Pupil Premium Information

Seaton Sluice Middle School receives additional funding (a 'Pupil Premium'), to support pupils who:
  • currently receive free school meals
  • have received free school meals at some point in the last 6 years
  • are 'Looked After' children
  • are 'Forces' children
For the financial year 2014 - 2015, the Pupil Premium group included 68 children and carried a total funding of £81, 875 (including Year 6/7 Summer School and Year 7 Catch up Funding).
 
For the financial year 2015 - 2016, the Pupil Premium group includes 62 children and carries a total funding of £76,210 (including Year 6/7 Summer School and Year 7 Catch up Funding).
 
It has been recognised nationally that this group of pupils under perform when compared to their classmates. Historically, this national picture has been reflected at Seaton Sluice Middle School.  The school has carefully targeted the additional funding received in a variety of ways.  Over the last 3 years the school has reviewed the impact of those actions and refocused the funding to maximise effect.  The use of the funding is summerised in the 3 sections below:
 
          1)  Quality First Teaching
 
The school believes that the greatest impact on pupil achievement is 'Quality First' teaching.  As a result, a considerable amount of the funding has been spent on:
  •  Teacher training around awareness, targeting and strategies to develop the pupil premium group
  • A coaching programme which supports and challenges teachers on pupil premium progress and attainment
  • Keeping pupil premium as a key element in the SIP
  • Developing the role of a 'Pupil Premium Champion'
  • Developing an Appraisal System which has a strong emphasis towards the needs of the pupil premium group
            2)  Classroom Support Assistant Interventions
  • There has been a refocusing of the role of 'Classroom Support Assistants' (CSA's).  In the past they would only work alongside pupils with a 'Special Educational Need' (SEN).  This has changed.  All CSA's are aware of the pupil premium children in their classes.  They are aware of their strengths and weaknesses and support them accordingly.  With the guidance of the class teacher they are now able to suppoort pupil premium children as effectively as they did the SEN pupils.  On average, one half of all CSA time is now spent supporting pupil premium children.  In our last Ofsted inspection, the use and effectiveness of our CSA's was praised for their impact on SEN standards.  This excellent resource is now having an impact on pupil premium children.
Interventions led and directed by CSA's include:-
  • Read Write Inc.
  • Fine motor skills including Handwriting 
  • Phonic Speed sounds game (LIST)
  • Paired & Group reading - Peer or TA
  • Friendship/Social Skills groups
  • Speech & Language (LIST individual)
  • Receptive & Expressive language skills
  • Staff Mentor - cause and effect
  • Gross Motor Skills (OT recommended)
  • Inference & Deduction skills
  • TA support in class, 1:1 or small group
  • Toe by Toe reading scheme
  • Literacy Programme (LIST individual)
      3) Others
 
The school recognises that there are other aspects which influence the achievement of the pupil premium group which are harder to robustly measure yet we support them anyway.  This includes the barriers to accessing a fully rounded education due to the financial disadvantage of belonging to a low income family. The school has tried to minimise this disadvantage by:-
  • Offering financial support for uniform, music lessons, technology resources and trips and visits where a parental contribution is requested
  • Providing a free taxi home following all after school clubs
  • Providing a daily ICT club for pupils to access the internet
  • Targeting the group for art and cultural projects
  • Providing strong sport, culture and outdoor education elements to the Summer schools
  • Providing the 'Wilderness School'
Over the last 2 years, pupil premium children across the school have progressed in reading, writing, and maths at a higher rate than national expectation.  The rate of progress is outstanding in nearly all of these groups.
 
For the 2014 - 2015 Year 6 cohort, from baseline to Year 6 SAT, the gap between PP and Non-PP has closed in reading, writing, and mathematics.
 
For the 2014 - 2015 Year 8 cohort, from entry to exit, the gap between PP and Non-PP attainment has closed in reading and writing.