Fieldhead Primary Academy Pupil Premium Spending Statement 2016-17
Fieldhead Primary Academy Pupil Premium Spending Statement 2016-17
The pupil premium grant was introduced in 2011 in order for schools to provide support for looked after children and those from low income families to address the inequalities between those eligible for free school meals (FSM) and those children who are not. This additional funding is in addition to the school's main budget and we are accountable for its allocation to measures specifically targeted to address disadvantage. Children are tracked on a six weekly cycle with a specific focus on our disadvantaged pupils. This tracking not only ensures that no child is left behind but also allows us to tailor specific interventions regularly. The Pupil Premium Grant is used to fund a range of interventions and programmes designed to enable all of our children to achieve the success that they are entitled to. The actions identified are in line with school priorities as seen in the Academy Development Plan.
Financial year / Amount of Pupil Premium funding2016/17 / £139,920
2015-16 / 2016-17
Percentage of FSM pupils
Number of FSM pupils eligible for the Pupil Premium / 93 (44%) / £1320 / £122,760 / 106 (54%) / £1320 / £139,920
Number of looked after children eligible for the Pupil Premium / 0 / £0 / £0 / 2 (as of 03/10/2016) / £0 / £0
Number of service children eligible for the Pupil Premium / 0 / £0 / £0 / 0 / £0 / £0
Approach / Outcomesandsuccess criteria / Owner / Milestones / Completed / Review date / Total cost
To direct a greater portion of funding to ‘closing the gap’ in reading, writing and maths. / Pupil premium children accessing interventions that improve their progress and attainment closer to national expectation. / SLT / Key staff in post: Pupil Premium Teacher-LS
2xnew Intervention LSAs-FD/LC
1xDragon Hunter intervention Y4 and Y5-KK
1xPirate Writer-CT
1xWord Blaze-BM
Catch up/pre-teaching maths-FD
Times tables Club-DP
Purchase of Smart Kids games and use to enhance learning. / November 2016 / After 6 weeks / £30,000
£14,000x2
£850 training
£850 training
£675 resources
Homework club-LS
Story telling club open for Pupil Premium children on a lunchtime-LC
Third Space Y6 maths tutoring-TBA
EYFS-Complete FSM forms to identify disadvantaged children-Admin / To commence
January 2016 / After six weeks / £250 per pupil=£2500
To track reading, writing and maths half termly recording attainment and progress. / Reliable data to identify children not making expected progress therefore in need of intervention. / Identify and agree assessment methods and timings across the school. PIRA/PUMA maths (baseline and maths Autumn test completed: Y1-6) / Autumn 2 - November 2016 / Spring 2 – March 2016 / £1600
Use Otrack to record and analyse results. / Half termly
Pupil progress meetings
Carry out a Learning support assistants audit of skills and knowledge. / Staff are trained in interventions required. / SLT / Identify roles and responsibilities needed. / November 2016 / ongoing
TT / Identify gaps in knowledge to lead interventions / November 2016 / December 2016
Principal/Task group / Recruit quality LSAs to support and lead interventions-currently from agencies / ASAP
Identify a core offer of interventions needed for each year group including EYFS. / Year group specific interventions are identified; staff trained and allocated time for delivery. / SLT / Each year group identifies interventions needed to accelerate progress both bought in interventions and school generated interventions. / November 2016 / March 2016 / 8x£7,000 LSA class intervention time
Staff are allocated to an intervention and impact reviewed regularly. / Half-termly
Investigate and implement quality interventions in reading and maths. / Children accessing appropriate interventions where impact is measured and reviewed. / LS/DP / Interventions identified with high impact.
Reading – Reciprocal reading
Maths-Pre-learning assessments inform gaps. Practical activities. / Review half-termly
Develop a room which is a dedicated intervention space. / Children and staff working in a separate learning space, with quality resources. LSA’s sharing good practise. / LS and LSAs / Identify the area to be used-use of the Opal Room / November 2016
Separate the area into smaller learning area with furniture and celebration spaces. / December 2016
Raise staff awareness of Pupil premium children in their class. / Staff understand the barriers faced by pupil premium children in their class and develop strategies to accelerate progress. / Principal/SLT / Pupil Premium children are identified on planning, tracking, class lists, seating plans etc and are a key area of focus within pupil progress meetings. / October 2016/December 2016 / Half-termly
Raise staff expectation of Pupil premium children in their class.
Hold staff to account. / Staff understand that Pupil premium children should be attaining and making progress in line with non-pupil premium children / Principal/SLT / Staff to look at other schools with similar catchment whose Pupil premium children achieve highly. / Spring Term 2017 / Half-termly
Create a celebratory and aspirational environment in corridors and classrooms. Ensuring all children are represented through photographs and learning. / All areas of school celebrate and reflect all children’s achievements in learning. / Principal/SLT All / Allocate areas around school to celebrate school life, breakfast club, forest school, clubs reading etc / Spring Term 2017 / Half-termly
Visit similar schools with an aspirational environment
Allocate resources and time.
Develop an aspirational ethos extending ‘Good to be green’ to ‘ Great to be Gold’ / Children are clear how to achieve ‘Great to be Gold’
The Fieldhead ethos is evident throughout the school. / Principal/SLT/all / Working with the staff develop an understanding of their role in creating and encouraging children to want to be ‘Gold’ / Launch November 2016 / Ongoing
Identify with staff and children what a Fieldhead ‘Gold’ child does, says, behaves etc.
Devise monitoring procedures for all intervention actions that Pupil Premium funding is used for. / The school is clear as to the impact of all funding and knows how many children have been supported. / SLT / SLT allocate monitoring responsibilities for all spending on Pupil Premium.
Review dates are set and adhered to.
Data monitored to track progress in reading, writing and maths. / November 2017 / Half-termly