The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals (FSM) in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
The allocation was £13 176 and was used to maintain staffing levels in order to strengthen the quality and frequency of a range of intervention to support eligible pupils including Lexia, Accelerated Reader; phonic support; individual targeted learning support, speech and language programmes.
The school received £25 800 Pupil Premium allocation. The allocation will continue to support staffing costs to ensure the quality and frequency of a range of intervention programmes (as 2011-12); staff phonics training; phonics resources; appointment of a temporary 0.6fte Teaching Assistant.
The use of pupil premium has impacted positively upon standards at end of KS1 and 2 and ensured high quality teaching and learning across school. The proportion of pupils eligible for the premium making at least expected progress is well above the national average for similar and all groups of pupils.
The school received £39 600 Pupil Premium allocation. The allocation will continue to support staffing costs to ensure high quality support in school and also to ensure the quality and frequency of a range of intervention programmes and strategies; (Speech and language; Listening and Attention; Social skills; Phonics; Forest School)
The use of pupil premium has impacted positively upon standards in EYFS with an increased proportion of children reaching a good level of development, and sustained improvement in pupils reaching the phonics standard in 2014. Teaching and learning is of a high quality across school. The proportion of KS2 pupils eligible for the pupil premium funding making at least expected progress is above the national average in Reading and Writing, and those making 2+ and 3 levels of progress is above the national average in all subjects.
The school received £57200 Pupil Premium allocation. The allocation will continue to support staffing costs to ensure high quality support throughout the school day. An additional teacher and 3 part time teaching assistants have been employed to ensure the quality and frequency of teaching and learing and intervention programmes and strategies; (Speech and language; Listening and Attention; Social skills; Phonics; Connecting with Children; Therapeuitc Writing; Forest School)
In 2015, EYFS outcomes for disadvantaged children were above those for other pupils in school. As a result of targeted intervention, 80% of children eligible for pupil premium funding met the phonic threshold in 2015. This is a significant increase on the previous year. The Average Point Score for disadvantaged children in KS1 rose in all subject areas in 2015, significantly in Reading. In KS2 Writing and Maths, 100% of children eligible for the pupil premium funding made expected 2 levels progress, with 33% making more than expected progress. This is above the national average. Due to the appointment of a ‘Learning Mentor’, a high level of support and intervention was available for children at risk of exclusion, and resulted in a significant reduction in fixed term exclusions in 2014-2015.
2015 – 2016
The school received £59400 Pupil Premium allocation. The allocation will continue to support staffing costs to ensure high quality and frequency of teaching and learning, and targeted support and intervention throughout the school day. (Speech and language; Listening and Attention; Social skills; Phonics; Connecting with Children; Forest School). Our Learning Mentor continues to work with teachers to support teaching and learning, providing specialist support to the teacher and support staff, and assisting pupils and their families in ensuring that they receive appropriate help to overcome barriers to learning both inside and outside the school, in order to achieve their full potential.
In EYFS 63% gained a Good Level of Development (GLD). Targeted intervention from the Learning Mentor ensured significant improvement in punctuality and attendance for identified children. Deployment of support staff enabled specialist support programmes to be delivered and ensured children could access learning tasks and make progress.
In Year 1, 71% of the PP children met the Phonic threshold, and in Year 2, 100% PP met the expected Phonic standard. This was as a result of a whole school daily session approach to Phonics, and a high level of phonic intervention led by trained staff. On entry to class, highly skilled support staff would withdraw children on a 1:1 or small group basis, to work on Phonological awareness. A range of ‘Phonic’ on entry games and challenges would further consolidate understanding. The Phonic leader ensured regular monitoring of provision and assessment, ensuring children made at least expected progress. Where children did not meet the phonic threshold, good progress was made from starting points.
In Key Stage One 83% PP children met Age related expectations in Reading and Writing, and 100% in Maths. 17% PP children achieved a greater depth of understanding in Reading and Maths. This is above Non PP children ARE+, although it is a small number in the cohort.
Key Stage Two children accessed targeted intervention throughout the year both in and outside of school hours. Teaching Assistant support for the whole class would allow the teacher to work with small groups. 57% PP children met the expected standard in Reading and Writing (14% GDS); and 43% in Maths and GPS. This is lower than Non PP children, although not significantly other than in Writing.
A range of Out of School Hours learning sessions have been available for identified PP children, including Breakfast Club, Change for Life, PE and Sports Clubs, Reading and Maths Clubs. This has led to improved punctuality and attendance, engagement with school life and home learning. School’s ‘safe space’ continues to support children who may need to further develop friendships or work towards individual targets. The Learning Mentor provides support to children and families to remove any potential barriers to learning, being lead professional on a number of TAFs and Core Group meetings. Early intervention ensures appropriate support and targeted intervention, in and out of school.
A range of intervention such as Connecting with Children, Action Words, Bal-a-Vis-X, Frostig, Language Link, Time to Talk, Memory Recall and Visual Perception, Relax Kids, and Forest School, targeting Physical Needs, Cognition and Learning, Communication and Interaction and Social and Emotional Mental Health, have impacted positively on children with identified needs.
2016 – 2017
The school received £67740 Pupil Premium allocation. The allocation will support staffing costs to ensure high quality and frequency of teaching and learning, and targeted support and intervention throughout the school day related directly to Communication and Interaction; Sensory and Physical; Cognition and Learning; Social, Emotional and Mental Health needs. School’s Learning Mentor continues to work with teachers to support teaching and learning, providing specialist support to the teacher and support staff, and assisting pupils and their families in ensuring that they receive appropriate help to overcome barriers to learning both inside and outside the school, in order to achieve their full potential.
The following objectives have been identified:
Ensure broader range of opportunities for child initiated learning and application of skills in Reading, Writing and Maths, particularly in the Outdoor area, thus increasing GLD in 2017 (67%).
EYFS apprentice – allows for existing TA/teacher/additional support/ targeted intervention.
Clearly refined roles and responsibilities ensure broad range of RWM opportunities (Developing Nursery Schools Project). Collaborative planning time and designated area development.
Additional member of staff Autumn Term
Ensure teaching and learning through continuous provision in Early Years challenges pupils in order to further accelerate progress and increase exceeding 2017 GLD (33%).
EYFS leader intervention 1x weekly.
Increase % of PP children working at greater depth within RWM.
(2016: R17%; W0%; M17%)
Target: R33%; W20%; M20%
Additional teacher x5 sessions – individual/small group targets; challenge.
Deliver a weekly Reading Out of School Hours Learning session.
Increase % of PP children meeting Age Related Expectations in RWM (2016: R57%; W57%; M43%; GPS 43%)
Target: R86%; W86%; M86%; GPS86%
Deliver a weekly Maths Out of School Hours Learning session for Years 3, 4, 5 and 6.
Additional teacher x2 sessions – individual/small group targets
|Identified PP children to access a range of TA led intervention based on need.||Connecting with Children
Forest School x2 weekly
Time to Talk
|Identified underachieving PP children access individual intervention.||TA/teacher led sessions throughout week.||£4174|
|Provide opportunities to further extend skills and experiences beyond academic targets.||Offer finance to enable PP children to access out of school hours learning opportunities including music tuition, OSHL and residential visits.||£1000|
|To raise children’s social, emotional and mental health wellbeing.
To improve attendance and punctuality.
|Access to Learning Mentor/Safe Space– individual targets/support/intervention.
Half termly review; Letters/meetings/rewards/incentives.
Further information on Pupil Premium: http://www.education.gov.uk/schools/pupilsupport/premium/b0076063/pp