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Pupil Premium & Free School Meals

Amount of Pupil Premium funding received 2019 - 20

% of Pupils Eligible 58%
Total Received £285,036

 

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. Many of our children in receipt of PP funding are capable of greater depth but as yet are not reaching that standard. To achieve this the following issues must be addressed:

· Gaps in learning (reading, maths)

· English as an additional language

· Access to extra-curricular activities - educational experiences such as trip, music lessons and participation in physical activities

· Enrichment for our most able Pupil Premium children

· Attendance

· The number of pupils who are in receipt of Pupil Premium and also on the SEN register

· Extended school provision

· Early interruptions in social and emotional development

Key Expenditure - How the allocation will be spent to ensure impact is sustained

Area of Spend Focus Allocation
Dedicated PP tutor two days per week Reading and writing  

Additional TA support in classes and for focused interventions                                                  Small group support

English and Maths

PiXL training and delivery

 
Nurture Room / learning interventions English and Maths / social and emotional development  

Guitar tuition                                                  Football coach                                                  Enrichment, trips and visits

English and Maths / social and emotional development  
EAL support Personal and social development / English  
Funding for school trips and residential trips Personal and social development  
Extended school time, e.g. Breakfast Club, After School Clubs Personal and social development  
Targeted work on attendance Accessing learning / Personal and social development  
CPD linked to quality first teaching, e.g. modelling, coaching, mentoring & induction Targeted training for all staff  
SEN small group support English and Maths  
Dedicated Art teacher three afternoons Enrichment, social skills, fine motor skills  
Reading support Targeted groups Reading Lead  
EAL small group language development intervention (N)    

 

Area of Spend Intended Outcomes - Why these approaches will be taken Actions
SLT booster groups
  • 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 learning 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, key vocabulary, concepts in SPAG and terminology.
  • Regular reviews of PP group timetable by AP
  • Regular communication between PP teacher and class teachers - individual pupils' needs, pre-teaching materials, learning to consolidate, sharing of resources
  • Teaching resources and materials provided by teachers/PiXL

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
  • Use of PiXL to assess and target further gap closing
  • 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/DH 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 / learning intervention
  • 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
  • To enable children to rejoin their class and continue with their learning
  • 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
  • All work to be provided by class teachers
  • All tracking to be put on SPTO by Nurture staff for the lessons the teach
  • Use of PiXL to assess and track targets

Guitar tuition

Football coach

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 ARS)
  • 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
  • Use of PiXL to assess and close gaps
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 DH1) 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 by DH1/Learning mentor
  • 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
  • Tracking groups evidence on SPTO
  • PiXL tracking

SEN Small group support

  • Improved learning outcomes in reading, writing and maths (greater proportion meeting ARS/GD)
  • 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 ARS/GD)
  • 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 SLT targeting maths, GPS and reading
  • Monitoring of other support groups
  • PiXL tracking
Reading support
  • Improved learning outcomes in reading, (greater proportion meeting ARS/GD)
  • 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 AP 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 will take place at each Pupil Progress meeting (3 times per year) and will include the Principal, Assistant Principal (Responsible for Pupil Premium), SENDco and Teachers.

When selecting pupils for Pupil Premium target groups, the school will look 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 will be reported to the Local Board.

Pupil Premium & Free School Meals Date  
Pupil Premium Data Review 2018/19 31st Jan 2020 Download
Pupil Premium Strategy 2018/19 31st Jan 2020 Download