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Gorseybrigg Primary School and Nursery

Pupil Premium

The Pupil Premium is funding provided to schools which is additional to main school funding.

It is allocated according to the number of pupils on-roll who are eligible for free school meals (FSM), a smaller amount allocated according to the number of children of service families, and an allocation for each pupil who has been ‘Looked After’(in care) for 6 months or more.

In 2012, funding was extended to include pupils who have been eligible for free school meals within the past 6 years.

It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are held accountable for how they have used the additional funding to support their pupils. Please see below for information regarding the plans for future spending in 2018-19 and how the pupil premium was spent in the last financial year.

Gorseybrigg Primary School and Nursery
Pupil Premium Strategy Statement
2018-2019

1.   Summary Information

School

Gorseybrigg Primary School and Nursery

Academic Year

2018-19

Total PP budget

£30,660

Date of most recent review

Jan. 2019

Total number of pupils

213

No. of pupils eligible

23

Date for next review

Sept. 2019

 

2.   Current Attainment 2017-18

 

Pupils eligible for PP (school)

Pupils not eligible (school)

National

 

EYFS

1

29

 

% achieving GLD

100

73

71

Key Stage 1

2

58

 

% achieving the expected standard in Reading

0

79

76

% achieving greater depth in Reading

0

24

25

% achieving the expected standard in Writing

0

79

68

% achieving greater depth in Writing

0

17

16

% achieving the expected standard in Maths

0

79

75

% achieving greater depth in Maths

0

24

21

Key Stage 2

6

110

 

% achieving the expected standard in Reading

50

88

75

% achieving greater depth in Reading

50

38

28

% achieving the expected standard in Writing

50

84

78

% achieving greater depth in Writing

0

22

25

% achieving the expected standard in Maths

67

88

76

% achieving greater depth in Maths

0

22

24

% achieving the expected standard in Grammar, Punctuation & Spelling

67

81

78

% achieving greater depth in Grammar, Punctuation & Spelling

33

34

33

% achieving the expected standard in Reading, Writing and Maths

50

84

64

% achieving greater depth in Reading, Writing and Maths

0

13

9 (2017)

Average scaled score in Reading

102

107

100

Average scaled score in Maths

100

104

100

Average scaled score in Grammar, Punctuation & Spelling

100

106

100

Progress score in Reading

-1.18

+0.52

0.0

Progress score in Writing

-3.01

-0.62

0.0

Progress score in Maths

-2.11

-1.21

0.0

 

3.   Barriers to future attainment (for PP pupils)

a)      Ensuring that support in given in specific areas of the curriculum where the pupil is feeling less confident, or where attainment is low.

b)     Attitude to learning, low self esteem, low confidence, emotional health and well-being

c)      Attendance

 

4.   Desired Outcomes

Outcome

Success Criteria

Clear overview of pupil need and where support needs to be given

Detailed assessments, questionnaires, pupil and parent conferences, progress grids, progress meeting notes

Improved self-esteem, a stronger sense of self and ability to manage emotions and behaviours in order to remain calm

Children are able to discuss their mindset, how it affects their learning and how it impacts on their feelings

Pupil has attendance of above 96%

Records of attendance, meetings with parents and actions identified where required

 

5.   Planned Expenditure

a)      Quality of teaching for all

Desired outcome

Chosen action/approach

Evidence and rationale

How will we ensure it is implemented well?

Staff involved

Review date

Ensuring that all pupils have high quality resources, including reading books and stationery

Maths resources, stationery and additional reading books purchased, including books of specific interest to PP pupils

Pupils need a concrete, pictoral and abstract approach to maths, therefore must be able to self-select resources appropriate to the task. At our review of resources, it was clear that these were not always fit for purpose, therefore we have set aside budget to purchase new ones.

Monitor outcomes through data analysis

Ensure that maths sessions are more practical and that PP pupils are engaged in their learning through observations and comparisons of previous work

All staff

Ongoing through monitoring

Pupils are all able to access learning at all times, and make at or above expected progress

Timetable ensures that pupils experience pre-teaching and same day interventions where needed. PP pupils are known to all staff and targeted to improve rates of progress

Staff have identified that adjusting the timetable will allow for a more flexible approach to delivering interventions earlier

Interventions are reviewed regularly and then analysed through pupil progress meetings. Groups are fluid on a weekly basis and staff respond to specific need, ensuring that pupils are engaged.

Teachers, SLT

Ongoing through monitoring

Pupils increase knowledge and recall of times tables

Times Table Rockstars introduced. Pupils supported in the use of this and improvements monitored.

Creating an enjoyable game for learning tables as well as usual classwork, will make what can be a very dry subject more interesting for learners. PP pupils will be more directly monitored to make sure that they engage with the programme

The programme records how many pupils access it and for how long.

 

 

b)     Targeted support

Desired outcome

Chosen action/approach

Evidence and rationale

How will we ensure it is implemented well?

Staff involved

Review date

Improved self-esteem and confidence

Positive Play training continues to roll out across school and is actively timetabled into the school week

Positive play has been successfully implemented in 2017-18. Staff have seen the impact of this on a number of children and continue to run the programme according to specific need.

They will continue to meet every half term to share best practice and discuss the needs of individual pupils and if changes need to be made.

KC, HF, BR, AW, KM

June 2019

Targeted support in areas needed

A bespoke package of support for each child, utilising TAs, HLTAs and teachers in the delivery

Gap analysis of specific pupil skills, and timely intervention is shown to

Pupil progress meetings which specifically focus on disadvantaged pupils and check their progress through the year

All staff, SLT

September 2019 and ongoing

Improve ability to manage behaviour and responses and develop strength and flexibility

Yoga sessions run by a trained member of staff

Research into Yoga and mindfulness has shown positive impact for children and adults. School is committed to improving the emotional health and wellbeing of all stakeholders

Member of staff receives accredited training.

PP pupils selected for the programme and monitored to gauge impact.

SS, SLT

Termly

c)      Other approaches

Desired outcome

Chosen action/approach

Evidence and rationale

How will we ensure it is implemented well?

Staff involved

Review date

Pupils engage in the wider curriculum, including extended schools

Support for PP pupils to attends clubs, trips and residentials

Pupils who experience all aspects of a wide and exciting curriculum are much more likely to be engaged in their learning

Through monitoring of trips and clubs, pupil/parent questionnaires and 1:1 discussions with PP pupils

SLT, SBOs

July 2019

Pupils cope well with transition across all phases

Mentor programme

Pupils have a chosen adult to meet when they need to discuss any issues they have

Pupil/parents feedback – follow up actions of mentor and outcomes

All staff

July 2019

 

Gorseybrigg Primary School and Nursery – Pupil Premium Strategy Statement – 2017 - 2018

1.   Summary Information

School

Gorseybrigg Primary School and Nursery

Academic Year

2017-2018

Total PP budget

£19,800

Date of most recent review

Sept 2017

Total number of pupils

211

No. of pupils eligible

15

Date for next review

Sept 2018

 

2.   Current Attainment 2016-17

 

Pupils eligible for PP (school)

All pupils (school)

National

2017

EYFS

 

 

 

% achieving GLD

77

77

71

Key Stage 1

1

30

 

% achieving the expected standard in Reading

100

83

76

% achieving greater depth in Reading

0

30

25

% achieving the expected standard in Writing

100

70

68

% achieving greater depth in Writing

0

23

16

% achieving the expected standard in Maths

100

90

75

% achieving greater depth in Maths

100

27

21

Key Stage 2

3

32

 

% achieving the expected standard in Reading

67

90

72

% achieving greater depth in Reading

0

35

25

% achieving the expected standard in Writing

33

87

76

% achieving greater depth in Writing

0

29

18

% achieving the expected standard in Maths

67

87

75

% achieving greater depth in Maths

0

29

23

% achieving the expected standard in Grammar, Punctuation & Spelling

33

81

77

% achieving greater depth in Grammar, Punctuation & Spelling

0

35

31

% achieving the expected standard in Reading, Writing and Maths

33

84

61

% achieving greater depth in Reading, Writing and Maths

0

19

9

Average scaled score in Reading

105

107

100

Average scaled score in Maths

105

106

100

Average scaled score in Grammar, Punctuation & Spelling

107

106

100

Progress score in Reading

-6.86

-0.82

0.0

Progress score in Writing

-6.46

-0.42

0.0

Progress score in Maths

-4.92

-1.35

0.0

3.   Barriers to future attainment (for PP pupils)

a)      Ensuring that support in given in specific areas of the curriculum where the pupil is feeling less confident, or where attainment is low.

b)     Attitude to learning, low self esteem, low confidence, emotional health and well-being

c)      Attendance

  

4.   Desired Outcomes

Outcome

Success Criteria

Clear overview of pupil need and where support needs to be given

Detailed assessments, questionnaires, pupil and parent conferences, progress grids, progress meeting notes

Improved self-esteem, a stronger sense of self and ability to manage emotions and behaviours in order to remain calm

Children are able to discuss their mindset, how it affects their learning and how it impacts on their feelings

Pupil has attendance of above 96%

Records of attendance, meetings with parents and actions identified where required

5.   Planned Expenditure

a)      Quality of teaching for all

Desired outcome

Chosen action/approach

Evidence and rationale

How will we ensure it is implemented well?

Staff involved

Review date

Pupils are all able to access learning at all times, and make at or above expected progress

Coaching and mentoring approach, to ensure that staff share best practice and that co-ordinators develop a clear policy for how their subject should be taught

EEF research, which indicates that high quality teaching and learning has the greatest impact on pupil attainment

Regular reviews and monitoring.

 

Pupil progress meetings which specifically focus on disadvantaged pupils and check their progress through the year

All staff, SLT

Ongoing, through monitoring and staff meetings

All pupils begin to demonstrate knowledge of growth mindset and how they approach their learning

Introduce Building Learning Power across school, to trial best approaches for the school

EEF research on meta-cognition, indicating that this has a high impact on pupil outcomes overall

Through staff meetings, creating a clear overview of areas covered, through assemblies and evidence in class displays

All staff, CD, CT

June 2018

b)     Targeted support

Desired outcome

Chosen action/approach

Evidence and rationale

How will we ensure it is implemented well?

Staff involved

Review date

Pupils have improved self-esteem and confidence

Positive Play training completed by key staff

Positive play has been successfully implemented in 2017-18. Staff have seen the impact of this on a number of children and continue to run the programme according to specific need.

Training will be completed during the academic year, with staff attending regular training events

KC, HF, BR, AW, KM

June 2018

Pupils receive targeted support in areas needed

A bespoke package of support for each child, utilising TAs, HLTAs and teachers in the delivery

Gap analysis of specific pupil skills, and timely intervention is shown to

Pupil progress meetings which specifically focus on disadvantaged pupils and check their progress through the year

All staff, SLT

September 2018

c)      Other approaches

Desired outcome

Chosen action/approach

Evidence and rationale

How will we ensure it is implemented well?

Staff involved

Review date

Pupils engage in the wider curriculum, including extended schools

Support for PP pupils to attends clubs, trips and residentials

Pupils who experience all aspects of a wide and exciting curriculum are much more likely to be engaged in their learning

Through monitoring of trips and clubs, pupil/parent questionnaires and 1:1 discussions with PP pupils

SLT, SBOs

July 2018