Pupil Premium

‘Pupil Premium’ funding, now called ‘disadvantage funding’, is allocated to schools from central government for the specific purpose of raising attainment amongst an identified group of children and closing the gap between them and their peers.

It is calculated based on the number of pupils who have registered for free school meals at any point in the last 6 years, children whose parents are serving in the armed forces and those who have left local authority care under adoption, special guardianship or residence orders.

As a school we can decide how our funding is spent in order to benefit our children. However, we will be held to account on how we have used this funding and the impact that it has had.

For the academic year 2016/17 we received £24,660 in Pupil Premium funding. 

As we evaluated our 2015/16 work and how our pupil premium allocation was used to support targeted pupils we continued to develop our work.  This years’ funding enabled us to continue to deliver a range of interventions:

  • In Nursery and Reception, children benefited from a range of early intervention strategies. These consisted of regular, small group sessions that were delivered by Teaching Assistants or Teachers and were planned to meet the specific needs of the children. They included early reading, writing and maths groups as well as speaking and listening and social skills.
  • In Key Stage 1, there were a variety of interventions which we implemented including focussed reading sessions (in 1:1, paired or small group) and First Class at Number.
  • In Key Stage 2, a wide range of interventions were implemented including focussed reading sessions (in 1:1, paired or small group), Group Writing Intervention, Success @ Arithmetic and booster sessions for the children in Year 6.

We therefore allocated our funding to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

  • Mrs Henderson (Teaching Assistant) supported children requiring emotional support on a 1:1 basis and supported teaching staff and pupils within our Reception class.
  • Within KS1, Mrs Cutter (Teaching Assistant) delivered First Class at Number to small groups 3 times a week.
  • Within KS2, Mrs Parry (HLTA) delivered Success @ Arithmetic to small groups 2 times a week.
  • Within Year 5 and 6, Mrs Titterton (Year 6 teacher) delivered targeted booster sessions to small groups 2 mornings a week.
  • Resources to meet specific needs, highlighted through our approach to intervention, were purchased. 

The impact of this funding on pupil attainment

Key Stage 2 2016 – 2017 Data School Average National Average
Reading 89% 71%
Writing 83% 76%
Mathematics 89% 75%
Reading, Writing and Mathematics combined 89% 61%

 

Key Stage 2, 2016 to 2017 Progress Data School Progress
Reading 2.0
Writing 1.7
Mathematics 0.4

The achievement shows that the school is narrowing the gap at a quicker and at a more effective rate than nationally in the areas of Reading, Writing and Mathematics at the end of Key Stage 1.

 

Phonics Screening Check – Year 1, 2017 School National
Percentage Attaining Expected Levels 90% TBC

Our school’s results show notable improvement when compared to the 2016 outcomes – the figures can be directly compared in the ‘School Performance’ tab on the website.  Our focussed use of interventions, as outlined and explained here, has played a significant role in this improvement.

We have also identified the following key principles that will continue to be focused upon. We believe these will further maximise the impact of our pupil premium spending going forward.

Culture – we will provide a culture where:

  • staff believe in ALL children
  • there are “no excuses” made for underperformance
  • staff adopt a “solution-focused” approach to overcoming barriers
  • staff support children to develop “growth” mind-sets towards learning

Analysing Data – we will ensure that:

  • all staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school
  • we fully analyse the impact of the interventions used in school
  • we use research and advice from other local primary schools to support us in determining the strategies that will be most effective

Identification of Pupils – we will ensure that:

  • allteaching staff and support staff are involved in analysis of data and identification of pupils
  • allstaff are aware of who pupil premium and vulnerable children are
  • allpupil premium children benefit from the funding, not just those who are underperforming
  • underachievement at all levels is targeted (not just lower attaining pupils)
  • children’s individual needs are considered carefully, so that we provide support for those children who could be doing “even better if…..”

Improving Day to Day Teaching and Learning – we will continue to ensure that all children across the school receive good teaching, with increasing percentages of good and outstanding teaching achieved by using our leadership team to:

  • set high expectations
  • address any within-school variance
  • ensure consistent implementation of the non-negotiables, e.g. marking and guided reading
  • share good practice within the school and draw on external expertise
  • provide high quality CPD and coaching
  • improve assessment through joint levelling and moderation
  • support children in taking more responsibility for their own learning and helping them to plan, monitor and evaluate their learning so that they have a better understanding of their next

 Increasing learning time – we will maximise the time children have to “catch up and keep up” through:

  • improving attendance and punctuality
  • providing earlier intervention (KS1 and EYFS)
  • providing extended learning and development opportunities out of school hours (e.g. early mornings and after school)

 Meeting needs – we will ensure that the additional support we provide is effective by:

  • looking at the individual needs of each child and identifying their barriers to learning
  • ensuring additional support staff and class teachers communicate regularly
  • using team leaders in partnership with the SENDCo to set and monitor high quality interventions across their phases
  • matching the skills of the support staff to the interventions they provide
  • working with other agencies to bring in additional expertise
  • tailoring interventions to the needs of the child

 

For the academic year 2015/16 we received £26,400 in Pupil Premium funding.

We are continuing to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

  • Nichola Parry, HLTA
  • Diane Cutter, Level 3 Teaching Assistant

Intervention continues to be  delivered through small group work and one-to-one tuition.  The focus is to ensure that:

  • expected levels of progress is made during the year in terms of level and average point score in writing;
  • expected levels of progress is made during the year in terms of level and average point score in maths;
  • children are on track to make expected, or better, progress by the end of Key Stage 2.

 

For the academic year 2014/15 we received £33,432 in Pupil Premium funding.

We continued to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

  • Nichola Parry, HLTA
  • Diane Cutter, Level 3 Teaching Assistant

Intervention was delivered through small group work and one-to-one tuition.  Again, the focus was to ensure that:

  • expected levels of progress was made during the year in terms of level and average point score in writing;
  • expected levels of progress was made during the year in terms of level and average point score in maths;
  • children are on track to make expected, or better, progress by the end of Key Stage 2.

 

For the academic year 2013/14 we received £20,013 in Pupil Premium funding.

We allocated our funding to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

  • Nichola Parry, HLTA
  • Diane Cutter, Level 3 Teaching Assistant

Intervention was delivered through small group work and one-to-one tuition.  The focus was to ensure that:

  • expected levels of progress was made during the year in terms of level and average point score in writing;
  • expected levels of progress was made during the year in terms of level and average point score in maths;
  • children are on track to make expected, or better, progress by the end of Key Stage 2.

To measure the impact on pupil attainment, APS and sub-level progress was measured at the end of each term in reading, writing and maths.

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