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Westleigh Methodist Primary School

Westleigh Methodist Primary School

16-17

A full comprehensive costed Pupil Premium Strategy is submitted to governors at the start of every year and evaluated termly

Pupil Premium Summary 2016-2017: £93,720

Carry Forward from 2015-16: £48,628

Total: £142,348

Total Spent So Far: 

Review Date: September 2017

Pastoral Manager to Work with Children and Families

Barriers to Learning 

  • Children need to be in school, ready to learn for any other approaches to make a difference
  • Parents attitudes to school can sometimes be an underlying cause to thier child's poor attendance  

Key Objectives

  • Undertake behaviour interventions alongside the Pastoral Support Worker
  • Liaison with external agencies
  • Provide a range of support for families 
  • Line manage the Pastoral Support Worker

Actions

  • Safeguarding policies are followed correctly within school
  • All new staff to have induction on relevant policies and procedures
  • Inclusion files to be looked at every 3 weeks
  • Regular meeting with Pastoral Support Worker
  • Attendance is monitored and policy and procedures are followed for PA pupils

Outcomes of Actions

  • Above 95.6% attendance
  • 0 PA pupils 
  • Behaviour in school is exemplery 
  • MW is aware of issues at home that may contribute to poor attendance or behaviour
  • Relevent external agencies are involved 
  • All staff are aware of relevant policies and procedures
  • Pastoral Support Worker is fully inducted into role
  • Pastorla Support Worker fulfils role successfully 

Timescale 

  • Ongoing

counsellorBarriers  

Barriers to learning

  • Behaviour - pupils with specific social and emotional needs which affect their learning 

Key Objectives

  • To provide a counselling service for the children where appropriate
  • To provide a counselling service for the staff, primarily MW and Pastoral Support Worker

Actions

  • To identify children that require counselling, in liaison with parents
  • Assessments to be completed- baseline and exit
  • MW and Pastoral Worker to meet with counsellor every month

Outcomes of Actions 

  • Referral system in place 
  • Children indentified and supported 
  • Improvements in assessments
  • Progress amde with academic subjects
  • MW and Pastoral Support Worker emotionally supported in their role

Timescale

  • Ongoing
  • Children to see Counsellor weekly/fortnightly as appropriate 
  • Length of time spent with Counsellor will vary for each child
  • Staff to see Counsellor monthly initially

Breakfast Club

Barriers to learning

  • Children need to be in school, ready to learn for any other approaches to make a difference 
  • Punctuality ensure no learning time is lost at the start of the school day 

Key Objectives

  • Identified children to attend breakfast club to improve attendance and attainment within school.

Actions

  • Children to be identified and invited to breakfast club
  • Attendance of these pupils to be monitored

Outcomes of Actions

  • Children with poor attendance PA children attend breakfast club
  • Attendance % within school increases
  • Children have a healthy breakfast and a good start to the day

Timescale 

  • Daily

Read, Write inc Phonics

Barriers to learning 

  • Poor language and vocabulary 
  • Oral language development and vocabulary

Key Objectives

  • Children’s reading and writing to be at least in line with National Expectations

Actions

  • Teaching assistant to work 1-1 with identified pupils
  • Assess the impact of this intervention  half termly
  • Review as necessary
  • Termly development days to up-skill Reading Leader

Outcomes of Actions

  • Standards within reading, writing and SPAG are at least in line with National Expectations
  • Children's writing in books will show progress over time
  • The gap between PP children and non PP children will narrow

Timescale

  • Children to be indentified for 1-1 tuition Autumn term and assessed half termly. 
  • Resources to be purchase when necessary 

Timescale

  • Children to be identified for 1-1 tuition Autumn term and assessed half termly.
  • Resources can be purchased when necessary  

Read Write Inc Literacy and Language and Spelling 

Barriers to learning 

  • Oral Language development and vocabulary 

Key Objectives

  • Children’s reading and writing to be at least in line with National Expectations

Actions

  • Group children appropriately
  • Read Write Inc Spelling to be delivered at least 4x weekly
  • XM to support staff and complete regular monitoring activities for the Spelling and Literacy and Language program

Outcomes of Actions

  • Standards within reading and writing and SPAG are in line with National Expectations
  • Children's writing in books will show progress over time
  • The gap between PP children and non PP children will narrrow 

Timescale 

  • Development days throughout the year. Training in house ongoing

After School 1-1 Tutition

Barriers to learning 

  • Low confidence and self esteem working in a large group
  • Understanding skills
  • Listening and attention skills 

Key Objectives

  • Children’s reading and writing to be at least in line with National Expectations

Actions

  • Teachers to work 1-1 with identified pupils
  • Order necessary resources to deliver tuition program.
  • Assess the impact of this intervention half termly
  • Review as necessary

Outcomes of Actions

  • Standards within reading, writing and maths are in line with National Expectations
  • Children's work will show progress over time
  • The gap between PP children and non PP children will narrow

Timescale 

  • Children to be indentified in Autumn term
  • Staff to be indentified in Autumn term

Parents Workshops

Barriers to learning

  • No support at home due to lack of understanding the new curriculum/expectations
  • Low parental engagement with school

Key Objectives

  • Key strategies taught in school are delivered to parents

Actions

  • To identify the key priorities to deliver to parents
  • To consult parents on which workshops they would like to attend.
  • Staff to prepare and deliver the workshops to parents

Outcomes of Actions

  • Parents understand how children are taught within school
  • Parents know how they can support their child at home 
  • Positives relationships between home and school are developed

Timescale 

  • Workshops to be delivered termly 

Visits/Visitors

Barriers to learning

  • Less access to enrichment activities with families
  • Therefore no previous knowledge to build on to support within curriculum topics

Key Objectives

  • To subside educational visits/ visitors
  • To provide PP pupils with experiences to enhance their learning and give them new experiences 

Actions

  • Subside costings for PP pupils depending on whole costing of trip
  • Ensure that all PP pupils attend the visits
  • No PP pupil misses a visit due to implication on cost

Outcomes of Actions

  • All PP pupils attend visits
  • Increased enthusiasm to learning as a result of the visit

Timescale 

  • Visits/visitors to be arranged for each class termly

Library/IPC resources 

Barriers to learning

  • Weak language and communication skills 
  • Access to books 
  • Oral language development and vocabulary

Key Objectives

  • To encourage a love of reading
  • To enhance teaching and learning through topics

Actions

  • Relevant books and resources to be provided, relevant to the topic being taught in class

Outcomes of Actions

  • Children develop a love of reading 
  • Children able to explain knowledge and understanding of the topic

Timescale 

  • Resources to be ordered throughout the year

SIAMS

Barriers to learning

  • Low confidence and self esteem.
  • No quiet area for reflection and time out in the classroom 

Key Objectives

  • Children to understand the importance of SMSC and their role within this

Actions

  • Artist to create crosses for the school hall
  • All classrooms to have purposeful reflection areas, all linked to a different them

Outcomes of Actions

  • Children are able to reflect in a purposeful area of the classroom
  • Children can talk in detail about methodist values

Timescale 

  • Ongoing

Wider Opportunities - Music Service 

Barriers to learning

  • Low confidence with academic subjects
  • Lack of enrichment activities outside of school
  • Lack of teamwork skills 

Key Objectives

  • Children in year 4 to learn an instrument

Actions

  • Children to work with the music service weekly

Outcomes of Actions

  • Children will be able to play the drums to a high standard.
  • Increase memory
  • Develop hand eye coordination
  • Build resiliences

Timescale 

  • Weekly
  • Termly concerts

Singapore Maths 

Barriers to Learning 

  • Low confidence and self esteem
  •  Engagement and involvement in Mathematics 
  • Enjoyment of the subject

Key Objectives

  • Children’s maths attainment is at least in line with national Expectations

Actions

  • All classes from Y1-6 to deliver effective Singapore Maths teaching

Outcomes of Actions 

  • Standards within Maths are in line with National Expectations 
  • Children's writing in books will show progress over time
  • The gap between PP children and non PP children will narrow

Timescale

  • Begin in September
  • Ongoing 

Forest School 

Barriers to Learning

  • Engagement and involvement in the classroom 
  • Low Levels off well being and self confidence
  • Lack of teamwork skills

Key Objectives

  • Children in Year 3, 4 and 5 to regularly attend a Forest School to develop their knowledge of the world

Actions

  • Research and find out about the local Forest schools and how it works
  • Set up fortnightly visits to a Forest School with Year 3, 4 and 5

Outcomes of Actions

  • Children develop socially
  • Children have experiences beyond the classroom
  • Children to work better together in the classroom
  • Reduced number of low level incidents of children not getting along

Timescale 

  • Research and set up Autumn Term 1
  • Years 3, 4, 5 to access Forest School fortnightly

Peer Tutoring 

Barriers to Learning

  • Low self esteem and confidence
  • Levels of engagement and involvement 

Key Objectives

  • Children to become tutors to support their peers within specific subjects

Actions 

  • CW and AR to attend training 
  • Staff the be trained
  • Children to be training in how to be a peer tutor

Outcomes of Actions

  • Standards within reading and writing and maths are at least in line with National Expectations
  • All children participate in peer tutoring. Confidence will increase

Timescale

  • Initial training November 2016
  • Implementing Spring 1

IXL - online learning 

Barriers to Learning

  • Motivation to complete homework
  • Parental involvement in home learning

Key Objectives

  • Children's maths attainment is at least in line with National Expectations

Actions

  •  Staff to trial website
  • Children to be registered and trained how to use it 
  • Children begin to use this at home 

Outcomes of Actions

  • Standards within reading, writing and maths are at least in line with National Expectations
  • Increase in % of children participating in home learning 
  • Positive attitudes to learning 
  • Further development in home school relationships

Timescale

  • Begin using IXL in Autumn 2

Extras: £34,399

Total expected spend: £107,949