School’s Pupil Premium Profile 2018/19

Total No of Pupil Premium Pupils         230

Total Pupil Premium Budget       £309,120

 

How will we spend the money?

Plumcroft School are committed to ensuring that all Pupil Premium children do as well academically as children who do not receive Pupil Premium. Another objective of ours is to provide Pupil Premium children with a wider understanding of the outside world by offering opportunities the children may not receive at home.

Our Pupil Premium spend is based on high-impact, research-based recommendations from the Fisher Family Trust and Reading Recovery. Due to the fantastic success of the spending over the past few years we will spend the money in a similar fashion. The money will be spent on:

Reading Recovery

Eligible children will continue to receive Reading Recovery sessions which adopts an explicit and systematic approach to reading by a fully trained member of staff.  This will support pupil premium children and help to close learning gaps.

Specialised Speech and Language Therapy Teaching Assistants

We have 3 highly experienced Speech and Language teaching assistants who deliver specific interventions either individually or in a group to children who need support. This is overseen by the Assistant Head for Inclusion.

School Counsellor

We will invest money to provide a school-based counsellor for 1.5 days a week. These counsellors are specialised in working with Primary aged children.

Additional SENCO hours

Many of our children on our SEND register are also pupil premium, to maximise these children’s full potential, additional SENCO hours are in place.

Education Psychology Service

In order to support our pupils who have additional needs, we have chosen to buy into a private EP service to assist in early identification.

Speech and Language Therapist

The most common difficulty that has been identified on our SEND register is Speech, Language and Communication difficulties. In order to ensure that we supporting these children in the best possible way we have opted to buy into a private Speech and Language Therapy service.

HLTA interventions

At Plumcroft we employ 8 HLTAs who carry out a mixture of interventions. They sometimes cover PPA and are often used to provide high quality input for children who need specific targeted input.

Curriculum enrichment coordinator.

We are proud of the extra opportunities children are given at Plumcroft. Our enrichment coordinator plans for and provides a wide range of activities that are unique to Plumcroft (eg: arts workshops, Saturday club visits, weekend residential activities). A percentage of the coordinator’s wage is paid for from the Pupil Premium funding.

Nursery Funding Support

In particular individual cases, we are able to subsidise funding for nursery places.

Armed Forces Support

As we have a growing number of children from armed forces families, we have decided to dedicate   some time to support the needs of these children. A member of staff has some responsibility for monitoring and planning to enable this.

Additional small group or 1:1 support

Additional LSAs have been employed to support children in small groups or 1:1 teaching.  These groups will receive targeted support in maths, handwriting, numicon and literacy and behaviour support allowing them to narrow the gaps in their learning.

Interventions that are carried out at the school include:

• FFT
• Numicon
• Sensory Circuit
• Maths Gap
• Phonics Interventions
• Speech and Language
• Anxiety Groups
• Lego Therapy
• Behavioural Therapy
• GROW (KS2 Literacy Intervention)

Extra-Curricular Activities

We will continue to provide extra-curricular activities to help widen the interest of children and give them new experiences.

We will continue to subsidise breakfast club and after school club for individual vulnerable children on a case by case basis.

 

 

Evidence of School Performance

Key Statements from Ofsted report (s) relating to the performance of disadvantaged pupils:

• At the heart of the school’s work is your drive to ensure that all pupils, including those from disadvantaged backgrounds, succeed academically. Governors, leaders and staff share your high aspirations. This drive is matched by leaders’ ambition to widen pupils’ access to enrichment opportunities in music, dance, art and sport.

 

• There is a whole-school coordinated approach to improving reading for all pupils including the disadvantaged, and this is clearly understood by leaders at all levels. This involves regular testing of pupils, matching texts to pupils’ individual reading levels and close tracking of pupils’ progress.

 

• I found evidence of clear systems to track pupils’ progress and leaders engage in the process of drilling down into assessment information in pupils’ progress meetings. As a result, disadvantaged pupils who are falling behind are spotted quickly. You and your staff plan additional support to help them catch up.

 

• Your work to improve attendance for all groups of pupils is proving successful. The school’s overall attendance continues to be in line with national figures. The attendance of disadvantaged pupils is also now in line with the national average.

 

• Disadvantaged and pupils who have special educational needs and/or disabilities receive targeted opportunities to raise their self-esteem, develop talents, and achieve excellence and recognition in non-academic activities. Pupils are confident and love learning new things. They are excited to attend school, and are inspired to write and engage with the wider curriculum because it is engaging. The inclusive enrichment curriculum and the school’s success in finding funding to sponsor or subsidise vulnerable pupils have enabled equal access. There is an increasingly high take-up of clubs and trips.

 

Previous Year Analysis

Please contact School office for details of PP analysis for 17-18.