Allocation for the academic year 2020/2021 £15,250
Please follow the following link to view our Pupil Premium Grant Report -
Allocation for the academic year 2019/2020 £17,120
Please follow the following link to view our Pupil Premium Grant Report:-
Allocation for the academic year 2018/2019 £21,100
At Aston Fence we ensure that all children receive quality first teaching, focused support, curriculum enrichment, and pastoral care.
Pupil premium funding provides enhanced provision as follows;
Teaching assistant support for learning to allow more adult support in every class.
Teaching assistant support for small group work; including structured interventions such as FFT.
Child Counsellor to provide support for specific children as necessary.
Subsidising educational and residential visits.
After school clubs.
Weekly, whole class music lessons and individual music lessons by specialist music teacher.
Subsidising extra-curricular activities such as whole school pantomime and choir concert at Rotherham Cathedral
Allocation for the academic year 2017/2018 £21,100
Pupil Premium has been used to provide in class support for children. Some children have also accessed specific support through the FFT programme. Our Child Counsellor, funded entirely by school, has also provided support for specific children as necessary. This has proved to be invaluable SEMH support.
Allocation for the academic year 2016/2017 £22,000
1. Identify which children require extra ‘in class’ support to be provided by the class
teacher and teaching assistant as appropriate. Monitor progress of these
children at termly pupil progress meetings and also monitor the impact of
teaching and learning strategies.
2. To provide tailored one to one support for any child who is not making expected
3. To provide pastoral programmes for any child who would benefit from such
support. If necessary, children have access to a Child Counsellor throughout the
4. To provide financial support to vulnerable groups to ensure that they can access the wider curriculum, ensuring equal opportunities for all children:
• Educational visits
• Residential visits (Year 6)
• Individual Music lessons
• After school clubs
• Wider opportunities in music
5. Evidence shows that funding has had a positive impact on learning with children
making expected progress and children working at greater depth within the
expected standard. At present, any barriers to learning are identified and are being
addressed i n school. Specialist support is involved as necessary. The impact on
learning is measured through pupil progress meetings, from the formative and summative assessments and the outcomes of any social and
emotional support within provided in school.
How pupil premium has made a different to the attainment of disadvantaged pupils:
The children in receipt of pupil premium made and continue to make at least expected progress. The children enjoyed involvement in the wider curriculum.
Funding was used to provide additional in class support. The support was tailored to the specific needs of the children as necessary. Children accessed a number of Wave 3 Literacy programmes throughout the year. These were delivered on a one to one basis (Fischer Family Trust Programme).
Funding was a gain used to provide wider opportunities for the children; sports clubs, choir; lego club and study club are a small example of the clubs attended. We believe that children attend school on a regular basis because of the opportunities available to them.
Funding was also used to subsidise educational visits for the children; again opportunities that improve attendance and academic achievement through our approach to the curriculum.
Children attended other school clubs.
Educational visits provided the stimulus to engage the children in some exciting and interesting work. Visits were subsidised to ensure participation.
Children accessed specific one to one support according to their need. This included children who had strengths in particular curriculum areas to ensure that they fulfilled their true potential and achieved the best they possibly could.
A high number of children from Aston Fence continued to join after-school clubs which included children from vulnerable groups.
Identified children received one to one or group support with their learning.
Interventions in literacy and numeracy were delivered from year 1 upwards and pupil progress meetings showed that the vast majority of these children were making expected progress.
Educational visits were subsidised to ensure that children attended the visit and had access to quality first-hand experience.
Children accessed specific booster programmes during the academic year.
Funding was used to purchase extended services facilities including an increased number of Family Learning programmes where children attend events with their parents/carers. Educational visits were subsidised for the children. Some children received 1 to 1 support during the Autumn and Spring terms and further Family Learning programmes were delivered. All staff received further phonic training during the Autumn term, allowing staff to have the necessary skills to work with some of our most vulnerable children. Time was spent in pupil progress meetings analysing the progress, or indeed any lack of progress, of any children and identifying any good practice that has aided progress, or any barriers that have emerged, causing a lack of progress. We ensure that no child slips through the net and that all make at least expected progress. Evidence showed that all children receiving pupil premium made progress.
Many children took the opportunity to attend activities organised by the extended services officer. Funding was used to purchase extended services facilities and for funding part of the officer’s salary. Children received awards from The Children’s University to recognise the high number of activities they have attended. Funding has been used to support educational visits. Reading resources have also been purchased. Funding was also used to provide after school clubs and classroom support.