Pupil Premium: How has it been used at Westbury-on-Severn CE Primary School?

All children at Westbury-on-Severn CE Primary School are given equal access to the school-based curriculum and opportunities to take part in a wide range of after-school clubs. Each and every opportunity is designed to develop children’s love for learning, self-esteem, particular gifts or talents and reach their full potential.

For the Academic Year 2016/2017, we have been allocated £9,840 as Pupil Premium money, which has been allocated to a specific ‘pot’ within the school budget, so that we can see how that money is used, and ensure that it is only used for the purpose of supporting our FSM children.

The main ways in which are using the allocation of Pupil Premium is as follows:

1:1 tuition:

  • 1:1 tuition is delivered by a teacher, who focuses on an individual child at a time; thereby supporting development in any gaps in their learning. The child receives dedicated time to support aspects of learning or to enhance learning

Impact of 1:1:

  • We have found that this additional time has accelerated the rate of progress that a child has made to their learning, and enabled the majority of those children receiving the 1:1 tuition, to reach at least age-related expectations by the time they leave Y6.  If this is not the case, the support closes the gap between children with Pupil Premium and their peers.  In previous years, the children receiving Pupil Premium allocation made significant progress progressing through 15.3points progress from KS1 in Reading, Writing and Maths combined (12points is expected) however, there were no children in Y6 in receipt of Pupil Premium during the 2015-2016 period.

Small Group tuition:

  • Small group work tuition has been delivered through a combination of teacher and teaching assistant. This approach enables a class of children to have more adults to support their learning and so gives each child more individual time with a trained member of staff. The teacher is also then able to provide specific challenge and support on those children in greatest need; though not at the expense of the rest of the children in the class. Part-funding from the Pupil Premium has enabled us to sustain this level of support for the children.

"A very small number of pupils are eligible for additional funding. Good teaching and well focused support help to ensure that those pupils make similar progress to other pupils."

Ofsed June 2014

 

Family Support/Pastoral Worker:

  • Some children have benefitted from specific work with our Family support/Pastoral Worker. She has been able to work either 1:1 with children or in small groups to provide necessary pastoral support to improve self-esteem and readiness for learning. This has shown impact on the attitudes children have to their learning.  This has been a major part of our Pupil Premium spend, but we have seen the huge benefits that this support has brought.

"Additional funding is used effectively to provide eligible pupils with additional support, which is having a positive impact on their progress. A family support worker provides valuable support for pupils and their families."

Ofsted June 2014

In addition to the above, we are also using the money to enhance provision within our curriculum to provide children with additional opportunities through the ‘Westbury Workshops’ initiative. The ‘Workshops’ give children in the older classes opportunities to take part in activities that they may not normally have access to. By taking part, children have their self-esteem built up. This is important to us in raising the level of engagement that our children have in their learning and so enable them to progress.

Also, children have been able to take part in local art, ICT and self-esteem projects run by local artists and organisations. These projects have enhanced the children’s learning outside of school, developed their self-esteem and strengthened their confidence and resilience to learning in school.

Each year we review our spending and allocate resources that will be specific to the needs of the children during that academic year.  This way, we work hard to ensure that the right support, interventions and activities are given at the right time to the right children.