At Upton Priory School, we have £114, 840 allocated for disadvantaged children for the academic year 2019-20.
The main barriers for Pupil Premium children are addressed in our current SDP. We aim to ensure that:
|Action||Intended outcome||What is the evidence and rationale for this choice?|
|CPD support for staff to implement and support PP children in developing meta-cognitive strategies||Children to become more able to direct own learning, develop memory skills and progress knowledge||Poor baseline of children’s ability to use their memory and develop their own knowledge|
|Quality First Teaching development, CPD for staff||Attainment for PP will improve
Reading, Writing and Maths at the expected standard to move towards being in line with national
|Continued low attainment for PP children compared to national data.|
|Continued CPD for all staff in English – writing||Attainment for PP to improve and move towards national||Writing continues to be the area for most development, even though there has been improvement|
|Individual PP targeted for support and development||Narrow the gap by focusing on individual children rather than PP as a whole||Certain individual children are close to achieving ARE (age related expectations) but have multiple factors impacting on their learning. By focusing on the child as a whole we can determine which factors impact most.|
|Additional teacher to support Year 6 Maths||Increase proportion of children meeting EXS (expected) in Maths||Low entry into Year 6 showing children not on track to meet National figures.|
|Pupil premium surgeries||Support teachers in identifying the needs of individual pupil premium children||Looking at the child as a whole will help establish the main barriers or areas for support for each child|
|Targeted interventions – based on ongoing assessment and next steps for pupils, reviewed termly||To support children’s learning in different areas of the curriculum||Individual PP progress data has highlighted specific areas for development which can be targeted using small group tuition|
|Increase in parental engagement and attendance at school workshops/ events||Improved parental engagement with school and support of key priorities within school||PP family engagement and support at home can be lower than with non-PP children. This approach will help us identify where support might be needed.|
|Improved attendance for PP children||Improved attendance for PP children||Low attendance for PP children|
|Emotional well-being support||Improve the children’s readiness to learn||Children’s welfare has been well supported and they are therefore more ready to learn|
|Welfare check||Ensure children are ready to learn and feel secure in school||Evidence that some children come into school with worries from home and/ or welfare needs|
|Support for residentials and school trips||PP children to be able to access all trips||PP have struggled to fund full or part of trip costs|
Our funding is spent in a variety of ways, including:
The effect of this spending is then analysed by SLT (senior leadership team) and reviewed in termly Pupil Progress meetings with the class teachers. Adaptations are made when necessary and progress against clear targets are continually monitored.
The pupil premium strategy is reviewed every year in the Summer term when analysing our performance data, however it is also reviewed every term during Pupil Progress meetings.
For last year our Pupil Premium spending is detailed on the Pupil Premium Allocation document. This spending helped ensure that the Pupil Premium children were in line with national in reading and maths. They were not in line for writing and this has formed the basis of the SDP for the whole school.
Please see separate documentation for breakdown of spending across previous years.