Pupil Premium

Barriers to Learning for some of our pupils

 

  • Lack of experiences
  • Financial hardship
  • Some have attended several different schools in a short period of time, due to varying circumstances
  • Low self-esteem and low self-confidence
  • Bereavement
  • Poor language acquisition
  • Lower attendance
  • Availability of pre-school education
  • Mental health needs
  • Medical needs

Impact of Pupil Premium Spend 2016-17

 

  • Children in receipt of Pupil Premium, including more able pupils, were targeted for additional support to ensure at least good progress

  • Almost every child receiving Pupil Premium with SEN made good progress against their IEP targets.

  • EYFS data showed the impact of Speech and Language support (WellComm data and CLL data)

  • All pupils benefited from educational visits and pupils in years four, five and six experienced a residential trip

  • All pupil premium pupils and children in receipt of free school meals in year one passed the Phonics Screening test

  • 66% of our pupils achieved reading, writing and maths combined at the end of Key Stage 2 assessments (national for all pupils 61%)

  • Data for pupils in Years 1 -5 shows that progress for disadvantaged pupils, from their different starting points was at least good for the vast majority.

Our data analysis shows that our strategic decisions as to how we spent our Pupil Premium funding had a positive effect on the achievement of this group of pupils, and a rise in the progress for the vast majority of these children was secured. Using additional qualified teachers and skilled support staff ensured we focused on improving the quality of our provision/ interventions and thus achievement for our disadvantaged pupils.

 

                   

Number of pupils and Pupil Premium Grant (PPG) 2016/17

Total number of pupils on roll

     429

Total number of pupils eligible for PPG

       33

Amount of PPG received per pupil

  1 035

Total amount of PPG received

34 155

How we will be using our Pupil Premium funding for 2016-2017

 

The strategies we have employed over the past three years are making a significant difference to not only the educational outcomes of our children in receipt of Pupil Premium but also their social and emotional well-being, as evidence by our progress and attainment data.

 

 

  • To purchase additional learning resources such as WellComm Language Programme that we know have proved have been used effectively to accelerate progress and raise attainment for lower ability and EAL pupils

  • Continue to fund a part-time Higher Level Teaching Assistant to deliver specific speech and language programmes

  • Target specific level three language and learning support to some of our EAL and/or SEN pupils, who also qualify for Pupil Premium so that their significant needs are met appropriately and achievement improved.

  • Our data shows that for the disadvantaged pupils who do have low starting points when they enter school in Reception, high quality teaching and learning and timely interventions, have ensured good progress is made. We will therefore continue to use funding to support this in order to ensure early reading, writing and mathematical skills are secured for all groups of children in receipt of the Premium so that attainment gaps are narrowed as early as possible

  • CPD - Quality First Teaching, meta cognition, self-regulation and peer to peer tutoring

  • Early Intervention- targeted support in EYFS and Year 1 to support PSED, and children in the early stages of literacy, numeracy and oracy (including phonics)

  • Small group intervention sessions

  • Continue Better Reading Partners programme for targeted key stage two pupils to accelerate reading progress

  • Behaviour support re attitudes to learning and social and emotional learning

  • Better Reading Partners Intervention (3 x per week for targeted pupils)

  • Basic Maths focus 3 x per week for targeted pupils

  • Half termly Pupil Progress Meetings to discuss progress pupils are making and impact of interventions

  • Working with Earls High school on meta-cognition / peer to peer support

  • Fund off-site school visits for all disadvantaged pupils and mutually agreed out of school activities that will support and promote their engagement in learning.

  • Ensure that extra-curricular activities are available and are accessed by Pupil Premium children, including Before and After School club where appropriate

 

When deciding on the spend for 2016/17 Governors considered Education Endowment Fund impact research

 

Education Endowment Foundation research shows the following impact

 

Intervention                                                                   months progress

Feedback                                                                                +8 months

Meta-cognition and self-regulation                                         +8 months

Peer to peer tutoring                                                               +5 months

Early Years intervention                                                         +5 months

1:1 tuition                                                                                 +5 months

Collaborative learning                                                             +5 months

Oral Language intervention                                                   +5 months

Reading comprehension strategies                                      + 5 months

Phonics                                                                                   +4 months

Small groups tuition                                                                +4 months

Behaviour interventions                                                          +4 months

Digital technology                                                                   +4 months

Social and emotional learning                                                +4 months

Parental involvement                                                              +3 months

Outdoor learning                                                                     +3 months

Reducing class sizes                                                             +3 months

Arts participation                                                                    +2 months

Sports participation                                                                +2 months

 

 

 

Impact of Pupil Premium Spend 2015-2016

 

  • All children in receipt of Pupil Premium, including the more able, were targeted for additional support to ensure at least good progress
  • Almost every child receiving Pupil Premium with SEN made good progress against their IEP targets.
  • EYFS data showed the impact of Speech and Language support (WellComm data)
  • All pupils benefited from educational visits and pupils in years four, five and six experienced a week long residential trip
  • Two children receiving Pupil Premium gained higher than expected standard in reading and four children attained it in writing at end of Key Stage Two Assessments
  • Progress for disadvantaged pupils in Reception and year one was at least good
  • Gaps have continued to narrow in attainment at the end of key stage two, with the percentage of school Pupil Premium pupils being above national average at expected standard in all areas expect reading (just below)

 

The percentage of Pupil Premium pupils who made more than expected progress during the academic year shows the very positive impact of the monies spent, across the whole school:

 

Reading      38%

Writing        62%

Maths         74%

 

Our data analysis shows that our strategic decisions as to how we spent our Pupil Premium funding had a positive on the achievement of this group of pupils and across all years a rise in the progress for the vast majority of these children was secured.  Using additional qualified teachers and skilled support staff ensured we focused on improving the quality of our provision/ interventions and thus achievement for our disadvantaged pupils.

 

How we used our Pupil Premium 2015-16

 

Number of pupils and Pupil Premium Grant (PPG)

Total number of pupils on roll

399

Total number of pupils eligible for PPG

40

Amount of PPG received per pupil

£1035

Total amount of PPG received

41400

 

 Spend

  • CPD - Quality First Teaching, meta cognition, self-regulation and peer to peer tutoring
  • Early Intervention- targeted support in EYFS and Year 1 to support PSED, and children in the early stages of literacy, numeracy and oracy (including phonics)
  • Small group intervention sessions
  • Targeted support for specific Pupil Premium children in year two for English and maths throughout the year. 
  • Higher level teaching assistant support for speech and language and training in speech and language for a further three teaching assistants (2 level 3s and 1 HTLA)
  • Targeted 1:1 for specific pupils
  • Three groups for mathematics and English in Year 6
  • Behaviour support re attitudes to learning and social and emotional learning
  • Better Reading Partners Intervention (3 x per week for targeted pupils)
  • Basic Maths focus 3 x per week for targeted pupils
  • Half termly Pupil Progress Meetings to discuss progress pupils are making and impact of interventions
  • Working with Earls High school on meta-cognition / peer to peer support
  • Educational visits - both day, residential and outdoor learning
  • Extra curricular provision eg Music lessons, After School Club, Sports clubs

 

 

 

 

 

Impact Pupil Premium 2014-15

 

Number of pupils and Pupil Premium Grant (PPG)

Total number of pupils on roll

397

Total number of pupils eligible for PPG

59

Amount of PPG received per pupil

£1035

Total amount of PPG received

£61 065

 

All children in receipt of funding were targeted for additional educational provision to ensure at least expected and increasingly good progress was achieved by all these children. Our data analysis shows that our strategic decisions on how we spent the Pupil Premium had a positive impact on the achievement of this group of children and that across all classes a rise in progress and attainment for the vast majority of our Premium pupils was secured.

Using additional qualified teachers and skilled support staff to work with targeted children across the school ensured we focused on improving the quality of our provision/interventions and thus achievement for our disadvantaged children.

Our continued focus on ensuring reading skills are being taught well enabled almost all children to make at least expected/good progress in their reading. The great majority of children in receipt of funding at the end of each key stage are achieving age related reading levels and above.

Disadvantaged children are increasingly participating in extra-curricular and out of school hours learning opportunities.

 

End of Key Stage Two Data 2014/15 (10 pupils)

 

 

Level 4

Level 5

2 levels progress

Reading

8 pupils

3 pupils

9 pupils

Writing

8 pupils

3 pupils

9 pupils

Maths

9 pupils

2 pupils

9 pupils

Grammar Punctuation and Spelling

8 pupils

4 pupils

 

Reading, writing and maths

8 pupils

2 pupils

 

Spend

  • CPD linked to marking and feedback ensuring that marking and feedback impacts on the learning of our pupils
  • Challenge the Gap Programme (Challenge Partners) with Earls High School and Olive Hill providing peer to peer mentoring and metacognition
  • Learning Mentor to support self-esteem and attitudes to learning -social and emotional learning
  • Three groups for Maths (Year 2) and English and Maths in Years 5 (part year) and 6
  • Small group intervention sessions focusing on reading, writing and maths
  • 1:1 tuition for specific pupils
  • Early Intervention- targeted Teaching Assistant / Teacher support in EYFS and year 1 to support PSED, and children in the early stages of literacy and numeracy
  • Better Reading Partners 1:1 tuition reading 3 x per week for targeted pupils
  • Use of INSET time to raise awareness of Disadvantaged pupils and their vulnerability
  • Letter Box Club
  • Educational visits – day and residential - outdoor learning
  • Extra curricular provision eg music lessons

The gap closed greatly between our pupil premium pupils and other pupils last year. The document below shows the data for the last two years.

(2014 unvalidated)