Pupil Premium 2015/16

Pupil Premium Allocation for 2015/16 is £24,040.00. This comes in the form of Pupil Premium for children from Service families, children who currently, or have previously been in receipt of Free School Meals (Ever 6 FSM), or Looked After Children (ELAC).

This year the Governors and staff have decided to spend this additional funding on:

  • Providing intensive support though 1-1 tuition for children, who may have fallen behind in the progress they are expected to make in writing or maths.
  • Ensuring full time, good quality teaching assistants to support learning in the younger age classes and nearly full time support in the KS2 classes due to the increase in numbers throughout the school; this will support all learners in each class, including children who require specific support, middle learners and children who are gifted and talented.
  • Providing a Forest Schools experience for children in KS1 in order to support their learning back in the classroom.
  • Using a trained ELSA (Emotional Literacy Support Assistant) to work with small groups of children to enable them to make the best progress that they can.
  • Offering mentoring support for children who may need extra time to talk in order to overcome their barriers to learning.
  • Training a new group of Peer Mentors from the Y4 – 6 age groups to support the children throughout the school.
  • Providing training in ‘Drawing and Talking Therapy’ for a teaching assistant to enable her to provide appropriate support for particular children in the school, enhancing both their opportunities to learn and those of the children in their class.
  • To be members of HMS Heroes so that all children from Service families feel supported by a larger ‘family’.
  • Enabling a teaching assistant to support those children whose parents are deployed by arranging the writing and sending of e-blueys.
  • Software packages to support pupil assessment, particularly of our ‘mobile’ children e.g. Build a Profile and O Track.
  • Software to support learning in the classroom e.g. Espresso and Purple Mash.

Impact of the Pupil Premium

Teaching Assistants: Linton-on-Ouse was not to be affected by the drawdown from Germany but our numbers of families from the army increased considerably over the last 18 months (even though we are near an RAF Station) leading to us experiencing large class sizes during the year. This led to an exceptional increase in our numbers and pupil mobility; we reached 130 children in school (max capacity 120), but actually taught 179 during the year. We had to increase the number of teaching assistants in school to support the larger classes and children with additional needs. As we were funded for 95 children but did not receive any other financial support (we have ‘trickle’ postings throughout the year), we had to re-direct some of the Pupil Premium money to finance this decision. With 61% mobility, forward planning is extremely difficult. With large classes in KS1, the children took longer to settle and we needed to train the additional support staff.

1-1 Tuition: unfortunately due to the above situation, we were unable to provide the individual additional support that we usually do. The children had to be placed in small groups for some extra support but it lacked the intensity they required.

The Forest School: The Forest School ran in the Autumn term for one group of children; 4 from Y1 and 7 from Y2. Since then, 3 of the children have left school as their parents were posted.

In the summer term, the Forest School ran again for KS1 with 3 of the previous participants joining the group to give them additional confidence.  There were 6 Y1s and 6 Y2s in the group, including 4 on the SEN register and one with diagnosis of sensory autism Asperger’s. All the children were selected for a wide range of reasons, including low in confidence, low in self-esteem, lacking independent thinking, immaturity, weak self-organisation or newly arrived in school.

As a result of attending Forest Schools, the children’s confidence, determination, and persistence increased markedly in all the sessions; they were more able to contribute to discussions and their ability to work as part of a team improved. Many of the children demonstrated increased skills when using small hand tools and equipment. They also showed care and consideration for others and the environment.

ELSA, Writing and Drawing Therapy and mentoring support: with the increase in the number of children whose parents are in the army, the number of families where they are separated for extended periods of time increased. The adults were (and continue to be) sent to many unknown destinations or on long training courses and exercises, making contact difficult. Some children became increasingly unsettled, which affected their attitude to their learning. The increased Teaching Assistants hours meant that the children were supported individually; e-blueys were sent regularly to parents serving overseas; new children were well supported to help them to settle into school; children were supported as they prepared for transition to a new home and school; the Teaching Assistant who received training in Emotional Literacy Support (ELSA) put her training into practice with small groups of children in Class 1 and Class 2. The TA trained in Writing and Drawing Therapy used her skills with 2 individual children during the year. This individual attention and opportunity to talk about their feelings led to an increase in each child’s ability to access their learning as they felt well supported in school.

HMS Heroes: being members of the HMS Heroes group meant that we were able to attend the service held at Ripon Cathedral, where being a child from a ‘Service’ family was celebrated, particularly all the new children arriving from Germany. The children from Class 1 could see that they were not alone in regularly moving from school to school as hundreds of other children were in a similar position as them. For the children from civilian families, they could see that they were not the only ones who felt the impact of their friends moving away.

IT programmes to support assessment and learning: all staff, subject leaders and the leadership and management team use O track to monitor pupil progress. Decisions are made about the level of support required for each child individually and the necessary support was put in place. With 81% mobility on the Nursery and 43% in the Reception year group, Build a Profile was used by staff to ensure an even balance of observations for each child in each of the aspects of their learning.

Other programmes were used by staff to enhance the curriculum as finances for additional resources for the new curriculum were limited due to the unexpected increase in the school numbers.

Children Eligible for Free School meals, Ever 6 children and ELAC:

Due to the small number of children who are eligible for Free School Meals, Ever 6 and ELAC Pupil Premium, plus the high mobility of some of them; it is inappropriate to provide specific data on their progress as a result of additional support. However, the following support was provided: individual mentoring, Forest Schools and ELSA small group work.