Chapel Break Infant School

  • "The school provides pupils with a very exciting, creative and innovative curriculum, which enables pupils to develop outstanding speaking & artistic skills and an excellent level of spiritual, moral, social and cultural development."
    Ofsted 2010
  • "Attainment is consistently above average writing, maths and reading when the pupils leave the school."
    Ofsted 2010
  • "The excellence in many pupils outcomes is the result of high quality teaching and the very innovative and imaginative curriculum."
    Ofsted 2010

  • "Teachers have an excellent knowledge of pupils needs on an individual basis."
    Ofsted 2010

  • "Lessons are often very challenging & need pupils full attention & concentration, which they willingly give."
    Ofsted 2010

  • "Not only do pupils achieve exceptionally well but they demonstrated real love of learning and school which is evident in the high quality of their work."
    Ofsted 2010

Life at Chapel Break Infant School Life at Chapel Break Infant School Life at Chapel Break Infant School

 

 

Pupil Premium

 

In 2011 -2012 the Government introduced the Pupil Premium, which is additional to the main school funding. The pupil premium is intended to address the current underlying equalities between the children who are or who have been eligible for free school meals ( FSM and Ever 6) Looked after children ( LAC) , children whose parents are in the armed forces and their peers by ensuring that there is funding to reduce any disadvantages these pupils may have.

 

The Pupil Premium is allocated to schools and they decide how the Pupil Premium is spent. School are held to account for how they spend the Pupil premium to support pupils who receive this extra funding.

 

Here at Chapel Break infant school the children are at the centre of everything we do.  Our mission is; we are an inclusive school and seek to enable all children to participate in the curriculum and life of the school. Access to high quality learning is seen as a life long entitlement regardless of gender, ethnic background, age or ability.

 

With this in mind we focus on vulnerable groups and consider very carefully how and what resources and initiatives can enhance every individuals’ achievement.

 

When we are presented with new initiatives or ideas nationally, locally or in house our first question is how will it improve outcomes for our children? A process of research and rigorous monitoring follows to ensure that the ideas and initiatives really do have an impact.

 

If you are in receipt of certain benefits; you may be eligible for free school meals.  Although this will not give parets / carers additional money;  school will receive additional funding to spend on teaching and learning.  If you are in receipt of benefits or are on a low income; please complete the attached form and return to school as soons as possible.  

 

Free School Meals Application Form

 

PUPIL PREMIUM EXPENDITURE PLAN 2018.19

Number of children currently on roll Year R-Year 2

178

Total number of children eligible for Pupil Premium Grant (PPG)/% of Number on rol

23

Amount of PPG per child

£1320

Total PPG

£30360

CLA funding per eligible child

£2300

Post LAC x4

£9200

Total

£39560

When considering expenditure of Pupil Premium Grant it is essential the context of the school is fully considered. There has been a reduction in the number of children funded with PPG due to changes in eligibility criteria.

 The following are factors/characteristics which have been taken into consideration when planning expenditure

% children receiving SEN support in highest percentile compared to national

· school deprivation indicator is in the 2nd  highest percentile

· 55% of children admitted into Reception have speech and language delay

 · A number of families in this PPG cohort  with social care involvement

Therefore we focus on:

1. maintaining a consistently high standard of teaching to diminish the differences in outcomes

2. rapidly improving speech, language and communication as the strongest foundation for learning

3. developing challenge for higher attaining children

4. setting high expectations for conduct behaviour

5. developing learning behaviour; resilience and self regulation

6. improving the number of children who pass the phonic check

7. ensuring reading comprehension and early comprehension skills are given very high priority

8. families are supported and engaged so in turn, they can support their child in learning

9. interventions which are highly effective in narrowing the gap

Planning of expenditure is based on careful analysis of end of year data, local intelligence about current issues and using evidence of impact from Education Endowment Toolkit (EEF). This means the planning takes into consideration the strength and reliability of the evidence, the cost and the overall impact. This is expressed in the table below as EEF +number of months predicted impact as cited by the toolkit.

https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/

*There are aspects of the expenditure plan which are not referenced through the toolkit; however school leaders and governors can validate the use of high quality specialist services to continue to support the management of increasing complex demands.

 

 

 

Pupil Premium expenditure

Predicted Cost

Timescale

Purpose

Desired Outcome

Speech and language technician

£12,000

April18-July19

To ensure high quality ‘communication enhanced approach using three tier support: universal offer; targeted support; one to one individual children.

Children with SPLCN needs swiftly identified. Staff team have well developed knowledge skill and understanding of SPLCN Increased level of children leaving  Recp on green using Welcomm asst.

Speech and language consultancy

£2000

April18-July19

41% Family support worker and nurture staff  costs

£4920

April18-July19

To ensure children are coached in class with appropriate skills to access mainstream learning. To support staff to develop children to move beyond compliance to self regulation

Increased levels of engagement of families. Decrease in number of families requiring statutory social care intervention. Attendance remains high. Children accessing Family Support Worker make accelerated progress.

Precision teaching

£13440

April18-July19

To work with class teachers on highly individualised targets for children who are not making expected progress or where specific gaps have been identified. To work with individual children who are at risk of not reaching the expected standard in phonics at Y1 and Y2. To work with children with identified gaps in mathematical knowledge and understanding.

Children able to access learning in mainstream class and to be able to demonstrate appropriate progress in reading Writing and Maths. Children able to demonstrate behaviour for learning skills

SEND provision

£3040

April18-July19

To ensure identification of barriers to learning are addressed. For staff to have specific strategies to support learning for children with SEND

For children with SEND to make good progress appropriate to their needs

Maths Provision

£3950

April18-July

EEF research states, ‘There are a number of meta-analyses which indicate that, on average, mastery learning approaches are effective, leading to an additional five months’ progress…Mastery learning appears to be a promising strategy for narrowing the attainment gap’ .Whole school change will enable long term acceleration of achievement. Primary practitioners are rarely Maths specialists and this will provide the highest quality materials and sequential teaching steps in a sustainable model. through the training of the use of manipulatives.

Children to be confident in the use of number sense which can translate into the use of more complex number and function.

Total

£39350