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The Petersfield School Pupil Premium Strategy

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Aidan Timmons

on 14 November 2016

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Transcript of The Petersfield School Pupil Premium Strategy

The Petersfield School
Pupil Premium Strategy
...an outstanding school where no child is left behind
Cognitive Development
Teacher facilitating learner
Student knows where to go next
Small group intervention to help students to catch up on how to learn
The Whole Child
Pastoral support
Feedback
Mentoring
Learning how to learn

Develop Core Thinking Skills of an Effective Learner: Enquiry(Acquiring knowledge), Information Processing (remembering and using the knowledge), Reasoning, Creative thinking (generate new ideas/ solutions) Evaluation (Analyse, problem Solve, Reflect).

More self regulation where students set their own goals, monitor and evaluate their own learning
Even greater colloborative learning

Focus on what is right rather than what is wrong, timely and specific.
Challenge and should be given sparingly.
Can have a powerfully negative effect on learning.

Teach the child not the subject- AMD
Attachment
Develop Growth Mindset
Understand the whole child
Intervention for low income FSM/FSM ever, looked after children for more than 6months including those who have subsequently been adopted since 2005, and Services children.

What raises the attainment of Pupils from disadvantaged backgrounds?

How is the funding being spent?
Where are we now?
Where do we need to be?
The shift in learning culture

Narrow the gap even more.
An end to firefighting.
Metacognition as part of our practice.
Create a love of reading.
Reduce Exclusion through further onsite innovations.
Share practice with feeders and data transfer continues to improve.
Further ring fencing of funding.
Even greater accountability.
The very best teachers in front of these children.
Further small group intervention.
Base line testing.
Pastoral innovations.
Intervention driven by academic mentoring and regular feedback of the tutor.
Barriers

Non-Attendance at parents evening
Low literacy levels of parents
Exclusions
Attendance
Digital Divide
Very hard to change the child in the year 11
The Background
A literacy agenda



Adults with low literacy skills lives are marked by early pregnancy for women and parenthood followed by partnership breakdown.
The trajectory begins in early childhood: Poor economic circumstances, parents with poor basic skills leading to poor acquisition of visual motor skills and slow reading development.
But is is not inevitable!
With the right opportunities, positive interaction with adults and formal learning programmes these children can also develop the personal resilience required to overcome this adversity.

On average a toddler from a family on welfare will hear around 600 words per hour, with a ratio of two prohibitions ("stop that", "get down off there") to one encouraging comment. A child from a professional family will hear over 2000 words per hour, with a ratio of six encouraging comments to one negative. (Hart and Risley, 2003)
60% of prison population have basic reading difficulties, 50% suffer from dyslexia
In 2013 English 16 to 24 year olds came 22nd out of 24 countries measured for literacy levels by the OECD
Language = Life Chances

Use of funding Breakdown & Cost
Teaching assistant intervention £23,341
Paid for extra-curricular clubs TBC
Half-funded residential trips TBC
iExplore £3000
Literacy tuition – managed by teacher and SENCO £20,000
Numeracy tuition (1:1 managed by teacher and intervention coordinator)
Key Stage 4 intervention (including some home tuition)
Pastoral support (for individual pupils led by pastoral support workers)
Counselling TBC
Extra-curricular club provision – (subsidy) TBC
Rewards scheme £1,300
Accelerated Reader and Year 7 literacy intervention £2800
Contribute to extra sets in En/Ma and Sci £20,175
Careers support £2,281
Educational Psychologist £1500



Home school link worker £2 ,821
Easter exam revision programme TBC
iPads for inclusion groups £3,660
Equipment (for example basic pencil case for target pupils) TBC
Summer school salaries £4,760
Summer school expenditure £800
Kings Arms Project £8000
Purchase of equipment, clothes, shoes £2,958
Peripatetic music tuition £6 ,894
Curriculum resources - Additional Textbooks, equipment £2500
Sustainability £1000
Free school meal support £12,481

Total Expenditure £123,271

(£147,600)

£24,379 left in budget for items above with no final costings to date.

Context

174 students on register
14% of our population
56% girls
44% Boys
11 services children

How schools spend the money nationally
Allocation of Pupil Premium at TPS
Please enter a Y if you have done this in the last two terms, the column next to it is for your own notes

When you take a register in SIMS there is now a tab where you can record interventions specifically with pupil premium children in the class.

These are the 6 key strands which cover the interventions we do with our pupil premium students as teachers and tutors. Each strand has two columns; the first is to enter a y when you have intervened and the second is to make notes as a reminder of the specific details.
Tuition: Anytime you have sat with the students outside of lesson and supported them academically 1:1 or in small groups.
Educational Visits: Whenever a student has been on a trip in your department.
Literacy Support: whenever you have intervened with your own literacy provision or that of another provider for that child.
Mentoring: Acting as Learning Mentors and supporting in an Holistic sense (academic, social, career)- Peer Mentoring, peer mediation, skills of conflict resolution.
Parental Engagement: Meeting with parents at parents evening, engaging in dialogue wth parents.
Resources: revision packs, Books, ebooks and ecourses, technology, pens- any form of learning resource/ equipment you provide for that student.

If you need a resource please approach your head of department and me!

“A world class school where no child is left behind”

Rainbow Thinking!

Ripple Thinking

Dylan William

Beyond the black box: the power of verbal formative assessment

Carol Dweck
Growth Mind Set

Blooms Taxonomy and Higher order Questioning

Howard Gardner
Intelligence is not fixed and there are multiple forms


Thinking Skills:
Explicitly teaching students to develop; Enquiry(Acquiring knowledge), Information Processing (remembering and using the knowledge), Reasoning, Creative thinking (generate new ideas/ solutions) Evaluation (Analyse, problem Solve, Reflect).

Metacognition (learning how to learn)

Teaching approaches which encourage learners to plan, monitor and evaluate their own learning have very high potential, but require careful implementation.

Teach pupils explicit strategies to plan, to monitor and to evaluate their learning and how they learnt, and give them opportunities to use them with support and then independently.

When using approaches for planning, ask pupils to identify the different ways that they could plan (general strategies) and about best approach for a particular task (specific technique).

Monitoring involves identifying the key steps they need to be aware of as they go through a task to keep it on track. (Where might this go wrong? What will be the difficult parts?)

Evaluating can be part of the process of checking so that it feeds into the current task as it nears completion (Can you make it better? Are you sure this is right?). It can also feed forward into future tasks (What have you learned that will change what you do next time?).

Pupil Premium
Intervention for Low income FSM/FSM in the last 6 years, looked after children for more than 6mths, Looked after children who are now adopted, Services children.

What raises the attainment of Pupils from disadvantaged backgrounds?

Cognitive Approaches:

(Learning to learn/ teaching Cognitive and Metacognitive skills, Intelligence is not fixed!
Remember Mindset)


Mentoring:

“Teach the child not the subject”

(effective tutoring, attachment theory, building strong relationships with our most vulnerable children. Develop a growth Mindset)


Feedback:

Verbal & Written, Formative and Summative
Invest time in formative feedback driven by data targets and making progress. Focus on what is right rather than what is wrong, timely and specific. Challenge and be concise. Remember Mindset. The wrong feedback can have a powerfully negative effect on learning. 

“A world class school where no child is left behind”

The Pupil Premium
Full transcript