Pupil Premium

Pupil Premium at Carpenters – 2019-2020

Pupil Premium was first introduced in April 2011. It is allocated to schools to support children from low-income families who are known to be eligible for free school meals or have been entitled in the last six years. Schools are free to spend the Pupil Premium as they see fit to raise achievement for key groups of children.
In 2019-2020, the school will receive £175,860. The information below explains how this funding is planned to be used at Carpenters this year:

Activity	Spend	New or Existing	Explanation	Intended Outcomes
Targeted Phonics Clubs (Years R, 1 & 2)	£750	Existing	Phonics Club targeted at children who need to make more than expected progress to attain national expectations.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of the intervention.
Targeted Phonics Clubs (Years R, 1 & 2)	£2750	Existing
Action Tutoring (Years 5 & 6)	£6,000	Existing	2 x focused Reading & Maths focused interventions once a week led by Action Tutoring. Tutors with a ratio of 1:2 supporting children’s skills, knowledge and understanding.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of the intervention.
Brilliant Club (Year 5)	£1,700	Existing	PHD student delivering university style teaching focusing on critical thinking and communication skills. This will also include visits to highly selective universities at the beginning and end of the project.	To raise the aspirations of children so they consider their future education including attending a university. To widen access to highly selective universities. To develop independent study, critical thinking and communication skills.
Easter School (Year 6)	£4,500	Existing	Reading, Writing and Maths lessons during the Easter holidays to allow children to reach their expected levels by the end of Year 6.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of the intervention.
Breakfast Club (Whole School)	£1,000	Existing	To provide free breakfast for focused children to ensure that children arrive at school on time and have had time to eat breakfast.	To improve attendance and punctuality for key children. To give the children the opportunity to be ready for learning and make at least expected progress.
Leadership Team Teaching Support (Years 5 & 6)	£15,000	Existing	Support in Reading, Writing and/or Maths lessons by members of the Leadership Team to improve achievement for children.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of the intervention.
2 x Additional Teachers to support children (Years R & 2)	£15,300	Existing	Teachers working in teams to personalise learning and deliver targeted support, pre-teaching and bridging gaps in Reading, Writing and/or Maths to improve the achievement of pupil premium children.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of personalised learning.
2 x Additional Teachers to support children (Years R & 2)	£15,300	Existing
Additional hours after school for Keyworkers (Years N & R)	£2,000	Existing	To provide time to collate the many examples of evidence for pupil premium children in the EYFS.	To raise the % of children achieving a good level of development by the end of EYFS.
HLTAs X 5 3 days a week (Years 1-6)	£45,900	Existing	Use of Higher Level Teaching Assistants in Years 1-6, to support children with 1:1 and small group support, pre-teaching and bridging gaps in Reading, Writing and/or Maths to improve the achievement of pupil premium children across the school.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of personalised learning.
Non-class based SENCO (Whole School)	£27,540	Existing	To support class teachers and teaching assistants in planning, preparing and assessing the attainment and progress of children on school action, action plus and those with a statement.	To close the gap between SEN and non-SEN children, particularly those who are SEN and FSM.
Learning Mentor – Behaviour (Whole School)	£11,220	Existing	To support vulnerable children both in class and in the playground	To ensure children are better equipped with behaviour for learning strategies in the classroom so they are able to attain and make progress at the same rate as their peers.
Art Therapist (Whole School)	£17,850	Existing	To provide vulnerable children with the time and support to deal with difficult situations affecting them.	To ensure children are better equipped with behaviour for learning strategies in the classroom so they are able to attain and make progress at the same rate as their peers.
Trainee Counsellor (Whole School)	£15,810	Existing	To provide vulnerable children with the time and support to deal with difficult situations affecting them.	To ensure children are better equipped with behaviour for learning strategies in the classroom so they are able to attain and make progress at the same rate as their peers.

Pupil Premium at Carpenters – 2018-2019

The school is projected to receive £188,760 for the academic year 2017-2018.

The information below explains how this funding is planned to be used at Carpenters this year:

Activity	Spend	New or Existing	Explanation	Intended Outcomes
Targeted Phonics Clubs (Years R, 1 & 2)	£750		Phonics Club targeted at children who need to make more than expected progress to attain national expectations.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of the intervention.
Targeted Phonics Clubs (Years R, 1 & 2)	£2750
Third Space Learning – Maths (Years 5 & 6)	£6,000		Online 1:1 maths teaching targeted at children who need to make more than expected progress to attain national expectations.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of the intervention.
Brilliant Club (Year 5)	£1,700		PHD student delivering university style teaching focusing on critical thinking and communication skills. This will also include visits to highly selective universities at the beginning and end of the project.	To raise the aspirations of children so they consider their future education including attending a university. To widen access to highly selective universities. To develop independent study, critical thinking and communication skills.
Easter School (Year 6)	£4,500		Reading, Writing and Maths lessons during the Easter holidays to allow children to reach their expected levels by the end of Year 6.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of the intervention.
Breakfast Club (Whole School)	£1,000		To provide free breakfast club to ensure that children arrive at school on time and have had time to eat breakfast.	To improve attendance and punctuality for key children. To give the children the opportunity to be ready for learning and make at least expected progress.
Leadership Team Teaching Support (Years 5 & 6)	£15,000		Support in Reading, Writing and/or Maths lessons by members of the Leadership Team to improve the achievement for children.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of the intervention.
2 x Additional Teachers to support children (Years R & 2)	£15,000		Teachers working in teams to personalise learning and deliver targeted support, pre-teaching and bridging gaps in Reading, Writing and/or Maths to improve the achievement of pupil premium children.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of personalised learning.
2 x Additional Teachers to support children (Years R & 2)	£15,000
Additional hours after school for Keyworkers (Years N & R)	£2,000		To provide time to collate the many examples of evidence for pupil premium children in the EYFS.	To raise the % of children achieving a good level of development by the end of EYFS.
HLTAs X 6 3 days a week (Years 1-6)	£54,000		Use of Higher Level Teaching Assistants in Years 1-6, to support children with 1:1 and small group support, pre-teaching and bridging gaps in Reading, Writing and/or Maths to improve the achievement of pupil premium children across the school.	To close the gap for underperforming children against their peers and national expectations. Children will make increased levels of progress as a result of personalised learning.
Non-class based SENCO (Whole School)	£27,000		To support class teachers and teaching assistants in planning, preparing and assessing the attainment and progress of children on school action, action plus and those with a statement.	To close the gap between SEN and non-SEN children, particularly those who are SEN and FSM.
Learning Mentor – Behaviour (Whole School)	£11,000		To support vulnerable children both in class and in the playground	To ensure children are better equipped with behaviour for learning strategies in the classroom so they are able to attain and make progress at the same rate as their peers.
Art Therapist (Whole School)	£17,500		To provide vulnerable children with the time and support to deal with difficult situations affecting them.	To ensure children are better equipped with behaviour for learning strategies in the classroom so they are able to attain and make progress at the same rate as their peers.
Trainee Counsellor (Whole School)	£15,500		To provide vulnerable children with the time and support to deal with difficult situations affecting them.	To ensure children are better equipped with behaviour for learning strategies in the classroom so they are able to attain and make progress at the same rate as their peers.