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The Lyppard Grange Primary School Empowering children to be secure, engaged and equipped for life.

Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for free school meals (FSM) in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months.

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

 

Lyppard Grange Primary School - Pupil Premium Summary 2015/2016 and Strategy 2016/2017

At Lyppard Grange Primary School Leadership and Management have reviewed our strategy for tackling underperformance of Pupil Premium children. We aim for our pupils to maximise their academic and social, emotional and behavioural potential in order for them to have high aspirations and a love of lifelong learning. We have a duty to ensure best value for money and our strategy is reflective of this.

Summary:

Academic Year

2015/2016

Total Number of Pupils

360

Total Number of Pupils Eligible for Pupil Premium

49

Total Pupil Premium Budget £

£77 280

Date of Pupil Premium Strategy

September 2016

Date of next Pupil Premium Strategy Review

September 2017

 

Attainment 2015/2016:

EYFS:

 

School

National

% All Pupils Achieving GLD

82 %

69 %

% Pupil Premium Pupils Achieving GLD

83 %

54%

 

 

KS1:

 

Pupils Eligible for Pupil Premium – School (7)

Pupils not eligible for Pupil Premium - National

% Expected Standard and Above in Reading

71 %

78 %

% Expected Standard and Above in Writing

71%

70 %

% Expected Standard and Above in Maths

43 %

77 %

 

 

KS2:

 

Pupils Eligible for Pupil Premium – School (3)

Pupils not eligible for Pupil Premium - National

% Expected Standard and Above in Reading

66.7 % (Av. Scaled Score = 103.3)

66%

% Expected Standard and Above in Writing

66.7 %

74%

% Expected Standard and Above in GPS

66.7 % (Av. Scaled Score = 101.3)

72%

% Expected Standard and Above in Maths

100% (Av. Scaled Score = 108.7)

70%

 

Strategy 2016-2017

We have identified our Pupil Premium children as having the following barriers to future attainment:

  • Additional SEND needs such as moderate or specific learning needs;
  •  Complex family circumstances having an impact on pupil welfare – E.g. LAC, Child in Need, Family Support, Child Protection;
  • Attendance issues;
  • Parental engagement with school – especially regarding supporting learning at home;
  • Behaviour – pupils with specific social and emotional needs which affect their learning;
  • Self-esteem and independence.

These are the most common but should any other barriers be present then individual needs will be catered for.

 

Desired outcomes (for pupils eligible for PP, including high ability):

A. The progress of more able Pupil Premium children is high compared to national outcomes, and compares favourably to their peers;

B. To develop the knowledge of pupils’ individual social and emotional needs which affect their learning, and improve their readiness to learn;

C. Increased Progress and Attainment for Pupil Premium children across the school

D. To improve the attendance rates of Pupil Premium children compared to Non Pupil Premium children.

Our strategy is based on providing support via quality teaching for all, targeted support and using other approaches for pupils with specific needs. We have used the DfE recommended Education Endowment Federation (EEF) Toolkit to inform us of strategies of support that will have the maximum amount of impact on the learning outcomes for our Pupil Premium children. As part of this process we are now aware of best value for money in relation to cost and the suggestion of impact from research. As part of the review process we will assess impact on the pupils in our unique school setting to check whether this is different to the Toolkit analysis. Ongoing Review of impact takes place termly using a variety of monitoring activities such as: Pupil Progress Meetings, Book Scrutiny, Data Analysis, Learning Walks, SEND Assessment, Lesson Observations and Pupil Voice. This data is used to inform our future Pupil Premium Strategy.

 

Quality Teaching for All:

Desired Outcomes

Chosen Action/Approach

Rationale for Choice

Staff Lead

Increased Progress and Attainment for Pupil Premium children across the school.

 

The progress of more able Pupil Premium children is high compared to national outcomes, and compares favourably to their peers

Collaborative Learning - learning activities where students work together in a group small enough for everyone to participate. This can be where group members do different aspects of the task but contribute to a common overall outcome, or a shared task where group members work together throughout the activity.

 

Feedback – information is given to the learner about their performance relative to learning goals. It can be verbal or written. The school uses teacher assessment, self and peer assessment strategies.

Meta-cognition and self-regulation - This is usually by teaching pupils specific strategies to set goals, and monitor and evaluate their own academic development. Self-regulation means managing one’s own motivation towards learning.

Mastery Learning – Learning content is split into units with clearly specified objectives which are pursued until they are achieved. Pupils must demonstrate a high level of success on before progressing to new content. Those who do not reach the required level are provided with additional targeted support.

Peer Tutoring - Learners work in pairs or small groups to provide each other with explicit teaching support. The common characteristic is that learners take on responsibility for aspects of teaching and for evaluating their success.

 

Phonics - an approach to teaching reading, and some aspects of writing, by developing learners’ phonemic awareness. This involves the skills of hearing, identifying and using sound patterns.

 

Reading Comprehension Strategies - improving learners’ understanding of text. They teach a range of techniques that enable pupils to remember, understand, apply, analyse, evaluate and create when reading. Introduction of Bug Club.

Pupils learn together recognising one another’s skills and providing role models. The ability to work together, recognise points of view, empathise and discuss tasks to deepen learning are important lifelong skills.

 

 

 

 

 

It will produce improvement in students’ learning. Feedback leads to pupils achieving the next steps in their learning.

 

 

 

The intention is to give pupils a repertoire of strategies to choose from during learning activities. These ‘learning to learn’ approaches help learners think about their own learning more explicitly. They will be ready for High School challenges.

 

Learners work through each block of content in a series of sequential steps, thus clarifying learning. Teachers will avoid unnecessary repetition by regularly assessing knowledge and skills, ensuring accelerated progress.

 

 

 

Peer assessment involves the peer tutor providing feedback to children relating to their performance and can have different forms such as reinforcing or correcting aspects of learning. This enables all pupils to recognise the next steps in their learning.

 

Phonics emphasises the skills of decoding new words by sounding them out and combining or ‘blending’ the sound-spelling patterns. Children will improve attainment in Reading, Spelling and Writing.

 

 

Raised attainment and improved progression Reading which will prepare pupils to achieve across the whole curriculum.

Headteacher

SENDCO

Classteachers

 

Targeted Support:

Desired Outcomes

Chosen Action/Approach

Rationale for Choice

Staff Lead

To develop the knowledge of pupils’ individual social and emotional needs which affect their learning, and improve their readiness to learn.

 

Increased Progress and Attainment for Pupil Premium children across the school.

 

The progress of more able Pupil Premium children is high compared to national outcomes, and compares favourably to their peers

Behaviour Intervention - This covers interventions aimed at reducing a variety of behaviours, from low-level disruption to general anti-social activities, aggression and bullying. The interventions themselves can be split into three broad categories: 

1.       Approaches to developing a positive ethos across the whole school which also aim to support greater engagement in learning. 

2.       Universal programmes which seek to improve behaviour and generally take place in the classroom.

3.       More specialised programmes which are targeted at students with specific behavioural issues.

Digital Technology - The use of digital technologies to support learning. Approaches in this area are very varied, but a simple split can be made between:

·         Programmes for students, where learners use technology in problem solving or more open-ended learning, and

·         Technology for teachers such as interactive whiteboards

Small Group or 1:1 Tuition – Tuition is where a teacher, teaching assistant or other adult gives a pupil or group intensive individual support. It is as a replacement for other lessons by withdrawing the pupil(s) for extra teaching.

Speech and Language Intervention –

Oral language approaches include:

  • Use of a Speech Therapist for pupils with SEND.
  • Targeted reading aloud and discussing books with young children.
  • Explicitly extending pupils’ spoken vocabulary.
  • The use of structured questioning to develop reading comprehension.

Participation & Belonging:

·         School covers costs of all educational visits and extra-curricular activity for children in receipt of Pupil Premium

·         School contributes to uniform for pupils as requested by parents

·         School contributes to child care provision for children attending school childcare facility (The Den)

Improved student engagement and promoting positive aspirations for all pupils, to enable them to overcome any social, emotional or behavioural barriers to learning. This will give them a greater access to the curriculum and raise attainment and self esteem.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The school ethos is one of developing independent learners who have the skills required for the next stage in their learning at High School. We aim to use the most relevant resources available to promote active learning and research in order to broaden and deepen the curriculum. This approach will be especially relevant for the Most Able Pupil Premium children.

 

 

We aim to invest in personalising the learning for our pupils. Any gaps in learning will be targeted on an individual/group basis in order to bridge attainment differences.

 

 

 

Oral language interventions emphasise the importance of spoken language and verbal interaction in the classroom. It is a starting point to improving overall Literacy skills and attainment. There is a high incidence of Speech and Language SEND upon entry to the school.

 

 

 

 

 

It is imperative that children from disadvantaged circumstances have the same opportunities to participate in additional activities as other children. All children experience the range of benefits from participating in the breadth of curriculum activity.

Headteacher

SENDCO

Other Approaches:

Desired Outcome

Chosen Action/Approach

Rationale for Choice

Staff Lead

To improve the attendance rates of Pupil Premium children compared to Non Pupil Premium children.

 

To develop the knowledge of pupils’ individual social and emotional needs which affect their learning, and improve their readiness to learn.

Parental Involvement -

Parental Involvement covers the active engagement of parents in supporting their children’s learning at school. The school monitors all groups’ attendance and follows up any persistent absenteeism (and late registration) by working with parents on the importance of attendance. This is in the form of face to face meetings, letters and home visits from the Education Welfare Officer. Getting to know the families and brokering positive working relationships will enable teachers to recognise individual needs.

 

There is a strong link between attendance and attainment of pupils. Historically, vulnerable groups of pupils have lower attendance than their peers and the school is committed to bridging that gap.

The school places great emphasis on pastoral support and effective partnership and sharing of information with parents will enable staff to personalise children’s learning and offer support with social and emotional needs.

Headteacher

Office Manager

SENDCO

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