- TEACHER TRAINING
- JOB VACANCIES
- PARENT ZONE
- PUPIL ZONE
The ‘Pupil Premium’ was introduced in April 2011. The Government provides additional funding for certain groups of pupils: those who are eligible for Free School Meals (FSM), children who are looked after and pupils whose parents are in the armed forces. This includes pupils who have been eligible for FSM within the past 6 years (FSM Ever 6).
“It is for schools to decide how the Pupil Premium…is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.” Source DfE website.
For the year 2014-2015, Lord Scudamore Academy has been allocated £112,705 for children who attract Pupil Premium funding. This was allocated and evaluated as follows: We spent the funding in the following way:
|Pupil Premium Expenditure 2014 - 2015|
|Curriculum Provision- the enhancement of learning||•Purchase of classroom sets of Ipads, enhancing the use of IT in the class and beyond. Access to up to date technology and to meet the requirements of the new curriculum.
•Purchase of Ipad learning Apps to support IT learning in the classroom.
•Educational support software licences.
•TA support for children who are struggling with phonics to enable them to pass the Phonics Screening Test.
•TA support for Basic Skills in maths and literacy, Maths Ambassadors and Talk Boost intervention programme.
•Employment of specialist SEN teacher to provide support for children with special needs and their teachers so that they can access the curriculum and accelerate progress.
•TA class intervention for children who are either at risk of not meeting age related expectations or their end of year targets.
•Employment of a Polish TA, 5 hours/week, to support EAL children and families in the classroom. Also translating services for both children and parents to improve home/school communication.
|Social, Emotional, and Behavioural Provision||•Employment of a speech and language therapist one day a week to support children in Early Years who have delayed speech and language. This will enable us to close the gap for disadvantaged pupils.
•Creation of a community clinic for parents in relation to the above where support and activities will be given to parents who would not normally seek assistance.
•Employment of a learning mentor, focusing on delivering nurture group sessions. We support this initiative by providing a further 25 hours per week educational support staff. Activities will include sharing feelings and worries, cookery, gardening, and farming sessions.
•A designated teacher supports our service children along with two Teaching Assistants to offer classroom support & monitoring attainment. Weekly “drop in” sessions support the emotional impact of service life. See our Service Children PP Statement.
•Employment of a Family Support Worker to support vulnerable families, manage the CAF provision and offer parenting support.
Children have been able to access extra-curricular activities alongside their peers – something they may not have been able to do without the financial subsidy. Learning has been enhanced as a result of the educational visits and the swimming lessons have enabled children to develop safe play skills around water.
iPads have enabled enhancement of learning and offered alternatives to recording of work. This has been particularly useful for children for whom access to modern technology at home has been problematic.
TA support enables children to access all areas of the curriculum regardless of their level of ability. Most TAs work as part of the teaching team in each year group, offering support to small groups and individuals, running intervention programmes and supporting the teacher with general aspects of classroom provision. Some TAs work on a 1:1 basis with pupils who have been identified as having specific special educational needs and who require a higher level of support.
Children and families have been offered a wide range of support, including 1:1 or small group sessions, nurture group, home visits and enrichment experiences such as horse-riding, fishing and visits to premier league football clubs. Families have valued to support on offer during times in need and children have responded well to the nurture and small group sessions.
The school has been fortunate in being able to employ a speech and language therapist and an educational psychologist to support us in meeting the needs of individual pupils. The assessments, feedback and programmes of support offered by these professionals have been a critical component in the wider aspects of provision, e.g. identification of need, training for staff, recommendations for classroom practice, meetings with parents and applications for additional funding or Statutory Assessment.
For the year 2013-2014, Lord Scudamore Academy has been allocated £****** until 31st March 2014 to spend on initiatives, training and support to ensure that these children reach their full potential – academically, socially, emotionally and behaviourally. We spent the funding in the following way:
|Pupil Premium Expenditure 2013-2014|
|Curriculum Provision- the enhancement of learning||•Literacy resources including writing and spelling progression systems.|
•Numeracy resources; Numicon number rods.
•Educational support software licences.
•Training for support staff using literacy and numeracy resources.
•IPad training in the delivery of technology and apps for staff.
•IPad accessories to enhance children’s learning.
•Training for TA’s and other support staff for effective delivery of intervention groups for targeted children.
•TA support for Phonics, Basic Skills in maths, Maths Ambassadors.
•TA support for Talk Boost to encourage children to join in group discussion. Reassessment took place after 10 week blocks and progress for those on the programme was significant.
|Social, Emotional, and Behavioural Provision||•Purchasing of a school behaviour/attitude system.|
•Boxall Profile Training.
•School attendance training.
•Employment of EWO to support families with attendance issues.
•Employment of a learning mentor, focusing on delivering nurture group sessions for children from disadvantaged backgrounds.
•Moving Targets dance workshops raising self-esteem and working collaboratively.
•Employment of TAs to deliver small group and 1:1 support.
•Support for children and families from disadvantaged backgrounds from the Safeguarding Manager, who is responsible vulnerable children, behaviour, management of CAF’s, and liaison with outside Agencies.
Our data (July 2014) shows that the interventions and strategies that the school has in place has enabled this group to close the gap and that they are making accelerated progress.
•73% of Pupil Premium pupils at the end of KS1 made expected progress in Reading with 18% exceeding expected progress. 64% made expected progress in Writing with 9% exceeding. 82% made expected progress in Maths with 9% exceeding expected progress.
•65% of Pupil Premium pupils at the end of KS2 made expected progress in Reading with 41% exceeding expected progress. 88% made expected progress in Writing with 41% exceeding. 88% made expected progress in Maths with 59% exceeding expected progress.