September 2015-September 2016
Here is a brief summary of how the money was spent last year and the impact it had.
After an initial letter of interest there was a small number of children who benefit from free music tuition and instrument hire. This has allowed children to access the opportunity to learn an instrument.
Range of other services and subsidies
These include free attendance at breakfast club and breakfast, after school clubs; free school uniform, infant milk or fruit juice, and no cost for school trips. This has allowed integration with peers, improved attendance and offered wider opportunities.
Either part or total subsidy was available to children to attend the Beacon Youth Centre (Sept 2015) and Morfa bay Activity Centre (Sept 2016). A total of 3 children benefitted from the subsidy. Again this has helped integration with peers and offered wider opportunities giving new experiences
A play therapist was engaged last year and of the children she worked with, some pupils qualified for pupil premium funding. Progress was being made in their well being and this has improved performance in school work and relationships with others.
This year pupil premium money was used to release the SENCO from class to help with the organisation of resources and assessments of pupils. The impact has been considerable with Speech and Language therapists, educational psychologists and behaviour support mentors becoming involved. The SENCO has also worked with other professionals to identify the needs of some Pupil Premium children who are now supported by separate Educational Health Care Plans and several children are undergoing assessment towards receiving these plans. Furthermore software programmes have been researched and resourced to support some children. The allocation of dedicated SENCO time has improved achievement of some children and helped other make consistent progress in their learning.
Teacher led intervention groups and individual teacher support
Teachers were employed throughout the year to allow group and individual support for children. A range of teaching strategies were used including, one to one support once a week, rapid intervention teaching to further explain and practice new concepts, regular groups support to help with English and maths, team teaching in classes and one to one marking and feedback sessions.