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Pupil Premium
Pupil premium strategy statement
This statement details our school’s use of pupil premium funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year.
School overview
Detail | Data |
School name | Glendale Infant School |
Number of pupils in school | 255 |
Proportion (%) of pupil premium eligible pupils | 29.4% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2024/2025 |
Date this statement was published | 1/1/2025 |
Date on which it will be reviewed | Sept 2025 |
Statement authorised by | Mrs Hopkins |
Pupil premium lead | Mrs Clark |
Governor / Trustee lead | Mr Macbeth/Mrs Rose |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £120,810 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £120,810 |
Part A: Pupil premium strategy plan
Statement of intent
Pupil premium funding is received yearly which should be used to support disadvantaged pupils. Pupil premium funding will be used to help disadvantaged pupils to make excellent progress in their learning by building solid foundations in the key areas of reading, writing and maths. At Glendale Infant School, in order to utilise this additional funding in the best possible way, we have considered closely the research and advice put forward by the EEF and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intentional spend with a rationale accompanying each decision. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Emotional intelligence for some Pupil Premium children is underdeveloped. |
2 | Baseline data suggests that Pupil Premium children joining Glendale in Reception are not academically as developed as non PPG pupils. They need to make accelerated progress to reach national expectations at the end of year 2. |
3 | The spoken word and oracy for many Pupil Premium children is underdeveloped and grammatically incorrect. |
4 | Some Pupil Premium children are weak in Cultural Capital. They lack experience and overall knowledge. |
5 | Low attendance or persistent absence for some Pupil Premium children is a continuing cause for concern. |
6 | A number of Pupil Premium families have low aspirations and little engagement with school therefore would benefit from external help and support. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
Excellent teaching leads to excellent progress in learning for all pupils. | All teaching is, at least, good and some is outstanding. |
All pupils make excellent progress from their unique starting points. | All groups of pupils make excellent progress in their learning. |
All children make good progress in social, emotional aspects of learning. | Children’s social and emotional development progresses at the expected rate and in accordance with each child’s age. Children develop the social and emotional skills necessary to become effective learners. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £39,364
Activity | Evidence that supports this approach | Challenge number(s) addressed |
On going RWI training for staff to ensure all children have access to a uniform approach and high quality lessons 1080.00 Phonics RWI training day £600
|
| 2 3 |
Acorns provision – school ran resource provision £37,684 |
| 1 2 3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £32,755.75
Activity | Evidence that supports this approach | Challenge number(s) addressed |
One to one/small group tuition 1:1 tutoring (RWI) Accelerated reading
| EEF evidence: High quality teaching is supported by, and inextricably bound to, targeted academic support. Targeted one to one or small group tuition to address gaps. There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.’
| 1 2 3 |
Intervention programmes Class-based interventions
Check ins – learning and well being
Deliver Wellcomm Sp & Lang intervention programme in EYFS.
| Generally, the use of TAs to deliver high quality interventions, which complement the work of the teacher, is a ‘best bet’ and could be a powerful way of mitigating any impacts of time away from school and see positive gains for pupils. We suggest schools should adopt one or two well-chosen, and well-implemented, TA-led interventions, judiciously used to complement and extend class-based teaching and learning.
In order to support pupils who have fallen the behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.
Sessions are often brief (10-15 mins), occur regularly (e.g. 3-5 times per week) and are maintained over a sustained period of time (e.g. 8-20 weeks). Staff receive extensive training from experienced trainers or teachers.
| 1 2 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £48,690.25
Activity | Evidence that supports this approach | Challenge number(s) addressed |
1:1 Thrive intervention Online subscription and mentors courses £1044.20
| EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment. | 1 3 4 6 |
Well being mentor x2 1:1 work with children Small groups Support within classroom Parent support £25,860.61 £14,759.03 |
| 1 3 5 6 |
CSAWS £2254.86 |
| 5 6 |
Out of school clubs funded £300.00 |
| 4 |
Trips and after school sports clubs £1376.00 £869 Football, gym, basketball, archery, lego programming club, dodgeball and dance |
| 4 |
Uniform subsidy £35 per child £766.96 |
| 4 |
Cool Milk £1459.59 |
| 4 |
Total budgeted cost: £120,410
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
Outline the performance of your disadvantaged pupils in the previous academic year and explain how it has been assessed. You should draw on:
disadvantaged pupils’ performance, including attendance, behaviour and wellbeing You should state whether you are on target to achieve the outcomes of your strategy (as outlined in the Intended Outcomes section above) and outline your analysis of what aspects of your strategy are/are not working well. If last year marked the end of a previous pupil premium strategy plan, you should set out your assessment of how successfully the intended outcomes of that plan were met. |
Externally provided programmes
Please include the names of any non-DfE programmes that you used your pupil premium to fund in the previous academic year.
Programme | Provider |
|
|
|
|
Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year |
|
The impact of that spending on service pupil premium eligible pupils |
|
Further information (optional)
Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, implementation and evaluation, or other activity that you are delivering to support disadvantaged pupils that is not dependent on pupil premium funding. |
Pupil premium strategy statement
This statement details our school’s use of pupil premium funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year.
School overview
Detail | Data |
School name | Glendale Infant School |
Number of pupils in school | 266 |
Proportion (%) of pupil premium eligible pupils | 27.82% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2023/2024 |
Date this statement was published | 1/1/2024 |
Date on which it will be reviewed | Sept 2024 |
Statement authorised by | Mrs Hopkins |
Pupil premium lead | Mrs Howes/Mrs Clark |
Governor / Trustee lead | Mr Macbeth/Mrs Rose |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £110,405 |
Recovery premium funding allocation this academic year | £10,005 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £120,410 |
Part A: Pupil premium strategy plan
Statement of intent
Pupil premium funding is received yearly which should be used to support disadvantaged pupils. Pupil premium funding will be used to help disadvantaged pupils to make excellent progress in their learning by building solid foundations in the key areas of reading, writing and maths. At Glendale Infant School, in order to utilise this additional funding in the best possible way, we have considered closely the research and advice put forward by the EEF and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intentional spend with a rationale accompanying each decision. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Emotional intelligence for some Pupil Premium children is underdeveloped. |
2 | Baseline data suggests that Pupil Premium children joining Glendale in Reception are not academically as developed as non PPG pupils. They need to make accelerated progress to reach national expectations at the end of year 2. |
3 | The spoken word and oracy for many Pupil Premium children is underdeveloped and grammatically incorrect. |
4 | Some Pupil Premium children are weak in Cultural Capital. They lack experience and overall knowledge. |
5 | Low attendance or persistent absence for some Pupil Premium children is a continuing cause for concern. |
6 | A number of Pupil Premium families have low aspirations and little engagement with school therefore would benefit from external help and support. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
Excellent teaching leads to excellent progress in learning for all pupils. | All teaching is, at least, good and some is outstanding. |
All pupils make excellent progress from their unique starting points. | All groups of pupils make excellent progress in their learning. |
All children make good progress in social, emotional aspects of learning. | Children’s social and emotional development progresses at the expected rate and in accordance with each child’s age. Children develop the social and emotional skills necessary to become effective learners. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £1080.00
Activity | Evidence that supports this approach | Challenge number(s) addressed |
On going RWI training for staff to ensure all children have access to a uniform approach and high quality lessons 1080.00
|
| 2 3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £69,885.59
Activity | Evidence that supports this approach | Challenge number(s) addressed |
One to one/small group tuition 1:1 tutoring (RWI) Accelerated reading
| EEF evidence: High quality teaching is supported by, and inextricably bound to, targeted academic support. Targeted one to one or small group tuition to address gaps. There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.’
| 1 2 3 |
Intervention programmes Class-based interventions
Deliver Wellcomm Sp & Lang intervention programme in EYFS.
NELI ((Nuffield Early Language Intervention Programme) | Generally, the use of TAs to deliver high quality interventions, which complement the work of the teacher, is a ‘best bet’ and could be a powerful way of mitigating any impacts of time away from school and see positive gains for pupils. We suggest schools should adopt one or two well-chosen, and well-implemented, TA-led interventions, judiciously used to complement and extend class-based teaching and learning.
In order to support pupils who have fallen the behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.
Sessions are often brief (10-15 mins), occur regularly (e.g. 3-5 times per week) and are maintained over a sustained period of time (e.g. 8-20 weeks). Staff receive extensive training from experienced trainers or teachers.
| 1 2 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £49,444.41
Activity | Evidence that supports this approach | Challenge number(s) addressed |
1:1 Thrive intervention Online subscription £862.20 | EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment. | 1 3 4 6 |
Well being mentor x2 1:1 work with children Small groups Support within classroom Parent support £25,860.61 £14,759.03 |
| 1 3 5 6 |
CSAWS £1800 |
| 5 6 |
Out of school clubs funded £360.00 |
| 4 |
Trips and after school sports clubs £1976.50 £1424.00 Football, gym, massage, scooter, trampoline, arts and craft and dance |
| 4 |
Uniform subsidy £35 per child £507.92 |
| 4 |
Cool Milk £1894.15 |
| 4 |
Total budgeted cost: £120,410
Pupil premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
Detail | Data |
School name | Glendale Infant School |
Number of pupils in school | 268 |
Proportion (%) of pupil premium eligible pupils | 24.65% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022/2023 |
Date this statement was published | 1/1/2023 |
Date on which it will be reviewed | Sept 2023 |
Statement authorised by | Mrs Hopkins |
Pupil premium lead | Mrs Howes/Mrs Clark |
Governor / Trustee lead | Mr Macbeth/Mrs Rose |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £97,465.00 |
Recovery premium funding allocation this academic year | £8990 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £106,455 |
Part A: Pupil premium strategy plan
Statement of intent
Following the disruption children have suffered as a result of the COVID-19 pandemic, schools have received an additional amount of money to provide catch-up support for those pupils that require it. We also receive pupil premium funding which should be used to support disadvantaged pupils. Disadvantaged pupils have suffered the greatest harm to their education through the pandemic. This is evident within our school community. As such, both the pupil premium grant and recovery premium will be used to help disadvantaged pupils to make excellent progress in their learning by building solid foundations in the key areas of reading, writing and maths. At Glendale Infant School, in order to utilise this additional funding in the best possible way, we have considered closely the research and advice put forward by the EEF and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intentional spend with a rationale accompanying each decision. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Emotional intelligence for some Pupil Premium children is underdeveloped. |
2 | Baseline data suggests that Pupil Premium children joining Glendale in Reception are not academically as developed as non PPG pupils. They need to make accelerated progress to reach national expectations at the end of year 2. |
3 | The spoken word and oracy for many Pupil Premium children is underdeveloped and grammatically incorrect. |
4 | Some Pupil Premium children are weak in Cultural Capital. They lack experience and overall knowledge. |
5 | Low attendance or persistent absence for some Pupil Premium children is a continuing cause for concern. |
6 | A number of Pupil Premium families have low aspirations and little engagement with school therefore would benefit from external help and support. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
Excellent teaching leads to excellent progress in learning for all pupils. | All teaching is, at least, good and some is outstanding. |
All pupils make excellent progress from their unique starting points. | All groups of pupils make excellent progress in their learning. |
All children make good progress in social, emotional aspects of learning. | Children’s social and emotional development progresses at the expected rate and in accordance with each child’s age. Children develop the social and emotional skills necessary to become effective learners. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £3454
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Thrive training for whole staff £2854.00
| EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment. | 1 5 6 |
RWI training for staff that did not receive training last year. £600 |
| 2 3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £62,162.15
Activity | Evidence that supports this approach | Challenge number(s) addressed |
One to one/small group tuition 1:1 tutoring (RWI) Accelerated reading
| EEF evidence: High quality teaching is supported by, and inextricably bound to, targeted academic support. Targeted one to one or small group tuition to address gaps. There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.’
| 1 2 3 |
Intervention programmes Class-based interventions
Deliver Wellcomm Sp & Lang intervention programme in EYFS.
NELI ((Nuffield Early Language Intervention Programme) | Generally, the use of TAs to deliver high quality interventions, which complement the work of the teacher, is a ‘best bet’ and could be a powerful way of mitigating any impacts of time away from school and see positive gains for pupils. We suggest schools should adopt one or two well-chosen, and well-implemented, TA-led interventions, judiciously used to complement and extend class-based teaching and learning.
In order to support pupils who have fallen the behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.
Sessions are often brief (10-15 mins), occur regularly (e.g. 3-5 times per week) and are maintained over a sustained period of time (e.g. 8-20 weeks). Staff receive extensive training from experienced trainers or teachers.
| 1 2 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £40,838.85
Activity | Evidence that supports this approach | Challenge number(s) addressed |
1:1 Thrive intervention Online subscription £728.20 annual | EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment. | 1 3 4 6 |
Well being mentor x2 1:1 work with children Small groups Support within classroom Parent support £24017 £12513 |
| 1 3 5 6 |
Warwickshire Attendance Service (WAS) £807.00 |
| 5 6 |
Out of school clubs funded £400.00 |
| 4 |
Trips and after school sports clubs £622.00 trips £280.00 Football and gym |
| 4 |
Uniform subsidy £30 per child £532.03 |
| 4 |
Cool Milk £939.62 |
| 4 |
Total budgeted cost: £106,455
----------------------------------------------------------------------------------------------------
Pupil premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
Detail | Data |
School name | Glendale Infant School |
Number of pupils in school | 265 |
Proportion (%) of pupil premium eligible pupils | 23.39% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2021/2022 |
Date this statement was published | 1/1/2022 |
Date on which it will be reviewed | Sept 2022 |
Statement authorised by | Mrs Hopkins |
Pupil premium lead | Mrs Howes |
Governor / Trustee lead | Mr Macbeth/Mrs Rose |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £82,285.00 |
Recovery premium funding allocation this academic year | £19,770.00 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £102,055.00 |
Part A: Pupil premium strategy plan
Statement of intent
Following the disruption children have suffered as a result of the COVID-19 pandemic, schools have received an additional amount of money to provide catch-up support for those pupils that require it. We also receive pupil premium funding which should be used to support disadvantaged pupils. Disadvantaged pupils have suffered the greatest harm to their education through the pandemic. This is evident within our school community. As such, both the pupil premium grant and recovery premium will be used to help disadvantaged pupils to make excellent progress in their learning by building solid foundations in the key areas of reading, writing and maths. At Glendale Infant School, in order to utilise this additional funding in the best possible way, we have considered closely the research and advice put forward by the EEF and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intentional spend with a rationale accompanying each decision. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Emotional intelligence for some Pupil Premium children is underdeveloped. |
2 | Baseline data suggests that Pupil Premium children joining Glendale in Reception are not academically as developed as non PPG pupils. They need to make accelerated progress to reach national expectations at the end of year 2. |
3 | The spoken word and oracy for many Pupil Premium children is underdeveloped and grammatically incorrect. |
4 | Some Pupil Premium children are weak in Cultural Capital. They lack experience and overall knowledge. |
5 | Low attendance for some Pupil Premium children is a continuing cause for concern. |
6 | A number of Pupil Premium families have low aspirations and little engagement with school therefore would benefit from external help and support. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
Excellent teaching leads to excellent progress in learning for all pupils. | All teaching is, at least, good and some is outstanding. |
All pupils make excellent progress from their unique starting points. | All groups of pupils make excellent progress in their learning. |
All children make good progress in social, emotional aspects of learning. | Children’s social and emotional development progresses at the expected rate and in accordance with each child’s age. Children develop the social and emotional skills necessary to become effective learners. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ 7263.11
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Thrive training for our wellbeing/learning mentor | EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment. | 1 5 6 |
RWI training for all staff |
| 2 3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 60569.50
Activity | Evidence that supports this approach | Challenge number(s) addressed |
One to one/small group tuition After school reading club (1:1 tutoring)
1:1 tutoring (RWI)
| EEF evidence: High quality teaching is supported by, and inextricably bound to, targeted academic support. Good assessment will reveal that some pupils have lost learning, misunderstood content, or made gains in their knowledge, during the extended period of Covid-19 partial school closures. This may require targeted one to one or small group tuition to address gaps. There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.’
| 1 2 3 |
Intervention programmes Class-based interventions
Deliver Wellcomm Sp & Lang intervention programme in EYFS.
NELI ((Nuffield Early Language Intervention Programme) | Generally, the use of TAs to deliver high quality interventions, which complement the work of the teacher, is a ‘best bet’ and could be a powerful way of mitigating any impacts of time away from school and see positive gains for pupils. We suggest schools should adopt one or two well-chosen, and well-implemented, TA-led interventions, judiciously used to complement and extend class-based teaching and learning.
In order to support pupils who have fallen the behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.
Sessions are often brief (15-45 mins), occur regularly (e.g. 3-5 times per week) and are maintained over a sustained period of time (e.g. 8-20 weeks). Staff receive extensive training from experienced trainers or teachers.
| 1 2 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 34221.88
Activity | Evidence that supports this approach | Challenge number(s) addressed |
1:1 Thrive intervention | EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment. | 1 3 4 6 |
Well being mentor x2 1:1 work with children Small groups Support within classroom Parent support |
| 1 3 5 6 |
Warwickshire Attendence Service (WAS) |
| 5 6 |
Out of school clubs funded |
| 4 |
Trips and after school sports clubs |
| 4 |
Uniform subsidy £30 per child |
| 4 |
Cool Milk |
| 4 |
Total budgeted cost: £102,055.00
Pupil Premium Funding 2020-2021
Impact Statement
|
| Number of pupils on roll | Number of pupils eligible for PP 56 LAC/Post LAC 8 Service Children 1 | Total funding £86,000 |
Use of Funding | Cost | Impact |
After School reading club | £2000 | Targeted 1 to 1 reading time. Focus on phonics, high frequency word recall, comprehension and word reading. This has boosted children’s confidence in reading and has enabled them to access classroom activities with increased independence. We have also focused on higher level questioning for the more able readers so they can develop a deeper understanding of the text. |
Additional teaching assistant time to provide in class support and interventions: Precision teaching Daily reading Number interventions (Plus 1) Small group phonic/blending intervention Memory fix, concentration activities. | £56,449 | Children have received targeted interventions either as part of a small group or on a 1 to 1 basis. Precision teaching is having a great impact on phonics and high frequency word spelling across the school. In addition to this, a maths intervention is enabling children to gain a stronger basis of number understanding.
|
Well-being mentor. | £25991 | Parents and children can access support and advice. Parents groups as well as individual support is offered. Also children with identified needs have access to the well-being/nurture room and support is offered to ensure they are able to access learning in the classroom. |
Warwickshire Attendance Service (WAS) | £775 | Telephone and letter contact with parents where referred or concerns arose. |
Out of school clubs funded | £ | Because of COVID this has not been offered. Usually, children have equal access to out of school clubs and are able to apply for some support towards the cost of clubs/equipment. |
Uniform subsidy £30 per child | £445 | Contribution to the cost of school uniform for PP children. |
Trips and after school sports clubs funded. | £ | Because of COVID this has not been offered. Children have equal access to trips and after school clubs. |
Cool milk | £340
|
|
Summary of the main barriers to educational achievement faced by Pupil Premium Pupils
In-school barriers for pupils are mainly social, emotional and mental health. Also, social interaction, behaviour issues relating to SEND, low self-esteem and confidence.
External barriers include attendance and family personal circumstances.
The school will measure the impact of Pupil Premium funding by monitoring and reviewing progress and achievements at termly pupil progress meetings; outcomes from pastoral and nurture provision; reports from external agencies; outcomes from single assessments and early help meetings; pupils and parents voice; participation in clubs, extra-curricular activities and wider opportunities; number of children accessing music tuition and attendance data.
Glendale Infant School
Pupil Premium Funding 2019-2020
Impact Statement
Number of pupils on roll
| Number of pupils eligible for PP 44 LAC/Post LAC 8 Service Children 1 | Total funding £70180 |
Use of Funding | Cost | Impact |
After School reading club | £6320 | Children attend after school club where they develop social skills and are withdrawn for 15mins by a TA to have targeted 1 to 1 reading time. They focus on phonics, high frequency word recall, comprehension and word reading. This has boosted children’s confidence in reading and has enabled them to access classroom activities with increased independence. We have also focused on higher level questioning for the more able readers so they can develop a deeper understanding of the text. |
Additional teaching assistant time to provide in class support and interventions: Precision teaching Daily reading Number interventions (Plus 1) Small group phonic/blending intervention Memory fix, concentration activities. | £35,526 | Children have received targeted interventions either as part of a small group or on a 1 to 1 basis. Precision teaching is having a great impact on phonics and high frequency word spelling across the school. Plus a maths intervention is enabling children to gain a stronger basis of number understanding.
|
Well-being mentor. | £24000 | Parents and children can access support and advice. Parents groups as well as individual support is offered. Also children with identified needs have access to the well-being/nurture room and support is offered to ensure they are able to access learning in the classroom. |
Well-being mentor counselling course | £2000 | Counselling training so children can be given support in school as needed so that they do not have to wait for external referrals to go through. |
Warwickshire Attendance Service (WAS) | £756 | Telephone and letter contact with parents where referred or concerns arose. |
Out of school clubs funded | £52 | All children have equal access to out of school clubs and are able to apply for some support towards the cost of clubs/equipment. |
Uniform subsidy £30 per child | £440.93 | Contribution to the cost of school uniform for PP children. |
Trips and after school sports clubs funded. | £450 | Children have equal access to trips and after school clubs. |
Cool milk | £591.48
|
|
Sycamore counselling service | £495 | Support given to an individual child for emotional support. |
Glendale Infant School
Pupil Premium Funding 2018-2019 Impact Statement
|
Number of pupils on roll 261 |
Number of pupils eligible for PP 43 Post LAC 4 LAC 1 Service Children 2 |
Total funding £74480 |
|
Use of Funding |
Cost |
Impact |
|
After School reading club |
£6120 |
Children attend after school club where they develop social skills and are withdrawn for 15mins by a TA to have targeted 1 to 1 reading time. They focus on phonics, high frequency word recall, comprehension and word reading. This has boosted children’s confidence in reading and has enabled them to access classroom activities with increased independence. We have also focused on higher level questioning for the more able readers so they can develop a deeper understanding of the text. |
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Additional teaching assistant time to provide in class support and interventions: Precision teaching Daily reading Number interventions (Plus 1) Small group phonic/blending intervention Memory fix, concentration activities. |
£39638.01
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Children have received targeted interventions either as part of a small group or on a 1 to 1 basis. Precision teaching is having a great impact on phonics and high frequency word spelling across the school. Plus 1 maths intervention is enabling children to gain a stronger basis of number understanding.
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Well-being mentor. |
£23000 |
We have developed this role in response to the increased need of emotional well-being. Parents and children can access support and advice. Parents groups as well as individual support is offered. Also children with identified needs have access to the well-being/nurture room and support is offered to ensure they are able to access learning in the classroom. |
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Well-being mentor counselling course |
£2000 |
Counselling training so children can be given support in school as needed so that they do not have to wait for external referrals to go through. |
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Attendance Compliance Enforcement Service subscription. |
£700 |
Telephone and letter contact with parents where referred or concerns arose. |
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Out of school clubs funded |
£125.97 |
All children have equal access to out of school clubs and are able to apply for some support towards the cost of clubs/equipment. |
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Uniform subsidy £30 per child |
£510 |
Contribution to the cost of school uniform for PP children. |
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Trips and after school sports clubs funded. |
£1305 |
Children have equal access to trips and after school clubs. |
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Cool milk |
£456.02 Apr-Dec |
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Sycamore counselling service |
£315 |
Support given to an individual child for emotional support. |
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Exclusion Panel |
£310 |
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Glendale Infant School
Pupil Premium Funding 2017-2018 Impact Statement
Number Of Children On Roll Number Of Pupils Eligible for PP Total Funding
262 50 £72,227
Post LAC 4
Service Children 1
Summary of the main barriers to educational achievement faced by Pupil Premium Pupils
In-school barriers: social, emotional and mental health; social interaction, behaviour issues relating to SEND, low self-esteem and confidence.
External barriers: attendance; family personal circumstances.
How the school will measure the impact of the Pupil Premium Funding: monitor and review progress and achievements at termly pupil progress meetings; outcomes from pastoral and nurture provision; reports from external agencies; outcomes from single assessments and early help meetings; pupils and parents voice; participation in clubs, extra-curricular activities and wider opportunities; number of children accessing music tuition and attendance data.
Date of next review of the school’s pupil premium strategy: July 2018