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Pupil Premium Strategy

At Barling Magna Primary Academy, we are committed to support all pupils in reaching their full potential.

School's Aims for the Pupil Premium Strategy:

  • Ensure that disadvantaged children at our school are making the same rates of progress as their peers.
  • For every pupil to have full access to the curriculum and all our extra-curricular experiences.
  • For every pupil to have the opportunity to reach their full potential and increase their life chances.

What is Pupil Premium?

The Pupil Premium Grant (PP) is additional funding made available to schools to help them diminish the differences that still exist between pupils from low-income or disadvantaged families and their peers. The school receives additional funding for any child that has been eligible for Free School Meals (FSM) at any point in their six years at school, has been ‘looked after’ (LAC) or has a parent in the armed forces.

Schools are held accountable for how they have used this additional funding and are required to report how the grant is being used to support pupil achievement and progress in their school.

At Barling Magna Primary Academy we have a clear, strategic approach to the use of PP funding and this is integrated into the wider school improvement plan. These development points are monitored and evaluated rigorously to ensure that support is personalised and strategies are identified to maximise progress.

Strong leadership systems ensure that PP funding has the necessary impact. 

How are we raising the attainment of Disadvantaged Pupils?

In order to raise the attainment of disadvantaged pupils we believe that there is no single method that leads to success but a series of measures that are tailored according to each pupil’s individual needs.

Firstly, we focus on high quality teaching for all, ensuring that all our staff are highly trained and have the expertise to deliver lessons, provide effective feedback and monitor progress. We believe the best staff to support our children are the ones that know them best so we invest time and money to develop their skills.

Outcomes for each individual pupil are prioritised, rather than on providing general strategies, by identifying their specific barriers to learning whether academic, social, behavioural or emotional. Interventions are personalised and delivered at an early stage in a timely manner.

Continual analysis of data alongside rigorous monitoring and moderation of children’s work and interventions by the senior leadership team informs decisions about priorities and the deployment of resources.

We are continually exploring new innovations whilst working alongside external networks in order to share and learn from good practice.

 

Building Blocks of Success

Below are the strategies we are committed to for all our pupils, including those from disadvantaged backgrounds in order to raise their attainment:

1. Leadership

* A whole school ethos of attainment for all.

* Half termly meetings between a member of the leadership team and individual teachers to analyse progress and attainment in order to identify any barriers to learning and to ensure that interventions are effective whilst deployed early and in a timely manner. Also, to set high aspirations and devolve responsibility to ensure individual class teachers are held to account for their children’s progress.

* Rigorous and frequent monitoring of data to inform priorities and the deployment of resources. This frequency of analysis gives senior leaders the opportunity to adapt priorities according to pupils’ needs rather employing a static response for the academic year.

* Building effective links to keep up to date with national initiatives whilst continually looking forward and applying new innovations.

* A designated Pupil Premium Governor rigorously monitors data and scrutinises provision in order to hold the school to account for the attainment and continuing progress of these pupils.

2. High Quality Teaching

* Increased capacity of senior leaders to develop rigorous monitoring, coaching and training to ensure that staff are fully equipped with the necessary skills to deliver high quality lessons that promote good progress for all pupils.

* Teaching is personalised to ensure that opportunities for challenge are available for pupils of all abilities.

* Assessment for Learning is deployed effectively to provide children with meaningful feedback within lessons in order to address misconceptions or to provide further challenge through breadth of application. Pupils are provided with time to consider their feedback and to act on their next steps.

3. Meeting Individual Needs

* Barriers to learning are analysed on an individual basis using diagnostic assessments to ascertain whether they are academic, social, behavioural or emotional.

* Interventions are delivered according to the individual’s need either within lessons or as an additional programme rather than employing a bolt-on ‘one size fits all’ strategy.

*  Outcomes for individuals are reviewed regularly to ensure progress and that interventions are appropriate and effective; if not amendments are made in a timely manner.

* Barriers may be relating to attendance, behaviour, social or emotional aspects of learning. For this we employ staff with the expertise to provide the appropriate individualised support for both the pupils and their families.

4. Improving Feedback between Teachers and Pupils

* Allocating resources to allow pupil conferencing for all disadvantaged pupils provides an opportunity for a more personalised approach.

* Effective marking encourages a personal dialogue around next steps and misconceptions between the teacher and pupil.

5. Parental Involvement

* A whole school ethos that positive parental engagement has a positive effect on pupils’ outcomes.

* In order to engage parents we:

- showcase events throughout the year, e.g. class assemblies, choir concerts, team sporting events, year group performances, etc.;

- provide weekly newsletters to give details of upcoming events, share updates and to celebrate successes;

- provide weekly ‘drop ins’ for parents to come and see their child’s classroom and look at their work, for which dates are available on the school's weekly newsletter;

- have a member of the senior leadership team at the entrance every morning to greet the pupils as they arrive, address any areas of concern from parents or to pass on messages to the relevant staff member;

- provide twice yearly Learning Review Meetings alongside an Open Evening and the formal report to parents in the summer term.

- provide on-line communication through the school website, emails and a Facebook page;

- provide training for parents in the core subjects;

- invite parents to join a selection of extra-curricular clubs with their child/ren;

- invite parents to events in school, e.g. Xmas decoration morning, Class Assemblies, Sports Day, etc.;

- provide a whole school calendar of events each term;

- provide links to support services;

- provide a dedicated point of contact for families through a Family Liaison Officer.

6. Metacognition & Independent Learning

* A whole school ethos based around the Olympic Values promotes independent learning; Determination, Achievement, Courage, Respect, Inspiration, Equality, Excellence & Friendship.

* Assessment for Learning is embedded throughout the school and is effective as it provides timely feedback on progress in individual lessons, encourages pupils to think through what and how they are learning whilst making links between their learning in different subjects and contexts.

* Learning Review Meetings in the Autumn and Spring term further promotes effective self-assessment as the pupil leads the meeting between the teacher and parents by having previously identified their own successes and areas for development and then shares this at the meeting.

* For pupils that metacognition is identified as a barrier we employ specific interventions to develop their independent learning skills which are continually personalised for the children involved; Reach for the Stars, Confidence Organisation and Positive Skills (COPS) and Confidence Assertiveness and Positive Skills (CAPS).

 

Funding

Each year the government informs schools how much funding will be allocated for the financial year according to the children on their registers on a set date in January when a census of information is collected. This year schools received £1,320 for each pupil on the pupil premium register, £1,900 for LAC children and £300 per pupil whose parent is in the armed forces. The funding report for each year details the income received by the school and the planned expenditure.

Spending

When making decisions on how to spend the pupil premium budget, we analyse the main barriers to educational achievement experienced by the eligible pupils at our school.

A portion of the monies have been allocated to support pupils that are both entitled to the PP grant and have special educational needs in order to ensure that personalised support/resources can be made available to ensure they have access to the curriculum.

In addition, funding is made available to support pupils that are classed as vulnerable. ‘Vulnerable’ is a term that we use to describe a pupil that may have additional factors impacting on their ability to securely access the curriculum; e.g. bereavement, divorce, family illness, poverty, premature birth, multiple home or school placements, etc. We are investing funds to support vulnerable families in order to create additional infrastructures for children with emotional and behavioural needs (as we do for physical and learning needs).

At our school, we believe that all support should be personalised to the child’s differing needs. Therefore, funding has also been allocated for staff cover to allow the pupils’ teachers to have dedicated time each term to spend individually with the pupil premium children in their class. This provides dedicated time for discussions around learning; successes, barriers and next steps. This better informs staff who can more effectively plan interventions and support whilst building positive relationships.

Further details of how the school plans to spend these funds is detailed in the ‘Pupil Premium Strategy Report’ link at the bottom of this page.

Impact

All interventions that are implemented have numerical measures in order to ascertain whether they have had a positive impact. If an intervention has a social, emotional, behavioural focus a numerical measure is still assessed with the criteria being attitudes to learning. Moreover, reviews of interventions are undertaken on a regular basis in order to ensure they are effective and if not having an impact then are amended or ceased.

Furthermore, meetings between the Deputy Headteacher and class teachers are held half-termly to specifically review these children’s progress and to ensure timely action is taken should any learning barriers be identified.

Termly data is also analysed by the senior management team in which the progress of disadvantaged pupils is compared to that of their peers.

Finally, at the end of each academic year, the attainment and progress data for each year group is analysed whilst the data for the end of each key stage is submitted to the Department of Education. This is then reported to the named Trustee.

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