What is the pupil premium?
The Pupil Premium provides additional funding on top of the main funding a school receives. It is targeted at students from disadvantaged backgrounds to ensure they benefit from the same opportunities as students from less deprived families. For the financial year 2017 - 18, the pupil premium is £1320 per eligible child and goes to students who at any point in the past 6 years have been in receipt of Free School Meals (FSM) entitlement; £1,900 goes towards the provision for any student who has been continuously looked after for the past six months or who has been adopted from care under the Adoption and Children Act 2002 or who has left care under a Special Guardianship or Residence Order; finally £300 goes to the provision for any child whose parent/parents are currently serving in the armed forces or are in receipt of a pension from the Ministry of Defense.
How the Pupil Premium is spent is monitored closely with all schools accountable for the impact of the money spent. At Barnham Broom we pride out selves on utilising the Pupil Premium to support our students with a specific focus on English, Maths, engagement, attendance and transition; maximising the life opportunities for all students.
Is there an issue with eligible pupils not receiving funding for Free School Meals?
Schools are not told which children are eligible for FSM; we rely on parents letting us know so that we can apply for the funding that FSM eligible pupils are ENTITLED to.
All EYFS and KS1 pupils are currently able to have a free school meal under the Universal Infant Free School Meals Scheme (USIFM). Schools receive funding for the number of children who take the meals on school census day.
UIFSM is different to FSM entitlement. Parents in receipt of Child Tax Credit are required to complete a free school meal application form, it is vital that the application form is completed to allow additional funding to be released to the school for the children who are entitled to it.
How will the impact of the spending of the Pupil Premium be measured?
To monitor progress on attainment, new measures will be included in the performance tables that will capture the achievement of students covered by the Pupil Premium. At Barnham Broom, the usual cycle of data collection and the monitoring and tracking of the cohort’s attainment, will be used to inform student progress and enable the early identification of need, support and appropriate intervention.
2017-18
Pupil Premium Strategy Statement for Barnham Broom C of E VA Primary School.
|
1. Summary information |
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|
School |
Barnham Broom C of E VA Primary School |
||||
|
Academic Year |
2017 - 18 |
Total PP budget April 2017 –April 2018 |
£18 740 |
Date of most recent PP Review |
|
|
Total number of pupils |
117 |
Number of pupils eligible for PP |
12 in April 2017 (6 in Sept 2017) |
Date for next internal review of this strategy |
July 2018 |
|
2. Current attainment |
||
|
|
(School Data) Our Pupil Premium Children End of KS2, 2017 SATs |
(National Average) National not Pupil Premium End of KS2, 2017 Sats |
|
% achieving expected standard in reading, writing and maths |
50% |
61% |
|
progress in reading |
-2.6 |
0 |
|
progress in writing |
2.1 |
0 |
|
progress in maths |
-3.1 |
0 |
|
Expected standard in reading |
100% |
71% |
|
Expected standard in writing |
100% |
76% |
|
Expected standard in maths |
50% |
75% |
|
3. Barriers to future attainment (for pupils eligible for PP, including high ability) |
|
|
In-school barriers (issues to be addressed in school, such as poor oral language skills) |
|
|
A. |
Poor reading skills on entry |
|
B. |
Social and emotional needs of some groups of PP children impacts on attitudes to learning and social skills |
|
C. |
Behaviours for learning demonstrates a lack of resilience and self-belief in order to be a successful learner |
|
External barriers (issues which also require action outside school, such as low attendance rates) |
|
|
D. |
Attendance rates of some groups of PP children |
|
E |
Frequency of support for learning at home for some PP children |
|
4. Desired outcomes |
||||
|
|
Desired outcomes and how they will be measured |
Success criteria |
||
|
A. |
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress. |
Opportunities are planned for and provided to ensure that PP children have additional support in reading Progress and attainment in reading shows an upward trend for these pupils over time. |
||
|
B. |
Improved social and emotional skills displayed by PP children |
Fewer behaviour reports with lower severity Increased focus on learning and ability to work successfully with peers |
||
|
C. |
|
|
||
|
D. |
Attendance of PP children is in line with or better than non-PP children |
PP children’s attendance target is above 95% |
||
|
E. |
Families work together with the school to raise progress and standards |
Parents and children meet with teachers to identify specific needs Children access planned support in school Parents understand how to support their child with their learning at home and endeavour to do so. |
||
|
5. Planned expenditure |
|||||
|
Academic year |
2017-18 |
||||
|
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. |
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|
i. Quality of teaching for all |
|||||
|
Desired outcome |
Chosen action / approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
|
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress across all areas. |
Saturated reading for those who need additional reading practice in KS1/EYFS and on into KS2 Focus on teaching reading comprehension across the school with reading across the curriculum Focus on using reading and phonics skills to improve writing |
To ensure that the children have sufficient time to develop reading skills and confidence. Phonics is well developed across KS1 but children also need the time to apply these skills to reading and comprehension. These skills need reinforcing across KS2 and linking with SPAG Rationale: More focussed individualised support to identify gaps in learning and provide a bespoke package of support to best meet the needs of the individual |
Whole school focus SIDP key area Subject leader specifically for reading Learning walks and observations Data analysis |
HS |
March 2018 |
|
Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress. |
Development of Growth Mindset approach across the school 4 learning power superheroes support the children to understand and develop their own learning powers Increased resilience in learning – children learning from their mistakes and getting out of ‘the learning pit’ Teaching in mixed ability groups |
Strong evidence to support improved learning for children with growth mindset, compared with fixed (Dweck, 1988) Rationale: Meta-cognition and self-regulation (as part of growth mindset) has been assessed as having a high impact for very low cost based on extensive evidence (Teaching and Learning Toolkit; EEF) Teaching mixed ability groupings Rationale: EEF research |
Growth Mindset training for staff September and 1st 8 wk SIDP Whole school approach being implemented following training including involvement of parents Continued CPD No limits learning throughout the School – review challenges in lessons Mixed ability teaching |
HB |
on going |
|
Total budgeted cost |
£1000 |
||||
ii. Targeted support |
|||||
|
Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
|
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress. |
Identified pupils will be supported in their learning either within the class base as part of a main lesson or in small groups or 1:1 outside of the classroom. Support will focus on reading and using their phonics knowledge and number in maths |
EEF states that phonics approaches have consistently been found to be effective in supporting learners develop their reading skills. Small group tuition with trained and qualified staff has been shown to be effective. More focussed, individualised support to identify gaps in learning and provide a bespoke package of support to best meet the needs of the individual |
Trained staff are employed to deliver particular interventions to children PP children and others as part of group support. Relevant training is provided at cost to the school. TA and SENDCO along with SLT discuss impact and adjust need accordingly – pupil progress meetings.
|
HS |
March 2018 |
|
Improved social and emotional skills displayed by PP children |
Nurture based support and social skills work with small groups and individuals |
Existing Nurture based and social skills Groups working well and producing results in socialisation skills for groups of children. |
SendCo liaises with class teacher and TAs to ensure targets are known and review progress Feedback is provided from TA to class teacher and Sendco |
HS |
March 2018 |
|
Total budgeted cost |
£15 000 |
||||
|
iii. Other approaches |
|||||
|
Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
|
Improved social and emotional skills displayed by PP children |
Play leader
|
Children’s social and emotional skills and resilience are supported outside the classroom so that they are supported in social situations. This should result in fewer behaviour incidents at lunchtime and positive social interactions. Children have a consistent dedicated person to go to at lunchtimes to support socialisation In turn the children’s development of social skills is improved and the children are ready to learn upon return to the classroom. |
Member of staff employed as lunchtime playleader will also work around the school during lesson time to provide additional support and links between the classroom and outdoors. Playleader will organise a package of activities to involve PP children and others in playing and interacting and supporting their physical and emotional well being |
HB |
March 2018 |
|
Attendance of PP children is in line with or better than non-PP children |
Close monitoring of attendance and communications with parents/carers early when attendance becomes a concern. Involving PSA to support if appropriate |
If children are not in school we cannot teach or support them and they will get further behind in their work. |
Termly monitoring and more frequent monitoring when needed. Letters at timely intervals informing parents of their child’s attendance. Not authorising absence if there is insufficient evidence for the child to be missing school (Dr note in cases where there is a big concern about attendance involving the AIO if attendance falls below the County thresholds. |
HB |
March 2018 |
|
Families work together with the school to raise progress and standards |
Workshops for parents and info provided on how best to support their child at home Parents invited into school to look at children’s work and share learning PSA - through the cluster available to support families Involve other professional where needed to support children and families |
Increasing parental engagement will have a positive impact by partnership working and more people able to support the child’s needs Parents who feel supported are better able to support their child |
Contribute to cluster roles - Involve specialist support where appropriate - Use Ed Psych knowledge and Person Centred Reviews to ensure clear targets for specific children and families |
YW/HB |
March 2018 |
|
Total budgeted cost |
£2000 |
||||
|
6. Review of expenditure |
||||
|
Previous Academic Year |
2017 - 18 |
|||
|
i. Quality of teaching for all |
||||
|
Desired outcome |
Chosen action/approach |
Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. |
Lessons learned (and whether you will continue with this approach) |
Cost |
|
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress across all areas. |
Saturated reading for those who need additional reading practice in KS1/EYFS and on into KS2 Focus on teaching reading comprehension across the school with reading across the curriculum Focus on using reading and phonics skills to improve writing |
|
|
|
|
Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress. |
Development of Growth Mindset approach across the school 4 learning power superheroes support the children to understand and develop their own learning powers Increased resilience in learning – children learning from their mistakes and getting out of ‘the learning pit’ Teaching in mixed ability groups |
|
|
|
|
ii. Targeted support |
||||
|
Desired outcome |
Chosen action/approach |
Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. |
Lessons learned (and whether you will continue with this approach) |
Cost |
|
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress. |
Identified pupils will be supported in their learning either within the class base as part of a main lesson or in small groups or 1:1 outside of the classroom. Support will focus on reading and using their phonics knowledge and number in maths |
|
|
|
|
Improved social and emotional skills displayed by PP children |
Nurture based support and social skills work with small groups and individuals |
|
|
|
|
iii. Other approaches |
||||
|
Desired outcome |
Chosen action/approach |
Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. |
Lessons learned (and whether you will continue with this approach) |
Cost |
|
Improved social and emotional skills displayed by PP children |
Play leader
|
|
|
|
|
Attendance of PP children is in line with or better than non-PP children |
Close monitoring of attendance and communications with parents/carers early when attendance becomes a concern Involving PSA to support if appropriate |
|
|
|
|
Families work together with the school to raise progress and standards |
Workshops for parents and info provided on how best to support their child at home Parents invited into school to look at children’s work and share learning PSA - through the cluster available to support families Involve other professional where needed to support children and families |
|
|
|
|
7. Additional detail: In this section you can annex or refer to additional information which you have used to inform the statement above. Our full strategy document can be found online at: www.aschool.sch.uk |
2016-17
Pupil Premium Strategy Statement for Barnham Broom C of E VA Primary School.
|
1. Summary information |
|||||
|
School |
Barnham Broom C of E VA Primary School |
||||
|
Academic Year |
2016 - 17 |
Total PP budget |
£21060 |
Date of most recent PP Review |
|
|
Total number of pupils |
125 |
Number of pupils eligible for PP |
11 |
Date for next internal review of this strategy |
July 2017 |
|
2. Current attainment |
||||
|
|
(School Data) Pupil Premium End of KS2, 2016 Sats |
(National Average) not Pupil Premium End of KS2, 2016 Sats |
(School internal data) Current KS2 |
(School internal data) Current KS1 |
|
% achieving in reading, writing and maths |
50% |
60% |
25% |
29% |
|
progress in reading |
2.46 |
0.33 |
43% |
50% |
|
progress in writing |
-0.69 |
0.12 |
100% |
75% |
|
progress in maths |
-2.53 |
0.24 |
71% |
75% |
|
Expected standard in reading |
100% |
71% |
29% |
25% |
|
Expected standard in writing |
50% |
79% |
29% |
25% |
|
Expected standard in maths |
50% |
75% |
43% |
25% |
|
3. Barriers to future attainment (for pupils eligible for PP, including high ability) |
|
|
In-school barriers (issues to be addressed in school, such as poor oral language skills) |
|
|
A. |
Poor reading skills on entry |
|
B. |
Social and emotional needs of some groups of PP children impacts on attitudes to learning and social skills |
|
C. |
Behaviours for learning demonstrates a lack of resilience and self-belief in order to be a successful learner |
|
External barriers (issues which also require action outside school, such as low attendance rates) |
|
|
D. |
Attendance rates of some groups of PP children |
|
E |
Frequency of support for learning at home for some PP children |
|
4. Desired outcomes |
||||
|
|
Desired outcomes and how they will be measured |
Success criteria |
||
|
A. |
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress. |
Opportunities are planned for and provided to ensure that PP children have additional support in reading
Progress and attainment in reading shows an upward trend for these pupils over time. |
||
|
B. |
Improved social and emotional skills displayed by PP children |
Fewer behaviour reports with lower severity Increased focus on learning and ability to work successfully with peers |
||
|
C. |
|
|
||
|
D. |
Attendance of PP children is in line with or better than non-PP children |
PP children’s attendance target is above 95% |
||
|
E. |
Families work together with the school to raise progress and standards |
Parents and children meet with teachers to identify specific needs Children access planned support in school Parents understand how to support their child with their learning at home |
||
|
5. Planned expenditure |
|||||
|
Academic year |
2016-17 |
||||
|
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. |
|||||
|
i. Quality of teaching for all |
|||||
|
Desired outcome |
Chosen action / approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
|
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress. |
Saturated reading for those who need additional reading practice in KS1/EYFS and on into KS2 Focus on teaching reading comprehension across the school with reading across the curriculum |
To ensure that the children have sufficient time to develop reading skills and confidence. Phonics is well developed across KS1 but children also need the time to apply these skills to reading and comprehension. These skills need reinforcing across KS2 and linking with SPAG More focussed individualised support to identify gaps in learning and provide a bespoke package of support to best meet the needs of the individual |
Whole school focus SIDP key area Subject leader specifically for reading Learning walks and observations Data analysis
|
HS |
March 2017 |
|
Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress. |
Development of Growth Mindset approach across the school |
Strong evidence to support improved learning for children with growth mindset, compared with fixed (Dweck, 1988) Meta-cognition and self-regulation (as part of growth mindset) has been assessed as having a high impact for very low cost based on extensive evidence (Teaching and Learning Toolkit; EEF). |
Growth Mindset training for staff Whole school approach will be implemented following training CPD in Summer Term No limits learning throughout the school |
HB |
March (but on going) |
|
Total budgeted cost |
£2000 |
||||
ii. Targeted support |
|||||
|
Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
|
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress. |
Identified pupils will be supported in their learning either within the class base as part of a main lesson or in small groups or 1:1 outside of the classroom. Support will focus on reading and using their phonics knowledge and number in maths |
EEF states that phonics approaches have consistently been found to be effective in supporting learners develop their reading skills. Small group tuition with trained and qualified staff has been shown to be effective. More focussed, individualised support to identify gaps in learning and provide a bespoke package of support to best meet the needs of the individual |
Trained staff are employed to deliver particular interventions to children PP children and others as part of group support. Relevant training is provided at cost to the school. TA and SENDCO along with SLT discuss impact and adjust need accordingly – pupil progress meetings.
|
HS |
March 2017 |
|
Improved social and emotional skills displayed by PP children |
Nurture based support and social skills work with small groups and individuals |
Existing Nurture based and social skills Groups working well and producing results in socialisation skills for groups of children.
|
SendCo liaises with class teacher and TAs to ensure targets are known and review progress Feedback is provided from TA to class teacher and Sendco |
HS |
March 2017 |
|
Total budgeted cost |
£18 900 |
||||
|
iii. Other approaches |
|||||
|
Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
|
Improved social and emotional skills displayed by PP children |
Play leader
|
Children’s social and emotional skills and resilience are supported outside the classroom so that they are supported in social situations. This should result in fewer behaviour incidents at lunchtime and positive social interactions. Children have a consistent dedicated person to go to at lunchtimes to support socialisation In turn the children’s development of social skills is improved and the children are ready to learn upon return to the classroom. |
Member of staff employed as lunchtime playleader will also work around the school during lesson time to provide additional support and links between the classroom and outdoors. Playleader will organise a package of activities to involve PP children and others in playing and interacting and supporting their physical and emotional well being |
HB |
March 2017 |
|
Attendance of PP children is in line with or better than non-PP children |
Close monitoring of attendance and communications with parents/carers early when attendance becomes a concern Involving PSA to support if appropriate |
If children are not in school we cannot teach or support them and they will get further behind in their work. |
Termly monitoring and more frequent monitoring when needed. Letters at timely intervals informing parents of their child’s attendance. Not authorising absence if there is insufficient evidence for the child to be missing school (Dr note in cases where there is a big concern about attendance involving the AIO if attendance falls below the County thresholds. |
HB |
On going |
|
Families work together with the school to raise progress and standards |
Workshops for parents and info provided on how best to support their child at home. Parents invited into school to look at children’s work and share learning. PSA - through the cluster available to support families. Involve other professional where needed to support children and families |
Increasing parental engagement will have a positive impact by partnership working and more people able to support the child’s needs. Parents who feel supported are better able to support their child |
Contribute to cluster roles - Involve specialist support where appropriate - Use Ed Psych knowledge and Person Centred Reviews to ensure clear targets for specific children and families |
YW/HB |
March 2017 |
|
Total budgeted cost |
£4000 |
||||
|
6. Review of expenditure |
||||
|
Previous Academic Year |
2016 - 17 |
|||
|
i. Quality of teaching for all |
||||
|
Desired outcome |
Chosen action/approach |
Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. |
Lessons learned (and whether you will continue with this approach) |
Cost |
|
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress. |
Saturated reading for those who need additional reading practice in KS1/EYFS and on into KS2 Focus on teaching reading comprehension across the school with reading across the curriculum |
Opportunities are planned for and provided to ensure that PP children have additional support in reading Progress and attainment in reading shows an upward trend for these pupils over time. All except 1 of the PP children have now made at least expected progress in reading from the last Key Stage with 5 children making above expected progress. |
This is going to continue as the saturated reading support enables the children who are not heard read at home so frequently to progress more rapidly not just in reading but also in other areas |
(incorporated into £18900 below as TA costs) |
|
Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress. |
Development of Growth Mindset approach across the school |
PP pupils show positive attitudes towards their learning in the classroom and exhibit a resilient attitude towards their learning when faced with challenges. All 13 PP children have now made at least expected progress in Writing (7 making better than expected progress) and in Maths (4 making better than expected progress) from the last Key Stage. 12 out of the 13 children have made at least expected progress (5 better than expected) in Reading from the last Key Stage. |
We are developing Growth Mindset further. The initial impact showed a positive shift in attitudes to learning.
We will develop this further across the whole school during the next academic year. |
(incorporated into £18900 below as TA costs) |
|
ii. Targeted support |
||||
|
Desired outcome |
Chosen action/approach |
Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. |
Lessons learned (and whether you will continue with this approach) |
Cost |
|
PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress. |
Identified pupils will be supported in their learning either within the class base as part of a main lesson or in small groups or 1:1 outside of the classroom.
Support will focus on Reading, using their phonics knowledge and on number in maths |
Opportunities are planned for and provided to ensure that PP children have additional support in reading Progress and attainment in reading shows an upward trend for these pupils over time. 2017 data: EYFS: 100% at or above expected KS1: only 1 of the 3 PP children did not meet or exceed expected standard – there were no PP chn in the previous KS1 data to compare the trend KS2: 100% of the PP children achieved the expected standard or above. |
Focussed in class support successfully targeted individuals. Activities and support could be personalised to individuals’ and groups’ needs. This approach will continue. |
£18900 TA costs |
|
Improved social and emotional skills displayed by PP children |
Nurture based support and social skills work with small groups and individuals |
Fewer behaviour reports with lower severity Increased focus on learning and ability to work successfully with peers |
Nurture support had a positive impact on the children over time. The children developed greater social awareness and ability to interact successfully and positively with other children. Playtimes and classroom time were improved so a positive impact for all children. This approach will continue. |
|
|
iii. Other approaches |
||||
|
Desired outcome |
Chosen action/approach |
Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. |
Lessons learned (and whether you will continue with this approach) |
Cost |
|
Improved social and emotional skills displayed by PP children |
Play leader
|
Fewer behaviour reports. Lower severity on those that did come in Increased focus on learning and ability to work successfully with peers both in and out of the classroom.
|
Positive impact on improving social and emotional skills. PP children had a dedicated member of staff to go to at lunchtime. Over time incidents decreased and were lower in severity. This approach will continue |
£4000
(Classroom assistant cost who takes play leader role at lunchtime. PSA costs to the cluster. ) |
|
Attendance of PP children is in line with or better than non-PP children |
Close monitoring of attendance and communications with parents/carers early when attendance becomes a concern Involving PSA to support if appropriate |
PP children’s attendance target is above 95% - |
Persistence in following up attendance concerns with the parents for those children whose attendance is a cause for concern has raised the understanding of how seriously the school takes attendance. The parents are increasingly aware of the impact of poor attendance and know that it will be closely monitored and followed up. The school has worked closely with the Attendance Improvement Officer from Norfolk County Council, the cluster PSA and the school nurse to effectively monitor and address attendance concerns linked to poor health. This approach will continue with this as it is a long term issue. |
|
|
Families work together with the school to raise progress and standards |
Workshops for parents and info provided on how best to support their child at home Parents invited into school to look at children’s work and share learning PSA - through the cluster available to support families Involve other professionals where needed to support children and families |
Parents and children meet with teachers to identify specific needs Children access planned support in school Parents understand how to support their child with their learning at home |
Workshops provided were open to all. Not all of targeted group of parents attended, so impact limited. PSA – invaluable support for families – definitely continue with this. This approach will continue with more opportunities to engage with parents. |
|
7. Additional detail: In this section you can annex or refer to additional information which you have used to inform the statement above. |
|
£11800 |
Budget Share |
|
£1000 |
Numicon - further increase maths learning support resources for maths interventions as well as class based work |
|
£500 |
English Intervention resources |
|
£500 |
Phonics specific resources |
|
£500 |
Training for staff |
|
£400 |
Pupils access to activities costs |
|
£1600 |
Classroom Assistant - saturated reading intervention and support |
|
£500 |
ICT support equipment and subscriptions |
|
£6800 |
TA targeted intervention support |