Visit the Village Academy Website
 

Dymchurch Primary School receives a Pupil Premium Grant for each child who is entitled to receive free school meals or who has been entitled over the last five years and for any looked after children. The money is allocated to ensure pupils reach their full potential, both academically and socially.

  • At September 2016 this was 38.5% of pupils and worth approximately £96,000

PREVIOUS INFORMATION: Details of progress made in 12-13 and plans for the school year 13-14 can be found on this document. 

ASSESSMENT AND IMPACT Pupil Premium 2015 - 2016

ASSESSING THE PUPILS AT DYMCHURCH PRIMARY SCHOOL:

Up until September 2014, all schools used the National Curriculum levels and sub-levels to assess pupils’ progress and attainment in all of the curriculum subjects.

From September 2014 onwards, schools began to use their own systems of assessment. For the academic year 2015-2016, Dymchurch Primary used the Village Academy Assessment Steps.

The expectation for the academic year was that each pupil would make 5 steps progress in Reading, Writing GPaS (Grammar, Punctuation and Spelling) and Maths. More than 5 steps progress was considered accelerated progress. Less than 5 steps progress was considered limited progress.

2015-2016 ACTIONS SUPPORTED BY PUPIL PREMIUM FUNDING:

  • For the academic year 2015-2016, 59 out of 170 pupils (35%) were eligible for Pupil Premium funding and the school received a total of £82420 to support the learning and social needs of those pupils.
  • At Dymchurch Primary, we used our allocated Pupil Premium funding to support the following actions:
  • Additional teaching staff were employed to ensure that Pupil Premium provision was purposefully allocated, targeting year groups and vulnerable groups that were significantly under-performing in terms of national expectations. The primary intention was to raise the standards of Pupil Premium pupils in the core subjects of Reading, Writing and Maths. Moving into the 2016-2017 academic year, we now have a strong team in place to ensure Pupil Premium provision continues to go from strength to strength at Dymchurch Primary.
  • The school FLO (Family Liason Officer) supports families in a large variety of ways. All families are eligible for support from the FLO. In relation to the Pupil Premium pupils, the aim of the FLO role was, and continues to be, to secure better support from home, so closing the academic performance gap between Pupil Premium pupils and their non-Pupil Premium peers. The FLO also deals with issues that affect pupil attendance and acts to increase parents’ engagement with their children’s learning.
  • For those children who were in need of support with emotional wellbeing, Dymchurch Primary was able to offer such services as Play Therapy and counselling through the local authority as well as organisations such as Project Salus, CXK and YHM (Young Healthy Minds). We fully recognise that social, emotional and behavioural barriers can have a direct and often negative impact on pupils’ learning. By taking steps to address these barriers, we can meet the needs of these learners and improving their levels of engagement and involvement in the classroom environment. Throughout the year the most effect therapy was Play Therapy, both from the engagement of the children involved and the longevity of the positive outcomes.
  • Afternoon interventions have run throughout the academic year, providing ‘over and above’ input and support for pupils through 1:1 and small group intervention sessions.
  • The school has subsidised the cost of school trips, sporting events and attendance to Breakfast Club, allowing many pupils to access the wider life of the school, leading to positive attitudes to learning, higher aspirations and improved attendance.
  • We have ensured that the curriculum has been enriched through the arts, during the 2015-2016 academic year, by hosting events such as KiC Theatre interactive drama workshops and musical workshops such as the popular Back To Bach Roadshow. These sessions build cognitive ability and memory skills as well as increasing levels of self-esteem and confidence which, in turn, impact positively on learning, progress and attainment
  • The school library has been re-located and re-designed to encourage children to enjoy reading in a comfortable and inviting space. This action will continue into the 2016-2017 academic year as we move on to the next steps of our library action plan…..re-stocking the new library with exciting and engaging texts such as graphic novels and new reads.

IMPACT OF PUPIL PREMIUM FUNDING:

Following the introduction of the new National Curriculum in September 2014, the following graphs shows the starting points of our current academic journey.

Attainment of Pupil Premium pupils in KS1 is currently higher than that of the KS2 pupils, giving us our primary focus for the 2016-2017 academic year; to address this imbalance by allocating an increased level of support and academic provision to the KS2 pupils in order to achieve parity across both of the Key stages.

PP Attainment graph

The KS1 Pupil Premium pupils showed greater progress than their KS2 counterparts in the 2015-2016 academic year. This outcome is now being addressed by the action on our 2016-2017 Pupil Premium plan; an increased level of support and provision in those KS2 areas of under-performance.

PP Progress Graph

2016-2017 looks to be an exciting year of development of change as we, staff and pupils alike, continue on our journey towards personal, professional and academic excellence.

GENERAL INFORMATION ON ALLOCATION 16-17

The money is generally allocated in a number of different ways to support progress in learning. The main areas of expenditure are as follows:

Staffing:

Money spent on staff enables us to allocate specific funding to:

  •  provide 1:1 or small group interventions, including additional TA support  to help reduce the difference in attainment for our vulnerable groups.
  • provide intensive support to small groups of children in all year groups for Maths and English by an experienced and qualified teacher in this area to reduce the difference in attainment of our vulnerable groups including our higher ability children.
  • provide some of  the work of our  Family Liaison Officer; which helps with impacts on parental engagement, attendance and parenting support, all of which are reflected in pupil achievement.
  • provide dedicated Pupil Premium leadership time.
  • Develop an Inclusion Leader role to work with the Pupil Premium leader to ensure we identify and accelerate progress of pupils at risk of underachievement across all cohorts.

Resources:

We are planning to lease a small minibus to enable us to improve attendance across specific groups.

We provide subsidised places at our Breakfast Club - and during 16/17 will look to develop an Afterschool Club where we can do the same and support our pupil premium families beyond normal school times.

Pupil Well-being:

Play Therapy - We employ a play therapist to work with individual children and provide theraputic learning and improve wellbeing during and after periods of vulnerability such as bereavement.

Educational Psychologist - We employ an independent psychologist to support vulnerable children to help us identify specific needs and develop action plans and guidelines to best support the child and parents to manage and move forward.

Meals: We provide subsidised milk and breakfast for vulnerable and disadvantaged families

CPD:

We ensure that our teaching staff receive necessary training to support the needs of children, including in-house development by the Inclusion Leader.

Enrichment:

We are continually enriching the curriculum through offering opportunities such as visiting theatres and drama workshops.

Impact:

Pupils in receipt of pupil premium are closely tracked so that any dips in individual or group progress are quickly identified and actions taken. The impact of this has been significant in pupil wellbeing; through closely tracking dips in progress and observations of behaviour we were able to clearly see that play therapy had a positive and noticable impact. Due to this we have doubled the time our play therapist spends in school, now reaching twice as many children.

In areas where attendance is below expected 96% we recognise some of this is directly linked with public transport and housing within the local area; to help address the difficulties experienced by these families we are leasing a minibus to assist with this. The minibus will also allow children whose parents are unable to transport them to sporting / extra curricular events to attend.

We are investing a large proportion of pupil premium funding in 1:1 tuition and small group work to be delivered by qualified and experienced teachers as we recognise that the difference between and vulnerable groups and their peers needs to reduce significantly in these areas.

 

Save

Created by AnimusDesign.