to target the 'hard to reach' families.  The Governing Body will investigate the appointment of a Parent Support Adviser to undertake this as part of the role.

Pupil Premium  Amount  Action Outcome 
Disadvantaged Pupils              £71,280  3 x disadvantaged pupils from Y6 selected to complete music lessons. Group trumpet session delivered 1x30min per week for the whole year.  All 3 pupils have fully benefitted from the wider opportunity and this has impacted upon their performance at the end of Key Stage 2.  All 3 pupils met ther required standards with 2 out of the 3 reaching the higher standard.
   

1 and ½ hours 'Forest School' outdoor session every week of the academic year for children in Year 1-6. Led by Level 3 Trained Forest School Leader.

Time allocated for:

·         professional development of Leader e.g. attend courses to receive updates
Building of a fire pit (on site) to further develop outdoor experiences further.

·         Leader to plan sessions and liaise with class teachers in order to ensure that Forest Schools sessions are linked to National curriculum topics being studied in class.

·         Leader to run 2 parent workshops

·         Building of a fire pit (on site) to further develop outdoor experiences further.

 

 Pupils fully benefitted from the outdoor learning experience and the development of resilience, determination, cooperation and exploring their environment.  Imapct report produced by Beki Bulmer is available and outlines the benefits.

 

Uptake from all year groups was positive although some staff members not as engaged as they could be.  Likewise, a small number (less than 5%) of the pupils did not like the expereinces.

 

Moving forward, further planning to be developed linked to the curriculum areas.

   

Employment of an additional Learning Mentor to work alongside existing mentor, both on a full time basis.

Learning Mentors role to include:
- support 1:1 within classroom to engage pupils in their learning

-          targeted group or 1:1 interventions/support groups where necessary

-          daily access to contact for parents/carers as a source of support

Portion of time and money allocated to additional training for learning mentors

 The additional Learning Mentor has fully supported the current post holder.  Thety have worked efficiently together and have ensured their is no duplication of input.  With the increased number of high needs/vulnerable pupils, having an additional Learning Mentor has ensured they are not spread too thinly and pupils in need of input can access this quickly.

 

 

    Thirds Space Learning online maths intervention running in 3x12 week blocks across year. Each12 week block will run for 8 pupils who will access one online session with 1:1 support each week

 Well attended and all pupils have beneffitted.  Some issues with the resource itself and the quality of the online tutors.  This has been fed back to Third Space.  As a result of this, we are reluctant to use this facility in the next year.

16 x Year 6 pupils accessed this resource and 5 Year 5 pupils (in the third term)

   

Peer mentoring system –

Dedicated management time allocated for SLT member to train x12 pupils selected to be peer mentors, oversee and monitor the process.

 
    Y5 & 6 FSM pupils to work 1:1 with Learning Mentor x 15min per week to ensure challenge and support is adequate.  Mentoring meetings revierwing provision and attitude to learning.   The additional Leaning Mentor has targetted pupils eligible for DPP across all year groups.  The 1:1 weekly sessions have been observed by senior leaders and feedback from pupil conferencing has indicated the positive relationships developed.  All pupils commented that they like having someone who believes in them and is helping them to improve.

Pupil Premium

Amount  Action

Outcome

Early Years £0    
       
Pupil Premium Amount  Action Outcome
LAC £0