Pupil Premium Impact Statement
The pupil premium is additional funding given to publicly funded schools in England to raise attainment of disadvantaged pupils and close the gap between them and their non disadvantaged peers nationally.
The pupil premium provides support for pupils who:
- Were eligible for free school meals at any point in the last six years ( FSM)
- Have been looked after for 1 day or more ( CLA )
- Were adopted from care on or after 30th December 2005 or left care under a special guardianship order or a child arrangement order. Pupil premium is paid at the following rates:
FSM : £1320 per primary pupil
CLA : £1900 per primary pupil
Pupil Premium Allocation for 2015/2016
For 2015-16 the school received pupil premium of £157,334 for 119 eligible pupils
The gaps are narrowing between disadvantaged pupils across the school and non disadvantaged pupils nationally. This year, the funding has been spent in the following areas
|Aims and Objectives||Tasks and Activities||Percentage|
|Inclusion Team to monitor the progress of pupil premium children||The Inclusion Team has been closely tracking progress of all disadvantaged children in reading, writing and maths to identify under achievement. They have arranged individualised intervention strategies and monitored their effectiveness||11%|
|Provide a varied and interesting curriculum including buying in the services of specialist Art teaching and drama teaching||Bought in services to provide weekly drama teaching and a long term art project promoting the school values||7%|
|There has been many educational visits this year, including a residential to ensure all children are able to participate. Visits are relevant to the pupil’s current topic of learning and are an enjoyable way of increasing their learning and achievement||All year groups took part in visits including museums, places of worship, sports and activities and theatres. Year 6 attended a residential that was mostly funded by the school||8%|
|One to one tuition and booster activities for targeted pupils who are under achieving||We bought in the services of a specialist maths teacher to provide one to one and group interventions in maths. We set up maths and writing booster classes after school for targeted small groups taught by SLT and teachers||17%|
|Disadvantaged pupils supported in class by a Teaching Assistant and in Phonics (Read write inc)||Worked with individual pupils in class and also small targeted RWI groups appropriate to pupil’s levels||36%|
|Introduction of a new maths programe||We introduced a new maths programe – Big Maths to improve maths teaching and learning||4%|
|Pastoral Teaching Assistant and additional TA specialising in behaviour||A pastoral TA has supported targeted children who were having difficulties engaging in learning in class. A TA specialising in behaviour was brought in for one term to support learning and behaviour in a KS2 class||12%|
|Additional support with attendance for vulnerable children and families. Help families to support their children in school such as Parent workshops||School and borough Attendance Officers monitor attendance and met with families where attendance was a concern.Parent workshops and coffee mornings to increase parental engagement and help parents to assist their children’s learning.||5%|
Pupils’ progress is monitored throughout the year in order for interventions to be put in place as appropriate.
There has been a change in the way Ofsted wish us to report the outcomes. Pupil premium children are now known as disadvantaged and their attainment and progress are compared to the attainment and progress of all non disadvantaged children nationally and not just within their own school.
At the end of KS1 (end of year 2) children’s attainment and progress is measured from their starting points which are their results at the end of the year they were in a reception class (end of EYFS). They will have a result in an emerging, expected or exceeding band for reading writing and maths.
At the end of KS2 children’s progress and attainment is measured using their KS1 results as the starting point. They will have a starting point in a low, middle or high band for reading writing and maths.
SPSL outcomes at the end of summer term 2016
The progress of disadvantaged children by the end of KS1 at least matches that of non-disadvantaged children nationally from similar starting points and is leading to attainment that is only slightly below non-disadvantaged at expected and at exceeded levels.
By the end of KS2 we recognise that progress is variable across subjects and prior attainment groups and we are focussing more of our resources at KS2 in 2016-17 to improve disadvantaged children’s outcomes especially in writing.
Emerging – Disadvantaged children are showing good progress and are above the national comparisons
Expected – Disadvantaged children are at least in line with national comparisons
Exceeding - The proportion of disadvantaged children reaching the greater depth is just below the national average by the equivalent of one child.
Low – Disadvantaged children are almost in line with the national comparisons.
Middle – Disadvantaged children are in line with the national comparisons
High- Disadvantaged children are almost in line with the national comparisons.
Emerging – Disadvantaged children are above the national comparisons
Expected – Disadvantaged children are in line with national comparisons
Exceeding – Disadvantaged children are in line with national comparisons
Low – Disadvantaged children are just below the national comparisons
Middle – Disadvantaged children are below the national comparisons and further development is required
High- Disadvantaged children are below the national comparison and further development is required
Emerging – Disadvantaged children are just below the national comparison but have shown good progress in catching up with the national average from low starting points at the of EYFS
Expected – Disadvantaged children are just below the national comparison but have shown good progress in catching up with the national average from low starting points at the end of EYFS
Exceeding- Disadvantaged children are just below the national comparison but have shown good progress in catching up with the national average from low starting points at the end of EYFS
Low – Disadvantaged children are in line with national comparisons
Middle – Disadvantaged children are above national comparisons and have made good progress
High – Disadvantaged children are above national comparisons and have made good progress
The school received £139,767 for 106 pupils and is using it in the following ways
|Aims and Objectives||Tasks and Activities||Percentage|
|Inclusion Team will continue to track the progress of disadvantaged children||The Inclusion Team will continue to closely track progress of all disadvantaged children in reading, writing and maths to identify under achievement. Group and individual interventions are in place and these are monitored half termly for their effectiveness in Y2 and Y6 and termly for the other year groups||
|We are providing a varied and interesting curriculum including buying in the services of a specialist art company, violin lessons and swimming||We have bought in the services of an arts company for a project to produce new values banners.Y3 and Y4 have started violin lessons and Y4 attend weekly swimming lessons||
|Varied, interesting and relevant educational visits including a residential for Y6. Ensuring all children are able to participate. Visits are relevant to the pupils’ current topic of learning and are an enjoyable way of increasing their learning and achievement||All year groups will be taking part in many visits including museums, farms, seaside, places of worship, sports and activities and theatres relevant to what they are currently studying in class. Y6 attend a residential that is mostly funded by the school||
|One to one intervention and booster activities after school and at lunchtime for targeted pupils who are not making expected progress||Specialist maths teacher, SLT, teachers and TAs are providing group interventions at lunchtime and after school in maths and literacy classes after school for targeted small groups||
|Small groups for phonics, reading and writing to boost attainment||There are 8 phonics groups, 2 taught by teachers and 6 by TAs daily, who take small groups for phonics (Nursery-Y3) appropriate to pupils’ levels. SLT and the SENDCo also take literacy groups and maths groups in KS1 and KS2||
|Learning Mentor is assisting pupils to overcome barriers to learning||A Learning Mentor role has been established to help pupils overcome difficulties they may have that are preventing them from accessing learning||
|School Home Support worker||We now have a School Home Support worker to assist parents. She is advising and supporting parents about various issues and difficulties in, or outside of school, such as housing and benefits, childrens’ learning and progress.||
|Additional support with attendance and parental engagement. Workshops to assist parents/ carers to support their child’s learning||Regular monitoring of attendance and lateness by the School Attendance Officer Referring to TH Attendance Officer any causes of concern. Organising parent workshops during the year for example to advise on healthy eating, emotional health and helping your child to learn and make progress||
|The school now has an embedded comprehensive counselling/support service||Place2be are a charitable service the school is part funding this year. They provide one to one counselling for targeted pupils , “ time to talk “ sessions at lunchtimes for any child who refers themselves and advice for parents and staff||
Outcomes for pupils will be available at the end of the summer term 2017.
Information on pupil premium allocation and spending for 2017/18 will be added when available.