|Moss Hall Infant School is a four form entry school in the London Borough of Barnet. We have high aspirations and ambitions for our children and we believe that no child should be left behind. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure, and we are determined to ensure that your children are given every chance to realise their full potential. Pupil premium funding represents a growing portion of our budget and we are committed to ensuring it is spent to maximum effect.
The Pupil Premium was introduced by the Coalition Government in April 2011 to close the gap in attainment between pupils from less affluent backgrounds. It is allocated to children from low-income families who are in receipt of Free School Meals (FSM), Looked After Children (LAC) and pupils who have been eligible for free school meals at any point in the last six years (Ever6).
The Pupil Premium funding which Moss Hall Infant School receives in our school budget is used to make a contribution to the cost of a range of intervention and support programmes. This support ensures that all our Pupil Premium children are supported in their learning so that they can make the best possible progress. These children are very high priority and form our ‘Virtual Class’ which is monitored half termly with the Leadership Team, Class Teachers and the Governing Body.
We track the children’s progress through discussions with class teachers at termly meetings, and this enables us to measure the impact of the additional funding we receive. By knowing the needs of specific groups of children and carefully targeting these needs, we can close the gap in attainment between pupil groups.
Our aim this year is to further increase the percentages of children working at or above the age related expectations in the Early Years Foundation Stage and in KS1. Through analysis of our previous spending of the Pupil Premium and the progress made by key groups of children this new plan has been created based on the following principles.
|Objectives of Pupil Premium Spending|
|We have analysed our data thoroughly and examined the impact of current interventions, whilst making use of a range of research to inform our decision making. Our priorities for the spending are based on the following research.
|NATURE OF SUPPORT 2015/16|
|Focus on Learning in the curriculum – PSE /Reading / Writing / Maths
Focus on enrichment beyond the curriculum
Focus on families / community
Increase % of children working at age related expectations in reading, writing and maths.
|RECORD OF PUPIL PREMIUM GRANT SPENDING BY ITEM/PROJECT 2015/16|
|Learning||EYFS||Additional PM TA in EYFS
|£6 458||Early intervention||Children settle well and make good progress.
Increased % of pupils achieving a good level of development.
|Learning||EYFS||Additional TA in Summer Term –||£4 261||Support transition into KS1||Increase in EYFS scores|
|Learning||Year 1||Short term intervention
||£5 000||Develop solid base of writing skills.||Increase independent writing in Spring term.
Increase success in QFP
|Learning||Year 2||Phonics||£4 410||Small group support to extend skills in phonics, reading, writing and maths||Increased confidence
Increased attainment in English and maths (Assessment Data)
|£11 385||Raise attainment in Reading, Writing and Maths||Increased attainment in English and maths (Assessment Data)|
|Learning||Whole school||SLT support Y2||£5 760||Small group support with WW. Targeted PP Intervention||PP children making ‘good’ or ‘better than good’ progress in Writing|
|Learning||Whole school||Literacy Development
||Raise the profile of reading, increases reading skills, especially for struggling readers. Increase book talk.||Increased attainment in reading.|
|Learning||Whole school||Attendance support||£1 500||Monitor and promote attendance||Pupil Premium children meeting the expected % for attendance.|
|Learning||Whole school||Team Leaders
Year Group Leaders
|£5 670||Addressing within school variance:
Team teaching and planning
Consistent implementation of practice and expectations across school (lesson observations / monitoring file)
Other adults provide effective support (lesson observations of support staff / discussion)
Increased % of children working at or above age related expectations (Assessment data)
Children make 2 sub levels+ progress (Assessment data)
Children are on track to meet end of KS expectations
|Learning||Whole school||Additional language support
|£7 000||Development of language skills: Targeted speech and language support using SALT Toolkit.||Increase in attainment in CLL in the EYFS
Increase in attainment in Speaking and Listening in KS1
|Learning||Whole school||Reading Club||£1 260||Extending learning time:
Daily reading club to develop reading skills and foster a love of reading.
|Children attending show a more positive attitude to reading. They enjoy reading to one another.
Children read regularly at home and enjoy talking about the texts they are reading.
Children meet targets and make 2 sub levels+ progress (Assessment data)
|Learning||Whole school||Extending AFL skills:
YGL release time
BPSI 3.5 hrs
Support for teaching staff to develop skills in AFL.
Improving feedback (written and oral).
Development of success criteria.
|Lessons and work scrutinies show that AFL strategies are being used consistently and effectively across the school.|
|Learning||Whole school||Target teacher 2.5 day||£22 050||1:1 and small group work across the school to support targeted children to develop reading, writing and maths skills.
Training for support staff in delivering interventions.
|Targeted children make more rapid progress than peers.
High quality interventions are delivered by support staff.
|£6 000||Phonics Bag
Enrich the curriculum
|Enrichment||Whole school||Targeted Extended School Places – Playcentre and Breakfast Club||£1000 for Playcentre
£500 to Breakfast Club
|Improving attendance and punctuality
Improving social skills
Places provided in Breakfast Club and in after school provision
|Children have a good start to the school day with a healthy breakfast (Discussion / observation)
Children take part in a range of enrichment activities (Discussion, observations, attendance registers)
|Enrichment||Whole school||Club attendance
||Build creativity and language skills.
Building confidence and enthusiasm. Developing a skill.
|Increase in attainment in confidence. (Assessment Data)
|Enrichment||Whole school||Enrichment Project:
Developing Thinking Skills
|£700 for P4C training
|Developing thinking skills:
P4P training games, library games, puzzles to develop thinking
|Children develop thinking / problem solving skills.
Children learn to take turns and work as part of a team.
|Enrichment||Whole school||Games Library||£900||Promotion of Games Library
Resources for Games Library
|Children having greater learning opportunities at home.|
|Enrichment||Year 2||Residential Trip||£500||Extending experiences and building confidence|
|Family & Community||Whole School||Play Therapist||£3 600||Developing coping mechanisms|
|Family & Community||Whole School||Parent Workshops
|£1 800||Develop interaction with hard to reach families.
Support hard to reach families.
|Greater interaction with the school community|
This is a breakdown of how we allocate our Pupil Premium funding from our school budget.
|Total number of Pupils in the Autumn Census||362 pupils on role|
|Total number currently eligible for PPG (includes children entitled to Free School Meals or Looked After Children.
Also included are children we class as ‘vulnerable’, known as our Virtual Class.
Amount of PPG received per pupil - £1320 (2015/16)
Amount of PPG for LAC/adoption/special guardianship/child arrangement orders or residence order -£1900
|Number of pupils and Pupil Premium Grant (PPG) received*|
|Year Group||Actual FSM||Ever6||Virtual Class|
|YR||12||1||not created till children have settled|
|TOTAL PPG RECEIVED||£108 120 (October 2015)|
|TOTAL PPG EXPENDITURE||£100 804|
|PPG REMAINING||£7 316|
|24 children (50% boys/50% girls)
3 children with Statements (12.5%)
58% achieved a GLD
33% emerging in Reading (11% Non Pupil Premium)
50% expected in Reading (57% Non Pupil Premium)
17% of children exceeding in Reading (28% Non Pupil Premium)
37.5% of children emerging in Writing (18% Non Pupil Premium)
58% of children expected in Writing (67% Non Pupil Premium)
4% of children exceeding in Writing (11% Non Pupil Premium)
33% of children emerging in Maths (8% Non Pupil Premium)
58% of children expected in Maths (61% Non Pupil Premium)
8% of children exceeding in Maths (26% Non Pupil Premium)
|36 children (61% boys/39% girls)
28% of children emerging in Reading (27% Non Pupil Premium)
39% of children expected in Reading (34% Non Pupil Premium)
33% of children exceeding in Reading (41% Non Pupil Premium)
25% of children emerging in Writing (24% Non Pupil Premium)
53% of children expected in Writing (51% Non Pupil Premium)
22% of children exceeding in Writing (24% Non Pupil Premium)
31% of children emerging in Maths (30% Non Pupil Premium)
35% of children expected in Maths (30% Non Pupil Premium)
34% of children exceeding in Maths (40% Non Pupil Premium)
Whole cohort 80.3%
Pupil Premium 80.6%
Non Pupil Premium 80.2%
|17 chn (35% boys/65% girls)
2 children with a Statement (12%)
88% achieved L2 in Reading (95% Non Pupil Premium)
76% achieved L2B+ in Reading (91% Non Pupil Premium)
18% achieved L3 in Reading (40% Non Pupil Premium)
88% achieved 8+ points of progress
41% achieved 10+ points of progress
88% achieved L2 in Writing (94% Non Pupil Premium)
76% achieved L2B+ in Writing (86% Non Pupil Premium)
12% achieved L3 in Writing (37% Non Pupil Premium)
82% achieved 8+ points of progress
47% achieved 10+ points of progress
94% achieved L2 in Maths (96% Non Pupil Premium)
82% achieved L2B+ in Maths (94% Non Pupil Premium)
24% achieved L3 in Maths (43% Non Pupil Premium)
88% achieved 8+ points of progress
59% achieved 10+ points of progress