Review of expenditure Previous Academic Year 15/16 Quality of teaching for all Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost To improve the achievement of ethnic minority pupils. Employ a Teaching Assistant to support to extend pupils from ethnic minority backgrounds. Measure through analysis of pupil data. Since the appointment of the additional ~TA support, ethnic minority background pupils made progress in line with that of other pupils. EMAG achieve at least as well as pupils from a non-ethnic minority background. It is expected that the employment of the ethnic minority TA will continue. £8,005 To improve the pupils ability and confidence within reading. Establish and maintain an up to date and well resources library, employ a dedicated Teaching Assistant to support pupils progress within reading, run an after school library club to improve children’s reading of high frequency words. Since employing the dedicated Reading Support TA the new strategies that have been used have improved children’s reading of high frequency words in the first part of this academic year. It is expected that the employment of the reading TA will continue. £17,184
Provide enrichment opportunities for most able and gifted and talented pupils in the arts. Peripatetic music teacher provides individual and small group music tuition on a range of instruments including violin and keyboard. Preforming Arts club runs weekly. Specialist Art workshops. Educational visits to live theatre performances. Children have begun to gain confidence in their performance skills and will regularly perform their instruments in whole school assemblies. Children will take part in whole school productions with great confidence. These strategies are hugely successful and enjoyed by pupils and are expected to continue. £5,800 Other approaches (including links to personal, social and emotional wellbeing) Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost To provide additional mentoring support to meet emotional and social needs of pupils. Increased the protection and welfare officer’s hours. Continue with the peer mentoring programme. Staff CPD Additional support for vulnerable pupils. Within the academic year 2014/2015 the additional need for emotional time out and support decreases by 41%. Within the academic year 2015/2016 the additional need for support decreased by 82%. This strategy is hugely successful and will continue into the future. £10,418
To improve pupils achievement through a reduction in behaviour incidents. Introduction of “The Zone”. A space where mentoring and behaviour support is offered. Introduction of The Sensory Room. Introduction of a chill out space for pupils with social and emotional need for time out. Ofsted Quotes “Staff, pupils and the vast majority of parents and carers are extremely positive about behaviour and safety in and around school, Pupils are very proud of their school and this helps to reinforce the very positive climate for learning.” “Pupils sometimes choose to take themselves to ‘The Zone’ at break times in order to get support and calm down. This makes a difference to their behaviour.” This strategy is hugely successful and will continue into the future. £7,121 For Zone & Chill Out Space alterations. £10,864 Sensory Room Equipment £27,793 Staffing costs Barriers to future attainment (for pupils eligible for PP ) In-school barriers A. Low levels of achievement of PP pupils in comparison to mainstream pupils particularly in communication, literacy and language. B. A large majority of pupil premium children are also EAL and 100% are SEND pupils. C. Pupil premium children feature heavily in the Gifted and Talented/Most able register for creativity. In order to further extend this ability a range of creative opportunities should be provided. External barriers D. Some pupils and families require additional emotional support.
Provide a range of creative opportunities for the Gifted and Talented/Most able students to further their opportunities in this area. To continue to provide peripatetic music tuition, theatre visits and performing arts club. To begin to run Art workshops with Artists. Attendance at enrichment opportunities for most able and gifted and talented pupils in the arts. Monitoring by SMT and Governors. Summer 17 Other approaches (including links to personal, social and emotional wellbeing) Desired outcome Chosen action/approach What is the evidence & rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? To provide additional emotional support to pupils’ and their families’. To maintain protection and welfare officer’s hours to provide additional support for vulnerable pupils. Continue with the peer mentoring programme. Specialist mindfulness and wellbeing events. The amount of emotional support required decreases within an academic year. Monitoring by SMT and Governors. AS Summer 17 Additional detail In this section you can annex or refer to additional information which you have used to inform the statement above. See Ofsted Framework Evidence Folders.