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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Pupil Premium Strategy 2019-20

Pupil Premium Expenditure 2019-20
Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
Pupil Premium Expenditure 2019/20
This year we have £173,024 in our Pupil Premium allocation. (£667.80) 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. This is evidenced through 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. 

 

Visiting Pop Project - Mental Health and Wellbeing Theme
Attendance Celebrations.
Dance Festivals
Chess in schools
Clarinets for KS2
Breakfast Club (52% of the children in Breakfast Club are in receipt of PP) 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 
Golden Table; reward system
Behaviour Support Interventions
Curriculum Resources / Replenishing reading materials / 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)
 
Staffing:
(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-curricular 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 95% of all children attended an extra-curricular activity during the autumn term provided by the Pastoral Support Assistant
In Nursery (Additional Staffing.) When appropriate, EYFS Pupil Premium is used for additional staffing (if required) as well as resources, allowing the children to access the EYFS Nation Curriculum effectively. 
1x full time class teacher (KS1) 1x P.T class teacher (KS2) to deliver targeted work in order to catch up and close the gap in Reading, Writing and Maths. Our SENCO works as a full time intervention teacher to maximise the potential of our SEN children. This expenditure also 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/studies, 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 Christian because she’s clever at maths and makes me clever too.” (Year 3 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. 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 October 2019, highlighted since September 2019, our PSA continues to provided direct support to over 70% of our children and their families. 
School Fund:
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.

 


Barriers to Learning.
Attendance and Punctuality               Mental Health
SEND                                                       Writing
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”.
Netherton Moss Primary
Attainment of Pupil Premium Pupils - Summer 2019


Summer 2019 Assessment Y6.   27 Children in total.

    WT    EXP    GD    Nat Av
Writing      44 % WT    48% EXP    8% GD    78%
Reading    15 % WT    41%% EXP    44% GD    73%
SPAG    22 % WT    78% EXP    48% GD    78%
Maths    22 % WT    67% EXP    11% GD    79%
                
SEN    17% = 5 children
PP 63% = 17 children of which 29% (5 Children) are SEN


6/17 PP children =working at EXP or GD in Writing
13/17 PP children =working at EXP or GD in Reading
11/17 PP children =working at EXP or GD in Maths
8/17 PP children = working at EXP or GD at SPAG
6/17 children achieved EXP or GD combined in all 4 subjects.

Pupil Premium Strategy 2018- 2019

Pupil Premium Expenditure 2018/19

Premium 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)

 

Staffing:

  • (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.

School Fund:

  • 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

SEND                                                Writing

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”.

 

Netherton Moss Primary

Attainment of Pupil Premium Pupils - Summer 2018 

 

School -

All Pupils

School -

Pupil Premium

National -

All Pupils

Writing 60% 63%  
Reading 80% 75% 75%
SPAG 100% 100% 78%
Maths 70% 75% 76%
Science 80% 75%  
       
Total number of pupils 10    
SEN 50%    
Pupil Premium

80% (of which

50% SEN)

   
       

 

Updated February 2019

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