We have identified some key principles (outlined below) which we believe will maximise the impact of our pupil premium spending.
We will provide a culture where:
- staff believe in ALL children
- there are “no excuses” made for underperformance
- staff adopt a “solution-focused” approach to overcoming barriers
- staff support children to develop “growth” mindsets towards learning
We will ensure that:
- All staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school including Teaching Assistants
- We use research (Such as the Sutton Trust Toolkit) to support us in determining the strategies that will be most effective
Identification of Pupils
We will ensure that:
- ALL teaching staff and support staff are involved in the analysis of data and identification of pupils
- ALL staff are aware of who pupil premium and vulnerable children are
- ALL pupil premium children benefit from the funding, not just those who are underperforming
- Underachievement at all levels is targeted (not just lower attaining pupils)
- Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..”
Improving Day to Day Teaching
We will continue to ensure that all children across the school receive good teaching, with increasing percentages of outstanding teaching achieved by using our the senior leaders to:
- Set high expectations
- Address any within-school variance
- Ensure consistent implementation of the non-negotiables, e.g. feedback and marking
- Share good practice within the school and draw on external expertise
- Provide high quality CPD
- Improve assessment through joint levelling and moderation
Increasing learning time
We will maximise the time children have to “catch up” through:
- Improving attendance and punctuality
Provide a free breakfast club
Providing earlier intervention (KS1 and EYFS)
Extended learning out of school hours
Early mornings and after school
We will ensure that the additional support we provide is effective by:
- Looking at the individual needs of each child and identifying their barriers to learning
- Ensuring additional support staff and class teachers communicate regularly
- Using trained teaching assistants and teachers to provide high quality interventions
- Matching the skills of the support staff to the interventions they provide
- Working with other agencies to bring in additional expertise
- Providing extensive support for parents
to support their children’s learning within the curriculum (Family Café)
to manage in times of crisis (Pastoral Support)
Tailoring interventions to the needs of the child (e.g. Targeted maths revision sessions in the afternoons for children who struggle in the main lesson)
Recognising and building on children’s strengths to further boost confidence
Going the Extra Mile
In our determination to ensure that ALL children succeed we recognise the need for and are committed to providing completely individualised interventions for set periods of time to support children in times of crisis.
- To ensure the % of children, who are disadvantaged, attaining the expected standard at the end of Key Stage 2 is in line with national.
- To ensure that the progress made by the large majority of disadvantaged pupils from different starting points is similar or improving in relation to other pupils nationally (by the end of KS2).
- Ensure the progress made by the most able disadvantaged pupils is similar to that of other pupils nationally with high attainment.
- To reduce the % of disadvantaged persistence absences to below 50%.
- To ensure that the provision in Early Years and Key Stage 1, rapidly supports pupils with communication difficulties.
Summary of main barriers for educational achievement:
- 50% of children at St Margaret’s Primary Academy are disadvantaged with limited experiences and low aspirations
- 25% of Reception children in September 2016 were at age related for speech and language
- 2.5% of Reception children were on track to achieve a good level of development at the end of Reception
- 60% of Disadvantaged children were included in serious incident reports
- Attendance for Disadvantaged children is at 93.99%, which is a 0.81% gap with whole school attendance
Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.