Pupil Premium Reports

The ‘Pupil Premium’ is a source of funding given to school introduced in April 2011. The intention of the money is to support children identified within the school census as being entitled to free school meals, looked after children and any children of families in the armed forces.

Schools are obliged to use the funds to target these children to narrow the attainment gap between low income/disadvantaged families and others. Schools also have to publish how the funding is used and the impact it has had on the children highlighted.

Our Strategy Document for 2017-2018 can be seen by clicking on the link below:

Strategy Report Great Milton CE Complete.docx

This sets out our objectives and rationale for the forthcoming academic year.

 

The impact report for 2016-2017 is below:

 

Pupil Premium – Intervention and Impact at Great Milton CE School

Our Context

As a school, we currently have 9% of our cohort on the Pupil Premium register. Compared to national figures – 18.1 per cent (2012).  We are committed to ensuring that these students achieve as highly as they can and look for effective ways to improve their (and all children’s) successes, including attainment and progress.

School Aim: For students in receipt of the Pupil Premium to achieve at least as highly as all the pupils in our care and to make at least expected progression in all subjects.

Funding 2016-17

Total number of pupils on roll 149

Percentage of pupils eligible for PPG   14 children 9%

Amount of PPG received per pupil:

FSM £ (11 x £1320) £14,520

LAC £500 0

Forces  (3 x £300) £900

PP+ £7600 0

Total amount of PPG received £ 15,420

Spending Summary:

Meadowbrook outreach teaching group by specialist trained teacher- behaviour management, discussion of emotions

-Meadowbrook 1 day support £500

-Penny Taylor, 12 week group work £1050

-Inset on behaviour as communication £500

 

Use of Teaching assistant for Pupil Premium across KS 1 and 2, to provide forest schools, 1-1 support in class and for additional group activities for pastoral care – e.g. card game 1-1 with pupil   £15,807

Trip support £100

Uniform   £50

Total amount of PPG spend £ £18,007

 

Objectives in Spending PP:

∙ To train the new Pupil Premium Co-ordinator (SENCO) to enable them to support staff and pupils to ensure the gap is diminished between non PP and PP children in all areas.

∙ To continue to provide support for staff in the use of assessment for learning and identifying gaps in learning for Pupil Premium pupils.

∙ To support PP TA  in their targeting of interventions and use of data so that gaps in the learning of PP children are impacted significantly.

∙ To support parents to enable pupils to attend Residential visits and other trips, attend music lessons or pay for uniform, to build upon their SMSC.

∙ To support children in their social skills and pastoral care, e.g. Meadowbrook support, social skills groups, Breakfast Club. Art club and other lunchtime clubs

Summary of Outcomes for Students in Receipt of the Pupil Premium

Overall Progress of Pupil premium children (12 eligible)

 

2 pupils from previous academic year not included in data – 2015/16 according to OCC data

36% achieving expected standard or above in reading

 

27%achieving expected standard or above in writing

 

18%achieving expected standard or above in maths

 

(compared with non PP pupils 60-70% achieving expected standard on average)

 

45% expected or better than expected progress in reading

 

36% expected or better than expected progress in writing

 

27% expected or better than expected progress in maths

 

(compared with non PP pupils 60-70% achieving better than expected progress on average)

1 x Ta in class support with responsibility for PP children – Ks 1 and Ks 2

LA training courses

External support for staff training

Additional support from teaching assistants within the classroom

Small group tuition

1 – 1 tuition

 

12 eligible as 2 pupils from previous academic year not included in data – 2015/16 according to OCC data

 

Ks 1 pupils: 5 pupils

63% achieving expected standard or above in reading

 

63 %achieving expected standard or above in writing

 

75 %achieving expected standard or above in maths

 

50% expected or better than expected progress in reading

 

63% expected or better than expected progress in writing

 

75% expected or better than expected progress in maths

 

Ks 2 pupils: 7 pupils (2 pupil funding from previous academic year) No PP in Year 4 – so only for classes 3,5 and 6.

50% achieving expected standard or above in reading

 

17 %achieving expected standard or above in writing

 

17 %achieving expected standard or above in maths

 

 

33% expected or better than expected progress in reading

 

50% expected or better than expected progress in writing

 

44% expected or better than expected progress in maths

 

 

 

MeadowBrook Social skills   Intervention  -Meadowbrook 1 day support £500

-Penny Taylor, 12 week group work £1050

-Inset on behaviour as communication £500

 Trip support

 

£100 –encourage inclusions, self esteem, attendance.
Uniform £50 including ensuring that all children needing assistance with school uniform, receive it to ensure that they feel included within school – raising self esteem, promoting attendance.

 

Conclusion;

KS 1 out performing KS 2 in terms of attainment and progress. W need to encourage quality first teaching of these groups by monitoring and evaluating teaching and support by teaching assistants.  The focus on improving progress and attainment is not purely a Pupil Premium focus. .  Our system of monitoring and evaluating progress is under review so that we can track progress and attainment more efficiently

 

 

 2015-2016 £16000

  1. Supporting the cost of a SENCo 4 mornings per week to support a small group in Y5 within the classroom.

Rationale: At the end of the summer term 2015, the decision was made to reintegrate the four children working in a small group with th SENCo in the mornings back into the classroom with their peers.

 

Impact: With the raised expectations across the curriculum and the low starting point for these children, meeting expectations was a big challenge. They have all made expected or better progress from their starting points.

 

% of PP children

developing ARE

   % of PP children

achieving ARE

% of PP children

making expected progress or better

Reading 50% 0% 100%
Writing 50% 0% 100%
Maths 50% 0% 100%

 

2. Cost of SENCo and teachers committed to improving attendance and supporting children & families.

 

Rationale: to drive the expectation of attendance and offer support to families in times of crisis and unrest.

 

PP Child % attendance
1 93.79
2 59.60
3 81.92
4 94.07
5 91.71
6 66.95
7 64.29
8 80.57

3. Attainment: costs of TA training, intervention groups, Code X.

Rationale: Children across the school need small group support to narrow the gap.

 

Impact of Code X for 2 children:

PP Child Reading entry Comp entry Reading exit Comp exit Gain reading Gain comp
1 6.06 5.10 7.10 8.07 +2.3 +4.7
2 7.02 5.10 7.10 7.00 +1.6 +2.8

 

Impact of interventions on attainment and progress Y1-Y6: 93% Y1 met the required standard for phonics screening.

 

% of PP children achieving ARE % of PP children exceeding ARE % of PP children making expected progress or better
Reading

38

0 50%
Writing

50

0

50%

Maths 38 0

50%

 

Investment in training for interventions should see an improvement in this area next year.

2014-15 – £19,800

The introduction of the Universal Free School Meal for KS1 has had a huge impact on the funding for our school as now we are beholden on parents informing us if they would be entitled to a free school meal regardless of the free meal given. We currently only have 1 child in KS1 on Pupil Premium who was identified before the free meals were introduced.

Therefore we are still identifying possible children who will become PP when they reach KS2 and putting in support interventions into EY and KS1, not leaving it until children are identified in Y3.

Strategies to support PP children and others needing support has been put in place across all year groups.

  1. Supporting the costs of an additional teacher (SENCo) 4 mornings a week to teach a small nurture group for English and Maths in Y4, allowing for individual targeted work to raise achievement and progress.
  • Rationale: Small group achieving below class level, individual needs academically and socially met with small step targets, confidence to participate in group rather than large class, linked to class work so as to maintain relationships and to work back in class in for the rest of the week.
    To narrow the gap/avoid it growing before children enter KS2.
    To develop confidence and self esteem.
  • Impact:
PP Child Entry Read Exit Read
(New ARE)
Entry Write Exit Write
(New ARE)
Entry Maths Exit Maths
(New ARE)
A 2b ARE for Y2 3.3 ARE for Y3 2b 3.3 2b 3.3
B 3c 3.3 2b 3.3 2a 3.3
C 1a ARE for Y1 3.2 1a 3.3 2c 3.2

 

  1. One to One tuition in Reading, Writing and Maths in Y5 and 6.
  • Rationale: Children identified as achieving below expected levels given 1:1 or 1:2 teaching sessions (1 hour a week) with experienced SEN teacher to identify gaps, revisit core skills needed and build confidence. This is closely linked with the work in class and genres of writing being covered.
  • Impact:
    All children receiving support achieved L4 and all except one achieved at least 12 pt progress.
PP Child Writing Maths
Hours Ent L SATS Pt prog from KS1 Hours Ent L SATS Pt prog from KS1
a 26 ½ 3a 4 12 25 3c 4 14
b 23 ½ 3c 4 14

 

  1. Code X intervention for Y3 and 4
  • Rationale: Code X is an intervention geared at children in Y2 who are working at 2c level to bring them up to expected levels. Those children, who are still working at this level in Y3 and 4 or are working below their peers and not enjoying reading, benefit from the tight, specific phonic work within the programme that fills any gaps in their phonics knowledge and encourages them to read successfully and with enjoyment using an inviting and exciting scheme.
  • Impact:
PP Child Entry Read Age Exit Read Age Diff
1 5y 10m (read) 6y 5m (read) 7m
2 5y 10m 6y 9m 11m
3 8y 9y 8m 1y 8m

 

  1. Additional TA time to deliver differentiated vertical groupings in daily phonics for Rec-Y3 including identified children in Y4.
  • Rationale: Basic phonic knowledge and confidence in the early years will benefit children later in school life and enable them to make better progress and achieve at a higher level. Differentiated groups across year groups enable children to be learning at the level they are at and avoid any gaps appearing later which may occur if they are moved on to fast with a class. (Short daily phonic sessions have had an impact on Y1 phonic screening for all children).
  • Impact:

85% EY children achieved GLD

23/26 children in Y1 achieved pass in Phonics screening

95.65% children achieved L2b+ in reading and writing in Y2

This year, with the implementation of new curriculum and methods of measuring attainment, it is difficult to do comparisons of the current overall attainment of PP children against the rest of the cohort, particularly as Y2 and Y6 are still using the old curriculum levels.

 

2013-14 – £22,100

  • TA in every class to support targeted differentiation across school in English and Maths.
  • Costs covered for Summer visit to seaside for targeted children – enrichment and enjoyment, building family relationships and opportunities for friendships and support.
  • Funding to train SENCO on NASENCO (Completed and passed with distinction)

Impact of Provision 2013-14

% of PP children achieving ARE % of PP children achieving ARE+
Reading 56.25 25
Writing 50 25
Maths 56.25 18.75