Pupil Premium

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.  The initiative was launched by the government in 2011/12 with the amount of money allocated to schools based initially on the number of pupils in the school eligible for Free School Meals (FSM), Service Pupils and Looked After Children (LAC).  This was subsequently extended to include those pupils who have been adopted from care.  Further information can be found on the Department of Education website.

2016-2017 Pupil Premium (PP) Strategy Summary

Summary information for 2016-17
School Fishergate Primary school
Academic Year 2016-17 Total PP budget 71,020 Date of most recent PP Review January 2017
Total number of pupils 301 Number of pupils eligible for PP 51 Date for next internal review of this strategy April 2017
FSM LAC Service
35 7 9

The anticipated level of Pupil Premium funding for Fishergate Primary School in 2016/2-17 is £71,020.  The school’s Pupil Premium Strategy is a working document that will be evaluated at census points throughout the academic year and updated accordingly – please click here to view this.

2015/2016 Pupil Premium Statement

In 2015/16 Fishergate School will receive £76,160 for Pupil Premium Funding.

Spent on Aim Impact
Streamed phonics groups for KS1 To ensure that underachieving KS1 readers and writers make good progress. Children supported to blend and segment phonics and apply skills to reading and writing.  Children more confident to attempt new and unfamiliar words.
Nurture Groups providing dedicated support for vulnerable children and families Practical support for those vulnerable children with their emotions and worries, 10 hours during afternoons.

Children able to share needs with a named adult trained to help.

Practical help given to specific children.

Positive impact on attitudes to learning and progress, potential and actual in year.

Talk boost and Time to talk Speech Language and Communication Needs intervention
To develop communication skills with positive impacts on academic progress and self-esteem-focus on Early years and Year 1 children to ensure effective early intervention
 Improved communication skills and social skills in the classroom and playground. Children more able to organise and communicate thoughts and ideas
Self-regulation group – targeted support by a Teaching Assistant for specific children who have barriers to learning TA to run a practical group to help children who have specific anger management difficulties

Provide strategies to help them cope when things go wrong

Improving behaviour, shown in the reduced number of incidents during the year.
Access to music tuition for families in need Develop skills and encourage positive attitudes towards learning in school Children have access to lessons and learning to play an instrument
In class 1:1 support for specific children to accelerate their learning TAs working with children each week to plug gaps in their learning and support towards targets PP tracker shows positive impact for those children, seen in APS progress.
Monster maths/Rapid maths intervention to support lower attaining pupils To support pupils; enabling them to move from below expected to expected levels of attainment Basic maths skills in place and impacting on progress in class.  Children increasingly confident when contributing to whole class teaching.
Teaching support for small groups to support the learning of basic skills

Teaching support for small groups of early years and Y1 children to develop fine and gross motor skills

SEND Teaching assistant working in afternoon sessions with small groups to plug gaps in learning in reading, writing and maths

Early Years designated SEN Teaching assistant working in the afternoons to support fine and gross motor skills

Impact seen in progress data.

Impact seen in Good level of development and progress data as well as self-confidence

Support for vulnerable families in accessing activities at lunchtimes and after school, including residential visits Children able to attend a variety of activities through clubs in and out of school Funding used to enable specific children to receive music lessons, attend sports clubs and holidays clubs, with positive impact on family engagement with school.
Provide a Parent Partnership for all families, with targeted support for those in need Provide information, signpost to other agencies and services, help to broker support, share strategies of positive parenting, support in the home, helping parents to help children workshops, staff attending meetings to offer support To engage parents in school and with their children’s learning

Improve attendance

Ensure children are ready to learn

SEN TA set up and available to support children across the school in afternoons Ensure individuals and groups are given SEN support.   Help to narrow the gap. Progress data shows gap is narrowing between all children and those with SEN

Pre and post assessments show impact of SEN support

 Access to holiday club provision Support for vulnerable families with activities during the summer holiday Positive impact on well-being and support for families
 1:1 Emotional Literacy Support sessions for vulnerable pupils .To support social and emotional development impacting of self-esteem and academic progress Impact seen in social and emotional development and ability to engage in collaborative work and social contexts

2014/2015 Pupil Premium Statement

In 2014/15, the school received £70,300. This has increased due to pupil numbers increasing for FSM, service families, Looked After/Adopted children and is based on January 2014 census information.

Spent on Aim Impact
Extending programme of early intervention working with Early Years families Help settle children to school

Offer support for parents on how they can help at home, with managing behaviour, with routines that help to raise aspirations

Help parents/carers engage with school

71% achieving a Good Level of Development in EYU compares well with national of 60%

Feedback from parents very positive about welcome and how children have settled. Good use of Learning Journey Books.

Service Families Support Group, run by an experienced and trained Teaching Assistant Provide practical support for families following deployment to Afghanistan

Help each child to make weekly contact with absent parent through e-blueys and letters

Support vulnerable parents, liaising with the Army Welfare Service

Children supported through a difficult time.   Regular contact with parent posted overseas. Adults at home supported.
Nurture Groups providing dedicated support for vulnerable children and families Practical support for those vulnerable children with their emotions and worries, 10 hours during afternoons

Children able to share needs with a named adult trained to help

Practical help given to specific children.   Positive impact on attitudes to learning and progress, potential and actual in year.
Self-regulation group – targeted support by a Teaching Assistant for specific children who have barriers to learning TA to run a practical group to help children who have specific anger management difficulties

Provide strategies to help them cope when things go wrong

Improving behaviour, shown in the reduced number of incidents during the year.
Access to music tuition for families in need Develop skills and encourage positive attitudes towards learning in school Children have access to lessons and learning to play an instrument
In class 1:1 support for specific children to accelerate their learning TAs working with children each week to plug gaps in their learning and support towards targets PP tracker shows positive impact for those children, seen in APS progress.
Playground Leader Training for a group of children who will support those who find playtimes difficult Day of training for Y5/6 Playground leaders provided each year

Support group meetings and refresher training sessions

Supporting children during lunch playtimes with games and activities

Identifying those on their own and supporting with their play

Playground Leaders in place, supporting their peers, especially noticing those who are alone or unhappy.
Teaching support for small groups to support the learning of basic skills SENCO working in afternoon sessions with small groups to plug gaps in learning in reading, writing and maths Impact seen in progress data.
Support for vulnerable families in accessing activities at lunchtimes and after school, including residential visits Children able to attend a variety of activities through clubs in and out of school Funding used to enable specific children to receive music lessons, attend sports clubs and holidays clubs, with positive impact on family engagement with school.
Provide a Parent Partnership for all families, with targeted support for those in need Provide information, signpost to other agencies and services, help to broker support, share strategies of positive parenting, support in the home, helping parents to help children workshops, staff attending meetings to offer support To engage parents in school and with their children’s learning

Improve attendance

Ensure children are ready to learn

SEN TA set up and available to support children across the school in afternoons Ensure individuals and groups are given SEN support.   Help to narrow the gap. Progress data shows gap is narrowing between all children and those with SEN

Pre and post assessments show impact of SEN support

Access to Holiday Clubs provision Support for vulnerable families with activities during the summer holiday Positive impact on well-being and support for families
Additional ELSA TA trained in KS1 Additional support for vulnerable and looked after children in KS1. Practical help given to specific children.   Positive impact on attitudes to learning and progress, potential and actual in year.

2013/14 Pupil Premium Statement

In 2013/14, the school received £54,303.  This has increased due to pupil numbers increasing for FSM, service families, Looked After/Adopted children and is based on January 2013 census information.

Spent on Aim Impact
Extending programme of early intervention working with Early Years families Help settle children to schoolOffer support for parents on how they can help at home, with managing behaviour, with routines that help to raise aspirationsHelp parents/carers engage with school % achieving a Good Level of Development in EYU compares well with national and CYCFeedback from parents very positive about welcome and how children have settled. Good use of Learning Journey Books.
Service Families Support Group, run by an experienced and trained Teaching Assistant Provide practical support for families following deployment to Afghanistan. Help each child to make weekly contact with absent parent through e-blueys and letters. Support vulnerable parents, liaising with the Army Welfare Service Children supported through a difficult time.   Regular contact with parent posted overseas. Adults at home supported, children made good progress in year shown in tracker data.
Nurture Groups providing dedicated support for vulnerable children and families Practical support for those vulnerable children with their emotions and worries, 10 hours during afternoons. Children able to share needs with a named adult trained to help Practical help given to specific children.   Positive impact on attitudes to learning and progress, potential and actual in year.
Self-regulation group – targeted support by a Teaching Assistant for specific children who have barriers to learning TA to run a practical group to help children who have specific anger management difficulties. Provide strategies to help them cope when things go wrong Improving behaviour, shown in the reduced number of incidents during the year.
Access to music tuition for families in need Develop skills and encourage positive attitudes towards learning in school Children have access to lessons and learning to play an instrument
In class 1:1 support for specific children to accelerate their learning TAs working with children each week to plug gaps in their learning and support towards targets PP tracker shows positive impact for those children, seen in APS progress.
Playground Leader Training for a group of children who will support those who find playtimes difficult  Day of training for Y5/6 Playground leaders provided each year. Support group meetings and refresher training sessions. Supporting children during lunch playtimes with games and activities

Identifying those on their own and supporting with their play

Playground Leaders in place, supporting their peers, especially noticing those who are alone or unhappy.
Teaching support for small groups to support the learning of basic skills  SENCO working in afternoon sessions with small groups to plug gaps in learning in reading, writing and maths Impact seen in progress data.
Support for vulnerable families in accessing activities at lunchtimes and after school, including residential visits Children able to attend a variety of activities through clubs in and out of school Funding used to enable specific children to receive music lessons, attend sports clubs and holidays clubs, with positive impact on family engagement with school.
Provide a Parent Partnership for all families, with targeted support for those in need Provide information, signpost to other agencies and services, help to broker support, share strategies of positive parenting, support in the home, helping parents to help children workshops, staff attending meetings to offer support To engage parents in school and with their children’s learning

Improve attendance

Ensure children are ready to learn

SEN TA set up and available to support children across the school in afternoons Ensure individuals and groups are given SEN support.   Help to narrow the gap. Progress data shows gap is narrowing between all children and those with SEN. Pre and post assessments show impact of SEN support
Access to Holiday Clubs provision Support for vulnerable families with activities during the summer holiday Positive impact on well-being and support for families

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