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Context



The Steiner Academy Frome

  • opened in September 2012 as a Steiner Free School;
  • is a growing all-through school (4 to 16) for children & young people with a current age-range of 4+ to 11+;
  • understands the educational process as an integrated blend of academic learning, arts  crafts, outdoor learning, foreign languages, movement and music, ethics & spirituality;
  • has 190 pupils on roll, from 4 to 11 years of age;
  • has 15 (7.9%) children who are eligible for Pupil Premium Funding (PPF) in 2014-15.

 The purpose of Pupil Premium Funding

  1. To narrow the disadvantage gap by addressing inequalities and raising the attainment of those students entitled to the PPF;
  2. To raise the self-esteem and aspirations of students entitled to PPF through curricular, pastoral and extra-curricular support;
  3. SAF recognises that not all pupils who qualify for PPF are socially disadvantaged and not all socially disadvantaged pupils qualify or are registered for FSM. We will therefore focus on the needs and levels of progress of all pupils;
  4. Children in receipt of PPF will not be isolated socially, academically or in any other way and so they will work with and alongside their peers not in receipt of PPF.

How PPF is used:

Through targeted additional support strategies resulting in every child, however financially disadvantaged, being able to:

  • have full access to our curriculum
  • improve self-esteem
  • improve levels of attainment and progress
  • close attainment gaps
  • access extra-curricular provision

Strategy

a) to maintain a clear and consistent view of the purpose and core aims of the PPF initiaitve

b) to develop a coherent and practical response to the provision and allocation of PPF

c) to conduct an audit of the partiular needs of the children in receipt of PPF, via a survey of KG, Class Teachers, VP and SENCo

d) to establish a framework of broad areas of need encompassing: learning / basic skills; social & emotional; sensory & physical; self-esteem; cultural

e) to decide on an approach to PPF allocation, by area of need

f) design and maintain individual profiles of PPF children, tracking their attendance, progress in learning and their achievements, both at school and outside

2013 /2014 Pupil Premium Funding Evaluation

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For the 2013-14 school year SAF received a total of £12,400 to support the qualifying group of pupils. 9 pupils (6%) received entitlement for the year and an additional 5 pupils (3%) received partial funding. This figure is in addition to the main school budget. The amount distributed per pupil for 2013-14 was £885.72.

At the start of the school’s second year a full evaluation took place which lead to consideration of the best use of funds to enable an appropriate match between support needs and funding available.

The general areas of support provided by the pupil premium in 2013-14 were in the areas of Curriculum Support and Pastoral Support. Practically, the funding breaks down into the categories listed below:

  • Library books
  • Outdoor, all-weather clothing (Early Years)
  • Staff training
  • Educational Materials
  • Class-trip support

Summary of spending and actions taken

SAF allocated the following on a provision basis:

  • 10%: emerging school library
  • 10%: outdoor clothing where necessary  
  • 30%: staff or training
  • 50%: materials / resources

Actual spending on these areas:

  • Library: £974.84 (8%)
  • Outdoor clothing: nil
  • Staff or training £6544.65 (53%)
  • Materials / resources: £1534.03 (12%)
  • Class-trip support: £270 (2%)

The balance at the end of the year was: £3076.48 (25%). The balance will be carried forward in a PPF Investment Fund and allocated to projects that are awaiting the school once we arrive in our permanent site in Frome in the autumn term of 2014 and settle during the school-year 2014-15.

Measuring the Impact of PPF Spending

Any impact of PPF will have both a short and long term impact and so individual improvements in all aspects of the child’s school life will be monitored over a period of time.

Self-esteem

  • Education within a Steiner school is regarded as a social and cultural task, conducted in the public sphere and of unique importance for each person.
  • Education has the task of developing social consciousness, self-knowledge and ethical intelligence towards active, global citizenship and to that end ensuring each child has the maximum opportunity to have a strong sense of self and self-esteem is important.
  • Self-esteem is measured using teacher’s professional judgment, end of term child studies with the Class Teacher, Principal and SENCO to reflect on an individual’s progress in a holistic manner.
  • Class Teachers will also monitor how a child’s willingness, confidence and self-esteem are developing in a variety of tasks across the entire curriculum. They will also monitor the child’s body language, spoken communication and general demeanor and make a judgment in light of this assessment.

The curriculum, the programme of learning and progress and achievement

  • The PPF cohort of pupils at the school is relatively small and spread across 6 year groups, from Rising 5 to 11+. The age-range is such that the starting point for receiving PPF comes at the beginning of a two-year Steiner early years phase and the end-point is currently end of primary / Year 5/6.
  • Within the first two years, the learning in the kindergarten is informal, experiential and integrated. The school uses an amended and modified EYFS Assessment Framework, with opt-outs from aspects of the Learning and Development Goals. In the kindergartens, the assessment of formal learning is not included in the approach to assessment.
  • The school does not work to the assessment framework that accompanies the national curriculum programmes of study: P-scales, Key Stages, Levels and sub-levels of progress. The introduction to formal learning begin in Class 1 at rising 7; the equivalent of Year 2 in terms of year-group. In Class 1 – the foundation year - a range of summative, normative, and ipsative assessments are conducted within the programme of teaching and learning, via in-situ, teacher-generated assessments. Qualitative assessments on the basis of the Class Teacher’s observations, insights and professional judgements are the main focus. The first standardised assessments of pupil attainment and progress, indicating literacy and numeracy ages, take place in Class 3 (Year 4).

In terms of the school’s stated core aims, the PPF allocation has been used to:

  • fund enhanced curriculum opportunities and access extra-curricular provision (examples: creation of a pit-forge and support funding for a residential class trip).
  • fund activities that support the improvement of self-esteem (examples: funding of one-to-one peripatetic music lessons and staff development sessions in the theory and practice of nurture groups).
  • improve levels of attainment and progress (examples: boosting the start-up funds for the set-up of a school library and purchase of musical instruments to broaden and enrich musical opportunities).
  • close attainment gaps by providing one-to-one tuition to support numeracy and literacy (examples: ILI and toe-by-toe programme and a series of autism training sessions for staff).

Attendance outcomes for 2013 – 14

Attendance of whole school: 95.57%

Attendance of PPF pupils: 94.2% (-1.37% on whole school population). It should be noted that one PPF pupil had an attendance of just 92%. This was due to specific medical difficulties that are complex and ongoing.

Exclusions 2013-14

No children in receipt of PPF were subject to fixed-term exclusions.

SEN Register

In the group of 14 children in receipt of PPF in 2013-14, 2 (14%) pupils were on the school’s SEN Register. 

Sharing progress information with parents

Class Teachers hold one-to-one meetings with parents once or twice a year, or as needed. The whole child is discussed in depth at this point, including progress across the entire curriculum. Written reports are presented to parents in the summer term. 

 

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