The Pupil Premium is a type of funding provided by the government. It is intended to address underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. It is the school’s decision how this money is spent. The main causes for disadvantage and vulnerability in our community are rural poverty and rural isolation.
Although Armathwaite village is a service hub because it has a number of services, it is also an area of rural sparsity. This means people often have to travel to find employment.The nearest towns are over ten miles from the village which can restrict opportunities to meet new people and have a range of experiences,particularly if families are experiencing rural poverty. These sort of experiences help children to develop self-confidence and learn new vocabulary.
Children growing up in rural isolation or with rural poverty often start school "word poor" which means they don't have as many words to use in their learning.Limited vocabulary~being word poor has a significant impact on the progress children make in school.
For this reason the main priorities for our pupil premium fund often link to speech and language and communication support. We are also fully committed to supporting disadvantaged and vulnerable children to access all areas of the school curriculum,including visits,after school clubs and other enrichment activities.We also offer nurture support for children and support and advice for parents.
The document below explains how much pupil premium we received at Armathwaite School last year, how that money was spent and the impact of this spending.
Pupil Premium Strategy Plan 2019-20
For 2019-20 a figure of £5280 has been received
Targeted Use of Funds
|Funding is being used to support the provision of:||Age range|
|Speech and language intervention in Key Stage 1||Key Stage 1|
|Language and vocabulary enrichment for reading comprehension and word depth||Key Stage 2|
|Provide speech and language intervention, including narrative therapy and||Key Stage 1|
|PEEP parental engagement sessions to support home school relationship and build trust in order to achieve working together in partnership||Key Stage 1|
|Provide maths number intervention||Key Stage 1|
|Provide homework support||Key Stage 2|
|Provide additional reading sessions in school||Key Stage 1 and 2|
|Provide Third Space online one-to-one maths tuition||Key Stage 2|
|Provide physical development including Smart Moves||Key Stage 2|
|Provide financial support with educational visits||Key Stage 1 and 2|
|Free breakfast club as required||Key Stage 1 and 2|
|Free access to after school clubs||Key Stage 1 and 2|
|Planned Actions, Costs and Impact Evaluation 2019-20|
|Intervention||Age of Pupils||Anticipated Costs||Impact|
|Continue successful speech and language support introduced in 2018-19, including narrative therapy group and one to one speech and language intervention ~ intention to close word gaps and build speech and language skills.||KS1||Speech and language specialist support for narrative therapy group ~ weekly 30 minute session with preparation time factored into costs ~ £400 per term
Staff costs TA\STA 38 hours per member of staff.
|PEEP sessions with parents~ intention to build positive, trusting working relationships between home and school||KS1 and 2||30 minutes weekly ~ STA
19 hours across the school year
Purpose ~ opportunities to draw and talk to discuss feelings ~ intention to develop confidence, self-esteem and well-being
|KS2 (and any other Key Stage pupils as required)||STA allocated time in the timetable 2 sessions each week, with additional provided as required.|
|Closing word gaps ~ broadening and developing vocabulary
Intention ~ to broaden vocabulary with a specific focus on conversation and the development of tier 2 vocabulary in developing communication skills, so these pupils are able to access general vocabulary and technical vocabulary (in maths, science, music etc) initial focus ~enter the RCSLT’s speech and language joke writing competition.
|Group of identified Key Stage 2 pupils 12||Speech and language therapist
£400 per termly block
|Free school breakfast
Intention to support families and ensure children are in school for other identified learning support work identified in this table.
|Based on uptake by two of the group of eligible pupils||£20 per week (staffing and food costs) ~ across three terms approximately £720|
|Access to after school clubs ~ intention to provide access to and experience of enrichment activities.
Promote and support weekly musical instrument lesson in school
|KS1 and KS2
|£1.50 per session attended. Projected costs £300 to £400
|Support with costs of school visits including residential visits ~ intention access to important learning opportunities.||KS1 and KS2||Cost of visit\part cost of visit (projected £500-£600)|
|Access to Third Space online maths course ~ intention develop confidence in maths||KS2||£150 per pupil (£150 to £300)|
|Maths intervention support (3x30mins) ~ intention to develop confidence in maths
And one after school homework slot (30mins) ~ intention to develop independence in doing homework
|KS2||STA time 4 x 30 min sessions weekly (2 hour ~ cost across year ~|
|NIP Numicon Maths Intervention Programme ~intention to close maths gaps||KS1||TA time 15 minutes daily|
|Physical development support including Smart Moves ~ work on building core strength, stamina and physical confidence. Intention ~ to develop awareness of benefits to health and well-being of being physically active.||KS1
|TA time 2×20 mins weekly
TA time 2×30 mins weekly
|English support ~ additional language development, reading with and reading to||EYFS\KS1||Daily delivered by teacher and TA\STA|
|Reading and reading comprehension
Reading and sharing books ~ intention to support independence in reading and reading comprehension skills through shared reading and conversations.
|KS2||Daily support 8.30 to 9am TA (2.5 hours staff cost per week) ~ cost across the school year ~ 95 hours|
Pupil Premium Strategy Plan 2018-19
For 2018-19 a figure of £7290 has been received
Funding is being used to provide:
- Speech and language intervention in early years
- Language and vocabulary enrichment for reading comprehension and word depth in Key Stage 2
- Free breakfast club including parental engagement work ~ all
- Free access to after school clubs ~ all
- Provide additional reading sessions in school ~ all
- Provide homework support ~ Key Stage 2
- Provide talk boost and PEEP sessions ~ early years
- Provide maths number intervention in early years
- Provide Third Space online one-to-one maths tuition ~ Key Stage 2
- Provide physical development including Smart Moves and Super Movers ~ all
- Provide financial support with educational visits ~all
|Intervention||Age of Pupils||Anticipated Costs||Impact|
|Speech and language support including Talk Boost, narrative therapy group and one to one speech and language intervention||EYFS\KS1||STA and TA time
Speech and language specialist support for narrative therapy group project
one to one support ~ weekly 30 minute session with preparation time factored into costs
Also, staff costs TA\STA 38 hours per member of staff per session with follow up across the week ~ 20 hours per member of staff
|PEEP sessions with parents||EYFS||30 minutes weekly ~ STA and early years lead.
Purpose ~ opportunities to draw and talk to discuss feelings
~ to develop confidence and self-esteem
~ to broaden vocabulary with a specific focus on conversation and the development of tier 2 vocabulary developing communication skills
|KS2 (and possibly other Key Stage pupils)||STA|
|Free school breakfast
This will support the family and ensure the children are in school for other identified learning support work identified in this table.
|Eligible pupils||£20 per week (staffing and food costs) ~ across three terms|
|Access to after school clubs||EYFS and KS2||£1.50 per session attended.|
|Support with costs of school visits including residential visits||EYFS and KS2||Cost of visit\part cost of visit.|
|Access to Third Space online maths course||KS2||£150 per pupil|
|Maths intervention support||KS2||STA time 2 x 30 min sessions weekly (1 hour ~ cost across year ~
|Early maths intervention||EYFS and KS1||TA time 15 minute session daily|
|Physical development including Smart Moves
Physical development support including Smart Moves ~ work on building core strength, stamina and physical confidence. Developing awareness of benefits to health and well-being of being physically active.
|TA time three times each week including additional Super Movers and Smart Moves (60 mins per week
STA time 2 x 30 minute sessions each week
|English support ~ additional language development and reading with and reading
Reading and reading comprehension
Reading and sharing books
|Daily in class time delivered by teacher and TA\STA
Daily incorporated into homework support (below)
|Homework support||1 pupil ~ KS2||Daily support 8.30 to 9am TA (2.5 hours per week) ~ cost across the school year|
Pupil Premium Strategy Plan 2017-18
Pupil Premium Strategy Plan 2017-18
For 2017-18 a figure of £7290 was received
Funding was used to:
- Provide 10 sessions of personalised one to one online maths extension activities
- Develop specific physical development skills, including core strength, mobility, balance, coordination and stamina
- Provide additional speech and language development, reading, writing, maths and homework support
- The provision of breakfast and after school clubs and homework support
- Additional daily reading one to one with and adult
Additional to this the pupil premium grant supported:
- Smart Moves
- Spelling support
- Support for parents with STA nurture lead
- Numicon Intervention Maths support
- Maths Intervention ~ one to one
- Reading Intervention
|Intervention||Age of Pupils||Costs||Impact|
|Provide 10 sessions of personalised one to one online maths extension activities||Key Stage 2||£150||This online maths provided excellent extension opportunities for the student involved. Working closely with the online tutor the student was able to enjoy one to one challenge and mathematical discussions. This pupil continued to work at greater depth in maths.|
|Develop specific physical development skills, including core strength, mobility, balance, coordination and stamina (PE and School Sports funded)||Key Stage 2||Staffing 15 minutes daily (1.5 hours per week)||This work was very personalised and was planned for and coordinated by the class teacher. As in previous years one to one teacher support was provided during summer term daily swimming sessions to ensure that this pupil was not only able to join in with swimming lessons but was also able to make progress, particularly with becoming confident and enjoying being in the water.|
|Provide additional speech and language development and homework support||Key Stage 2||20 mins weekly speech and language Homework ~ 30 mins daily.||Daily homework sessions between 9 and 9.30am provided additional, discreet support without pupils needing to be removed from class.
The target for speaking and listening time was to develop breadth of vocabulary and confidence to have conversations. There has been positive impact in the self-confidence of those involved and in the willingness to ask for help rather than use avoidance strategies. We need to continue with this work next academic year.
|The provision of breakfast and after school clubs and homework support (PE and School Sport part funded)||Breakfast and after school with PE fund top up.||This strategy worked very well in a large part due to the commitment made by school staff to ensure pupils involved were at the right place at the right time. This meant the planned support could take place. Offer and support for after and in school clubs has proved beneficial in developing an interest in sport.
Additional to this, support has been provided for school visits and residential. This has been extremely beneficial in the case of residential which provided a positive, life experience and fun learning for pupils involved.
|Additional daily reading (one to one) with and adult||Key Stage 2||30 mins daily (2.5 hours per week staffing TA)||This support was provided across TA staff who worked closely with the class teacher, meaning that the learning involved was joined up and fully capitalised upon. The English subject lead was also involved along with school SENCO in monitoring and ensuring progress was being made. Outcome ~ increased confidence, self-esteem and well-being. Expected progress made. Some gaps diminished, particularly in word recognition, working memory and language comprehension.|
|Smart Moves ~ physical development (group)||Year 2 to 6||Staffing TA x 2 hours weekly||Smart Moves sessions ran with some variations in timetables. Work was specifically tied into PE lessons (gymnastics) for older children with a focus on successfully applying the technique for a forward roll. Very positive progress was made by pupils involved, including 3 of our PP pupils. Confidence and self-belief are such an important part of this and having time to practise and develop the technique in discreet sessions was very valuable for all involved.|
|Spelling support||Key Stage 2||Staffing STA 2 x 20 mins weekly||Spelling support was provided with positive engagement from pupils involved. The need for additional Phase 5 and 6 work for PP and other pupils finding the transition from auditory to visual challenging has been clearly identified. Alongside this KS2 intervention work there will be activities to develop working memory. This work needs to be continued for impact to be strengthened.|
|Numicon Intervention Programme (group)||Key Stage 1 and 2||Staffing 2×30 min plus PPA||This intervention was particularly valuable, benefitting both PP pupils and non-PP pupils in the group. Work was well-planned and structured by specialist TAs involved and progress was made by all children involved. This work is continuing with identified pupils who need to further diminish gaps and is also available to avoid the development of mathematical misconceptions and reinforce the use of mathematical vocabulary. It builds confidence and self-belief for pupils involved.|
|Maths Intervention (one to one)||Key Stage 2||6×45 min sessions plus prep ~ 6 hours staffing weekly||This support was provided alongside NIP intervention. It provided opportunities to develop mathematical concepts, to correct misconceptions and to develop mathematical language. Assessments and student feedback inform personalised, specific one to one support resulting in increased pupil confidence. Tracking indicates that differences (gaps in progress and achieving national expectations) have been diminished which means this intervention has had a positive impact. This work needs to continue for identified pupils.|
|Reading Intervention (one to one)||Key Stage 2||4×40 min sessions weekly plus PPA||These sessions benefitted both PP and non PP pupils. The intervention used the programme with additional personalisation and focus on comprehension skill development. Pupils involved had benefitted from previous RI courses so personalised focus meant we were able to tailor it even further to maximise learning opportunities. The sessions also meant that pupils who were not reading at home were benefitting from additional reading time in school. The more reading these pupils do the greater their confidence in themselves as readers will become as their fluency develops. The aim is for them to see themselves as readers. A future focus is to work closely with home to develop a daily slot for reading at home so that established independent reading behaviours are in place when pupils make the transition to secondary school. This will be planned for next academic year.|