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Pupil Premium & Free School Meals

Amount of Pupil Premium funding received 2016 - 17

% of Pupils Eligible 58.3%
Total Received £291.720


Identified Barriers to Educational Achievement

Barton Hill Academy has identified the following as barriers for some of the pupils currently in receipt of Pupil Premium:

  • English as an additional language
  • Access to extra-curricular activities - educational experiences such as trips, music lessons and participation in physical activities
  • Attendance
  • The number of pupils who are in receipt of Pupil Premium and also on the SEN register

Key Expenditure - How the Allocation will be Spent to Ensure Impact is Sustained

Area of Spend Focus Allocation
Dedicated PP teacher English and Maths £30,000
Dedicated PP tutor two days per week Reading and Writing £11,146.46

Additional TA support in classes and for focused interventions

Small group support

English and Maths £77,000
Nurture Room English and Maths / Personal and Social £45,000

Guitar tuition

Football Golden time club

Enrichment trips
English and Maths £7,000
EAL support Personal and Social / English £39,000
Funding for school trips and residential trips Personal and Social £4,000
Extended school time, e.g. Breakfast Club, After School Club Personal and Social £3,000
Targeted work on attendance Personla and Social £6,000
CPD linked to quality first teaching, e.g. modelling, coaching, mentoring & induction   £2,500
SEN small group support English and Maths £3,000
Year 6 booster sessions English and Maths £10,000
Reading support   £23,000
EAL small group language development intervention (N)   £23,000

 

Area of Spend Intended Outcomes - Why these approaches will be taken Actions
Dedicated PP tutor per week
  • Improved learning outcomes in reading, and writing (meeting end of year age-related objectives)
  • Improved confidence for pupils in specified areas
  • Learning tasks tailored to specific needs of pupils - closing gaps in understanding
  • Consolidation of lerning completed in classes - time for practice and application of skills
  • Pre-teaching to prepare pupils for future learning in order to build confidence and give higher level starting points to learning. Pre-teaching to include reading of class texts, individual reading, concepts in SPAG and terminology.
  • Regular reviews of PP group timetable by SDH
  • Regular communication between PP teacher and class teachers - individual pupils' needs, pre-teaching materials, learning to condolidate, sharing of resources
  • Teaching resources and materials - PP teacher to liaise with SVP as necessary
  • PP teacher to be kept up to date with school priorities, teaching strategies and national developments.

Additional TA support in classes and for focused interventions

Small group support

  • 1:1 and/or small group interventions planned to cater for individual needs (i.e. spelling, reading, handwriting, writing, maths)
  • Support within lessons to improve understanding of learning in reading, writing and maths
  • Consolidation of learning completed in classes – time for practise and application of skills 
  • Pre-teaching to prepare pupils for future learning in order to build confidence and give higher level starting points to learning. Pre-teaching to include pre-reading of texts in English, research for writing units, key vocabulary, concepts in SPAG and maths calculation strategies and terminology
  • Careful tracking of homework to include reading records– ensure regular reading takes place
  • Priority reading with TAs if pupils are unable to read at home
  • Tracking of pupils who are also on SEN register – teaching tailored to needs of pupils
  • Pupils who are on SEN register and in receipt of PP have their individual targets reviewed regularly and aspirational targets are set for their progress
  • SENDco termly – review of interventions, re-shaping of groupings and focuses, sharing of ideas and resources
  • TAs complete impact statements to provide evidence of outcomes and plan for next steps
  • SENDCO/VP observe interventions and provide feedback regarding strategies, next steps, resources
  • Clear communication between teachers and TAs – expectations within lessons
  • TA timetables carefully planned – making best use of morning work, registration and afternoon intervention time for pre-teaching and consolidation of learning
  • Close communication between TAs, teachers and FSW to track pupils with concerning attendance and/or punctuality. FSW to address concerns with parents and develop action plan as necessary
  • Teachers and TAs liaise with PP tutor closely and regularly update tracking for pupils with SEN
Nurture Room
  • To provide dedicated time and support (1:1 and group) to help build pupils emotional development
  • To improve the self-esteem, social skills and behaviour of identified pupils leading to increased confidence and attainment in the classroom
  • Clear protocols in place to ensure pupils are referred for Nurture appropriately
  • All Nurture children are monitored and provision reviewed termly
  • Regular opportunities for Nurture staff/SENDco to feedback to relevant staff and parents

Guitar tuition

Football Golden time club

Enrichment trips
  • Social skills are developed through participation in a range of clubs provided by the school or external providers
  • Pupils enjoy the experience of being at school
  • Talent, skills and efforts in non-academic subjects are celebrated and develop self - confidence
  • Annual analysis of number of pupils who have taken part in clubs 
  • Letters to parents about possible interests and available clubs
  • PE Lead to liaise with external providers of clubs
EAL support
  • Improved learning outcomes in reading, writing and maths (greater proportion meeting AREs)
  • Pupils gain in confidence with key concepts
  • Pupils feel equipped to tackle higher-level work
  • Children needing EAL support referred on entry to SENDco
  • SENDco to inform PP lead of children’s needs
  • Monitoring of provision and outcomes
Funding for school trips and residential trips
  • Pupils are able to participate fully in school trips and residential trips
  • Learning is supported by trips that are carefully planned to enhance the school’s curriculum 
  • Social skills, independence, perseverance and team-work are developed through participation in group activities
  • Support available to cover costs not met by voluntary contributions
  • Trips lead (with SVP) to produce a comprehensive list of opportunities outside of the classroom

Extended school time, e.g. Breakfast Club, After School Clubs

  • Breakfast Club – to promote good attendance and punctuality
  • Pupils have time to complete homework tasks if unable to do at home
  • Pupils enjoy spending time with peers prior to lessons beginning (helps them become ready for learning)
  • Social skills are developed through participation in a range of clubs provided by the school or external providers
  • Pupils enjoy the experience of being at school and are keen to come before/stay later to participate in chosen activities
  • Talent, skills and efforts in non-academic subjects are celebrated and develop self - confidence
  • Analysis of pupils attending extended school time provision
  • Cross referencing with Family Support Worker to look at the effect on attendance
  • Pupil Conferencing
Targeted work on attendance
  • Increase in parental engagement
  • Increase in attendance figures termly
  • Family Support worker’s action plan
  • Parent meetings
  • Attendance reviews

CPD linked to quality first teaching, e.g. modelling, coaching, mentoring & induction

  • Improved learning outcomes in reading, writing and maths (greater proportion meeting AREs)
  • Pupils gain in confidence with key concepts
  • Pupils are able to access learning independently
  • Pupils feel equipped to tackle higher-level work
  • Increase in number of pupils achieving greater depth
  • PDM list
  • Induction Checklist
  • Coaching/mentoring timetables

SEN Small group support

  • Improved learning outcomes in reading, writing and maths (greater proportion meeting AREs)
  • Pupils gain in confidence with key concepts
  • Pupils feel equipped to tackle higher-level work
  • Weekly support from SENDco
  • Monitoring of other support groups
Year 6 booster sessions
  • Improved learning outcomes in reading, writing and maths (greater proportion meeting AREs)
  • Pupils gain in confidence with key concepts
  • Pupils feel equipped to tackle higher-level work
  • Increase in number of pupils achieving greater depth
  • Weekly support from Principal and SVP targeting maths, GPS and reading
  • Monitoring of other support groups
Reading support
  • Improved learning outcomes in reading, (greater proportion meeting AREs)
  • Pupils gain in confidence with key concepts
  • Pupils feel equipped to tackle higher-level work
  • Reading Champion to provide lists of children receiving support and targets
  • Monitoring of progress by Reading champion
  • Audit of Guided Reading and actions by Reading champion and English lead
EAL small group language development intervention (N)
  • Children speaking in full sentences
  • Children learn to respond to specific questions
  • More participation in conversation groups
  • Children able to write their names
  • All groups are monitored by Phase 1 leader and progress is reviewed termly
  • Progress is reported termly to SVP by Phase Leader


How will the school measure the impact of the Pupil Premium?

To monitor progress on attainment, the performance tables will capture the achievement of pupils covered by the Pupil Premium. At Barton Hill, the usual cycle of data collection and the monitoring and tracking of the cohort’s attainment, will be used to inform pupil progress and enable the early identification of need, support and appropriate intervention.

Review takes place at each Pupil Progress meeting (3 times per year) and includes the Principal, Vice Principal (Responsible for Pupil Premium), SENDco and Teachers.

When selecting pupils for Pupil Premium target groups, the school looks at all pupils across the school. There are some pupils who are not eligible for PP who will benefit from these groups if their needs are similar and we believe progress can be made towards individual targets.

Pupil Premium Funding and the impact of this is reported to the Local Governing Body.