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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 12+;
  • understands the educational process as an integrated blend of academic learning, arts  crafts, outdoor learning, foreign languages, movement and music, ethics & spirituality;
  • has 237 pupils on roll, from 4 to 12 years of age;
  • has 16 (6.75%) children who are eligible for Pupil Premium Funding (PPF) in 2015-16.

 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;

SAF recognises that not all pupils who qualify for PPF are socially or educationally disadvantaged and not all socially or educationally disadvantaged pupils qualify for, or are registered for, FSM. We will focus on the needs and levels of progress of all pupils.

Children in receipt of PPF will not be isolated socially, academically or in any other way and so they will work alongside their peers not in receipt of PPF.

How PPF is used:

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 initiative;

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

As a school with a low proportion of pupils in receipt of PPF, we recognise that allocation is likely to be individual in most cases, as the pupils will not fall into broadly—identifiable groups.

c)    to conduct an audit of the particular needs of children in receipt of PPF, surveying EY teachers, Class teachers, VP and SENCo;

d)   to establish a framework of broad areas of need, encompassing learning/basic skills; social and emotional; sensory and physical; self-esteem; cultural and financially inclusive (e.g. trips);

e)    to design and maintain profiles of PPF pupils, tracking attendance, progress in learning and their achievements.

2014-2015 Pupil Premium Funding Evaluation

For the 2014-15 school year, SAF received a total of £21,600 to support the qualifying pupils. These comprised 12 Ever 6 FSM pupils, 3 post-LAC pupils and 1 Ever 4 Service pupil.

The average amount distributed per pupil was £1,122.

At the start of the school year, an evaluation of the likely needs and best use of funds indicated that a level of TA support and specialist consultancy, input and staff training would be required. While we were aware that the burden of class trips on families would be likely to increase, it would be in 2015-16 that larger provision would be necessary. The same would be true of music lessons, as the provision of peripatetic music could only begin in 2015-16 with full site occupancy.

Summary of Spending by Priority

  1. Teaching Assistant support: £15,091.20 (69.8% of budget)
  2. Specialist consultation, inputs, and remedial/therapeutic lessons: £3104.07 (14.3% of budget)
  3. Inclusion in trips: £585.92 (2.7% of budget)
  4. Educational materials: £323.26 (1.5% of budget)
  5. Staff training: £309.85 (1.4% of budget)
  6. Music lessons £180 (0.8% of budget)

The total distributed  was £19,594.30. A budget exercise to provide SLT time, in a situation where the VP was part-time resulted in an allocation of budget to allow for a PPF champion to drive forward evaluation, allocation and provision into the coming years. This equated to an average of 2 hours per week.

The Impact of PPF spending in 2014-15

  1. The use of TA time to assist certain children in receipt of funds with transitions into school (including before-school provision), in breaks and lunchtimes and with transitions out from school was valuable, specific and effective.
  2. While certain of the specialist consultations were very specific to certain pupils, the provision of movement therapy, for example, benefitted a number of pupils in receipt and enabled (see comments on isolation above) pupils not in receipt to benefit also.
  3. Trip inclusion is a direct financial aid to the families, in order to ensure that families and children do not avoid these opportunities. In the year 2015-16, this allocation will rise to around 10% of the budget.
  4. Educational materials are targeted very directly and most often to cases where a pupil in receipt of PPF has other identified learning needs, such as dyslexia.
  5. Staff training was targeted as relevant to working with needs of PPF pupils, e.g. Bereavement and Loss training.
  6. Music lessons are immensely valuable for confidence, self-esteem, cognitive development and social inclusion. In a physically limited environment in 2014-15, a good start was made with just one music teacher and lessons paid for PPF pupils where considered valuable. With the full provision of peripatetic music lessons from 2015-16, and the inclusion of parent input as to how PPF is allocated, this provision will rise to around 15% of budget.

 

Attendance Outcomes for PPF pupils in 2014-15

Attendance of whole school: 95.09%

Attendance of PPF pupils: 93.68% - a gap of -1.41%

There were two pupils with high needs/chronic and long-term health problems and attendance substantially below 90%. However, attendance of PPF pupils has been identified as an area for attention (whether through financial allocation or closer work with families of PPF pupils) in 2015-16.

Exclusions 2014-15

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

SEN Register

3 pupils in receipt of PPF in 2014-15 were on the SEN register

 

Sharing progress information with parents

Class Teachers hold one-to-one meetings with parents once or twice a year, and at need. The whole child is discussed in depth at this point, including progress across the entire curriculum. Termly parent evenings take place where pupil work is set out for consideration and educational progress is presented and discussed generally by the class parents. Individual parent consultations can happen at need or are planned into the course of the year. Written reports are presented to parents in the summer term. Parents have input as to some of the allocation, and the element of parental choice will increase as the extra-curricular offer increases with the growth of the school.

 

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