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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant, how we allocate the funding and the impact on our disadvantaged pupils.

 Use of Pupil Premium Grant. September 2017 to August 2018 (estimated £246,000)

Issue

Action/Intervention

Estimated Costing (£)

Impact

Low levels of language development on entry

We will continue to employ a member of support staff in nursery  for two afternoons per week to run communication interventions.

 

We will continue to employ one member of support staff who works across key stages one and two running intervention for communication skills

 

We will continue to deploy a member of support staff to work alongside children and staff in Reception to assess receptive and expressive language skills and work throughout the year to address difficulties.

33,300

 

Some pupils insufficiently exposed to texts and reading outside of school (e.g. not read to or listened to regularly)

We will continue to deploy two full-time reading champions across the school to be used as follows (change from previous year):

KS1: Early phonics intervention, guided reading, 1:1 reading, Project X intervention.

KS2: Guided reading, 1:1 reading, Project X intervention.

31,300

 

Gaps in attainment between all pupils and disadvantaged pupils is still evident across school

We will  retain our team of supernumerary teachers equivalent to 4 full-time teachers across the school.

 These teachers are tasked with raising achievement for disadvantaged pupils and do so in a range of ways. These will include:

  • A full-time support class in year six for 6 pupils for vulnerable learners (Social and Emotional needs)
  • 0.7 support class in year 6 for 12 pupils needing intensive support for accelerated progress.
  • 0.8 KS1 support class for children in need of intensive support to reach age related expectation.
  • One-to-one/ class support for disadvantaged children across year 4 and year 5.

 

 

140,000

 

Children with Social and Emotional difficulties being unable to access their learning effectively.

Deployment of existing nurture staff and SMT members as Nurture/Parent Liaison Champions before school each day to speak to any parents who need help so that class teachers are not impacted upon. This initiative is also aimed at supporting parents who might be in need of help or advice.

Continuation of nurture base provision for year 2 pupils (2 experienced support staff).

Support by nurture staff within year base for reintegration and support group for parents. One additional member of staff to be employed in this role

Continued support for all pupils who have benefited from nurture support in the past.

45,000

 

Some disadvantaged children are at risk of anxiety from unstructured time outside and benefit from being coached and supported in meaningful (but informal) activity. This addresses many emotional and social needs.

Experienced staff run a variety of lunchtime clubs (football, sewing, modelling, art, board-games, Lego, quiet lunch-times, paper-craft, maths, fitness etc. 3 clubs per day on average).

9,600

 

 Use of Pupil Premium Grant. September 2016 to July 2017 (£246,000)

Issue

Action/Intervention

Costing (£)

Impact

Low levels of language development on entry

We employ one of our support staff in nursery to run communication interventions for two afternoons per week.

We employ one member of support staff who works across key stage one running intervention for communication skills

We employ a member of support staff who works alongside children in Reception to assess receptive and expressive language skills and works throughout the years to address difficulties.

33,000

Baseline and exit data for children worked with show progress as a result of intervention carried out.

We are able to track children’s language skills throughout their Reception year using Language Links (an online assessment tool). We are able to show that the impact of this initiative on early language skills effectively addresses.

Some pupils insufficiently exposed to texts and reading outside of school (e.g. not read to or listened to regularly)

We employ one full-time Reading Champion in KS1, and another in KS2. These Champions read 1:1 with pupils identified as below expectations on our tracking system (identified by teaching staff).

30,000

Impact on children’s ability to decode and their fluency are improved. We feel that a change in the way in which Reading Champions are deployed might have a greater impact on accelerating progress to close gaps with peers.

Gaps in attainment between all pupils and disadvantaged pupils has not closed sufficiently in recent years.

We have a team of supernumerary teachers equivalent to 4 full-time teachers across the school. These teachers are tasked with raising achievement for disadvantaged pupils and do so in a range of ways. These include: a full-time support class in year six for 10 pupils; full-time KS1 support class (year 1 Autumn term (phonics), Year two in Spring and Summer) one-to-one key-skills intervention; small group intervention; additional out-of-hours tuition (approximately 40 pupils throughout school).

140,000

Outcomes for disadvantaged children in KS1 were significantly improved in reading, writing and maths)

Significant improvement in outcomes for disadvantaged pupils at end of KS2 assessments.

Results for Year 1 phonics for disadvantaged pupils were lower than previous year but this is cohort specific.

(SATs) from 2016 to 2017. Gaps between outcomes for all pupils and disadvantaged pupils for 2017 are consistently smaller than the previous year.

Children with Social and Emotional difficulties being unable to access their learning effectively.

Continuation of nurture base provision for year 2 pupils (2 experienced  support staff).

Support by nurture staff within year base for reintegration and support group for parents.

Continued support for all pupils who have benefited from nurture support in the past.

30,000

Entry and exit assessments (Boxall Profile) show significant improvement in all areas for all pupils. Successful reintegration of pupils is a clear testament to this.

 

Some disadvantaged children are at risk of anxiety from unstructured time outside and benefit from being coached and supported in meaningful (but informal) activity. This addresses many emotional and social needs.

Experienced staff run a variety of lunchtime clubs (football, sewing, modelling, art, board-games, Lego, quiet lunch-times, paper-craft, maths, fitness etc. 3 clubs per day on average).

9,500

Incidences of disruptive behaviour throughout the school are significantly reduced.

Children appear happier and are forming a wider network of positive relationships at school.

Afternoon sessions always start calmly and are therefore proving more effective.

 

Financial assistance from the Local Authoity in buying school uniform ceased around 4 years ago.

We have helped parents by providing 2 sweatshirts, 2 polo shirts and 1 PE shirt. Parents have had to apply for this and sign an agreement to care for the uniform.

3,500

Staff have noticed increases in children’s self-esteem and sense of belonging due to being smartly dressed and ready to learn.

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