Pupil Equity Funding Report 2024-25
| Total funding for 2024-25: | £13500 | FME Percentage of school roll (%): | 6% |
| Rationale for Spend: | As a result of the inspection, we specifically focused on our PEF plans to be sure we had responsive interventions. This was to have evidence showing significant progress clearly linked to targeted funds for very specific interventions. PEF was also used for professional learning (PL) and resources across the school as a result of the self-evaluation process and an identified need.
After interrogation of the data, interventions were targeted and focussed for a term at a time before being evaluated and adapted to achieve better progress. A review of spending in November resulted in a change of development targeting social and emotional support spaces for changing dynamics within the school. |
| Activities/interventions:
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HT (EJR) and PT (CA) introduced a maths and numeracy recovery programme across the school.
All teaching staff took part in PL opportunities to improve knowledge, understanding and skills in numeracy. High quality texts and resources (including digital) were bought to support interventions. HT (EJR) and PT (CA) introduced Talk 4 Writing and Sounds Write across the school. All teaching staff took part in PL opportunities to improve knowledge, understanding and skills in Talk 4 Writing. Targeted staff did training in Sounds Write for continuity from P1-4 Sounds Write expertise cascaded to SfL staff to lead 1 to 1 / small group interventions High quality digital resources supported maths interventions. Literacy engagement and enjoyment provided through Reading Eggs All teaching staff took part in Emotion Coaching, Zones of Regulation and CIRCLE training opportunities to improve knowledge, understanding and skills in supporting emotional wellbeing. |
| Evaluative statement:
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PEF funding has had a positive impact on children with a focus on writing, numeracy and a social and emotional support space. This has created a successful learning environment which promotes an inclusive pedagogy with a wider reaching impact as a result. The PEF developments have supported and upskilled teachers and contributed to higher quality learning and teaching and resources. The support space has facilitated work with partners. A continuation into 25/26 should see the impact clearly with further development. The school make-up will be changing next session and this will provide continuity for children. Progress has been made and attainment is good. |
