Whole School School Visits Subsidy £5,483 Extending experiences Increased self -confidence. and building confidence. Greater independence. Children offered residential places in Better team working, centre and collaborative skills and London. social skills. All children can engage A more purposeful start with curriculum launch and/or end to topics for all events and outcomes. children. Whole School Team/Middle Leaders £6640 Addressing in school Consistent Cover Staff to facilitate variance implementation of Leader Model’. practice and expectations ‘Team 1 x day per week across school. (Approach Improving monitoring to and writing.) and evaluation of teaching. Increase in % of children making better than Ensuring quality expected progress across teaching through: team teach school. modelling lessons planning alongside the Monitoring cycle creation of clear DD accurately reflects current targets. standards of teaching and key development points. Sharing best practice Using data effectively as a source of analysis’. ‘gap Whole School Peripatetic music lessons £1680 To enable wider Children from Y3 to Y6 subsidy opportunities now able to audition and to those who were unable take part in instrument to access this provision. tuition from any financial background. FS/KS1 Additional Support Staff £10,833 Development of maths Increase in % working at and English skills through expectation and beyond 1-2-1 and small group expectation across KS1. targeted support. Increase in % of children Targeted support for on course to achieve a disadvantaged children good of development within the setting. in FS. Leading 1-2-1 and group Reduction in sanctions based social interaction and time out of classroom activities. setting for focus children. PPG EXPENDITURE £61,417 PPG GRANT: £51,576 DIFFERENCE -£9,841 MEASUREMENT OF IMPACT The academy’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement. The impact of all work is analysed throughout the term in what is termed a cycle’, which is then ‘monitoring gathered together for an window’ each term. ‘evaluation In 2015/2016 this of evidence included:
Whole School School Visits Subsidy £5,483 Extending experiences and building confidence. Children offered residential places in centre and London. All children can engage with curriculum launch events and outcomes. Increased self -confidence. Greater independence. Better team working, collaborative skills and social skills. A more purposeful start and/or end to topics for all children. Whole School Team/Middle Leaders Cover Staff to facilitate ‘Team Leader Model’. 1 x day per week £6640 Addressing in school variance Improving monitoring and evaluation of teaching. Ensuring quality teaching through: team teach modelling lessons planning alongside the creation of clear DD targets. Sharing best practice Using data effectively as a source of ‘gap analysis’. Consistent implementation of practice and expectations across school. (Approach to and writing.) Increase in % of children making better than expected progress across school. Monitoring cycle accurately reflects current standards of teaching and key development points. Whole School Peripatetic music lessons subsidy £1680 To enable wider opportunities to those who were unable to access this provision. Children from Y3 to Y6 now able to audition and take part in instrument tuition from any financial background. FS/KS1 Additional Support Staff £10,833 Development of maths and English skills through 1-2-1 and small group targeted support. Targeted support for disadvantaged children within the setting. Leading 1-2-1 and group based social interaction activities. Increase in % working at expectation and beyond expectation across KS1. Increase in % of children on course to achieve a good of development in FS. Reduction in sanctions and time out of classroom setting for focus children. PPG EXPENDITURE £61,417 PPG GRANT: £51,576 DIFFERENCE -£9,841 MEASUREMENT OF IMPACT The academy’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement. The impact of all work is analysed throughout the term in what is termed a ‘monitoring cycle’, which is then gathered together for an ‘evaluation window’ each term. In 2015/2016 this of evidence included:
PUPIL_PREMIUM_REPORT_1516_Completed.docx