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.
- 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
| % of PP children
|% of PP children
making expected progress or better
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|
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|
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|
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.
- 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.
|PP Child||Entry Read||Exit Read
|Entry Write||Exit Write
|Entry Maths||Exit Maths
|A||2b ARE for Y2||3.3 ARE for Y3||2b||3.3||2b||3.3|
|C||1a ARE for Y1||3.2||1a||3.3||2c||3.2|
- 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.
All children receiving support achieved L4 and all except one achieved at least 12 pt progress.
|Hours||Ent L||SATS||Pt prog from KS1||Hours||Ent L||SATS||Pt prog from KS1|
- 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.
|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|
- 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).
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+|