Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
Pupil Premium Expenditure 2018/19
- This year we have £170,629 in our Pupil Premium allocation. (£7,401.9 Early Years’ entitlement) This money is being used to enable us: -
- To continue the high level of additional staffing to enable the small teaching groups to take place, as well as individual support as necessary.
- To continue funding extra-curricular and enrichment activities so that all our children are allowed to experience activities/trips which may otherwise be unobtainable to them. This enables them to have an opinion, grow in confidence and try new things! Many of the children in school are thrilled to take part in our enrichment opportunities and they enjoy experiences which they never forget, long after leaving Netherton Moss.
- To continue to provide resources to promote learning around the school. This is to ensure high quality learning environments for the small, targeted intervention groups, as well as providing areas for pastoral care.
- evidenced through, for example, phonic test improved scores and improved end of year assessments.
Other funded enrichment activities:
- Pupil Premium has also allowed us to purchase new resources enabling children to access the National Curriculum effectively. It is the primary aim of our curriculum, that our children develop the skills necessary to communicate their thoughts, ideas and feelings successfully in a wide range of different forms. They need the ability to read well and read widely as this broadens horizons, develops imagination and provides a rich vocabulary through which to construct knowledge and understanding of the world. We have purchased a wide variety of reading materials enhancing our ‘Love to Read’ culture across the whole school, as well as up-dating our KS1 Read Write Inc training and resources. We have also bought into an on – line lesson planning and assessment resource.(Twinkl and The Literacy Tree) These enable teachers to continually update the delivery of quality first teaching.
- Visiting Pop Project - Mental Health Theme
- Author Visits/ Theatre Visits
- Attendance Celebrations.
- Dance Festivals
- Chess in schools
- Clarinets for KS2
- Lunch time and after school clubs; staffing and resources
- Contributed to the costumes and lighting for whole school (award winning) performances.
- Subsidised trips to CHET / Philharmonic Hall as well as Rock and River
- Contributions to other trips and visitors as required to enhance the curriculum.
- Cookery Club resources which played a major role in our successful bid for the Educate Award for ‘Outstanding Teaching of Life Skills’
- Homework Club resources
- Breakfast Club resources
- Golden Table; reward system
- Behaviour Support Interventions
- Curriculum Resources / The Literacy Tree / iPads
- Counsellor – supports children who have extreme social and emotional anxieties.
- Behaviour Support / supports children individually and in small groups.
- Educational Psychologist (additional time bought)
- (Additional LSA hours across both key stages) This facilitates small, targeted learning groups, as well as providing support for vulnerable children. Small group interventions have enabled children to learn and make progress at their own pace. In addition, a variety of lunch time clubs have been created enabling children to access activities that ordinarily would not be available to them on a regular basis.
- Pastoral Support Assistant is a person of contact for the children to feel safe discussing their problems and devising strategies to cope with social situations. She facilitates mental health and well being workshops, friendship groups, mediates between children and families and as well as providing extra-currilcular activities both within and outside school hours. This allows children to take part in activities that are not normally available to them. A recent audit (Jan '19) highlighted that 84% children attended an extra curricular activity during the autumn term provided by the PSA.
- In Nursery (Additional Staffing.) This role is part funded by Early Years Pupil Premium and topped up with main school Pupil Premium funding to support the children and enable them to access the Early Years National Curriculum effectively. Experience in school has demonstrated that working with parents in EYFS has benefits in language acquisition and enhances learning attitudes and behaviours. Parents who are engaged effectively in society are known to be more effective in raising aspirations and expectations in their own children, in turn enhancing progress and attainment.
- (2 x 0.6 Class Teachers. KS 1&2) This facilitates Quality First intervention teaching within small, targeted learning groups, allowing children to gain confidence in their ability to achieve, and helping to narrow the attainment gap for all children who require such interventions. This is measured by regular in school and external moderations, lesson observations, termly tracking, pupil discussions and book scrutinies.
Targeted precision interventions allow accelerated learning to take place, and maximise the potential of Pupil Premium children across the curriculum. This support allows children to learn at their pace, and level, in a secure environment thus building their confidence and self-esteem. Children are able to discuss, choose and work on identified areas of weakness confidently, which in turn allows them to achieve and make progress. This expenditure also facilitates specific, targeted interventions to take place to enable the children to move forward and continue to make progress. “I love going with Mrs Rainford because she’s clever at maths and helps me a lot when I am stuck.” (Year 2 child)
PSA / Attendance Support Advisor: This year we are continuing to fund our PSA through Pupil Premium. Her contribution to our whole school and the community have proven to be invaluable. Since September her hours have needed to be increased to cater for increased demand.
- Our PSA provides social and emotional as well as bereavement support. She attends external meetings with parents as well as playing a lead role in TAF, CP and CIN meetings. These interventions have benefitted all our children enormously as they have an adult in school who they trust, like and feel safe with, in a secure environment to share their thoughts and feelings.
- Over the last year our parents have continued to build a positive relationship with our PSA enabling them to access the support they require, in order to support their children and ensure that they achieve in school. Also, the wider family is supported. A recent audit reviewed in January 2019, highlighted since September 2018, our PSA has provided direct support with over 70% of our children and their families.
- Enables teachers to purchase resources to enhance learning and experiences within the classroom.
All Pupil Premium children are tracked and progress is recorded on our school tracking system. After analysis, the data informs teaching staff where and what interventions are required to secure progress. Staff meet every half term to record details of interventions and next steps for our PP children. PP funds these meetings.
Impact of Pupil Premium on all the children in our school:
- The children benefit from a suitable level of support and intervention which enables as many as possible to achieve the appropriate end of year expectations, and when necessary to catch up.
- SEN interventions suggested by outside agencies are having a positive impact on attainment, progress and behaviour.
- The impact of Pupil Premium expenditure is monitored and evaluated through the use of termly lesson observations, scrutiny of children’s work, half termly meetings with support and teaching staff to evaluate the impact of specific interventions.
- Performance management objectives for staff are related to raising awareness of emotional health and wellbeing.
Barriers to Learning.
Attendance and Punctuality Mental Health
Transient children Vocabulary
Social and emotional issues.
Netherton Moss is a popular school and has rising numbers. Visitors to our school are struck by the calm environment in classrooms, the friendly demeanour of the pupils, the enthusiasm for learning, the respect that pupils have and the manner in which they ‘look out’ for each other. The last OFSTED report highlighted “the welcoming and happy school where behaviour is good and pupils are polite and friendly”.