“The theatre trip was very interactive and brought the characters to life. It has given me ideas to use when writing because it was very visual.”
(Year 6 pupil following a trip to the theatre)
Our Pupil Premium Strategies show how we use the pupil premium funding:
At Moortown Primary we know that all children are different and have different needs. Therefore, if we feel that a child would benefit in a different way, we will invest pupil premium and support that child in a different way. (This means one or two children may benefit from adult support in a different way, such as small group learning to stretch and challenge – ‘Tough Stuff’ Maths and Literacy sessions for example.)
A large proportion of our funding is spent on additional classroom support. Staff are aware of which children are eligible for the pupil premium and provide additional, frequent targeted support for these pupils. Teachers are required to produce timetables detailing different support activities: what the learning objective is, when the support will happen, who will lead the support (either the teacher or the teaching assistant) and who will benefit from the support. Children with pupil premium must be part of this.
As our performance data has increased in recent years, so has the effectiveness of the support staff. Their role in class has become more targeted, to include children from low-income families, pre-dating the pupil premium initiative. It has also become more specific (for example, teaching assistants are required to work on specific learning objectives within clear time-frames) and ultimately more effective.