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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Pupil Premium Information 16-17

Pupil Premium Funding received.

01/04/15 to 31/03/16                                       £246,120

01/04/16 to 31/03/17                      projected £245,520

 

 

Barriers to Learning at Cranham Primary School

 

  • Low developmental levels of Speech and Language upon entry.
  • Insufficiently high aspirations of some pupils limiting future opportunities.
  • Insufficiently high life experiences for some pupils limiting future opportunities.
  • A proportion of pupils do not have opportunities to read, talk, engage in number and continue their learning outside the school day.
  • A proportion of pupils have low levels of resilience when learning becomes challenging which has a negative impact on academic, emotional and physical development.

 

How will Pupil Premium funding be used to address these barriers? What is the justification for using the money in this way?

  • Two highly trained specialist Speech and Language Teaching assistants are employed to address this area of weakness within the school. One TA specialises in the EYFS to address speech and Language upon entry to school. One Ta specialises in Key Stage 1 and 2 and provides ongoing support.
  • The school employs 4.55 full time equivalent Supernumerary staff to deliver interventions for Pupil Premium Grant children. The aims of the Supernumerary staff are to:

          -Identify and address Gaps in pupils’ learning identified using SPTO ( class-view.

          -Use pre-teaching (flip learning) methods to raise attainment of PPG pupils.

           -Break down barriers to learning for vulnerable pupils.

  • The Mulberry Nurture base employs two specialist full-time teaching assistants (under the direction of the Key Stage one coordinator) to work with up to seven pupils to develop resilience and address their emotional and social needs.
  • Up to fifteen Lunchtime clubs are run by teaching assistants. The lunchtime participants are a mix of Pupil Premium Pupils and non-pupil premium pupils. Teaching assistants work on skills including fine-motor skills, gross-motor skills, social skills, team work, turn-taking, ICT skills, homework support etc.
  • The school subsidises the cost of trips, educational visits, residential courses and visitors to school to ensure that all pupils have equal access to opportunities and experiences.
  • A qualified teacher (0.8 FTE) and a trained teaching assistant deliver Numeracy interventions (Numbers Count and 1st Class@number) and  in Year 2 and Year 3 under the direction of the Numeracy coordinator.
  • Two full-time teaching assistants are employed to read 1;1 with pupils across Key Stage 1 and 2 to raise the attainment in reading of those pupils who do not have the opportunity to read outside the school day.
  • A qualified and highly skilled dance teacher works with children in an extra-curriculum club to boost their self-esteem, resilience and work collaboratively. The children have performed on stage at The Birmingham Hippodrome.

 

 

How has/will the impact of The Pupil Premium be measured?

 

  • Progress in Levels of Development in Speech and Language will show accelerated progress in EYFS. Data from original baseline will show accelerated progress in Key Stage 1 and 2 in Speech and Language.
  • . Over the coming year supernumerary staff will deliver an even more personalised learning programme. In school data using SPTO will demonstrate that progress is accelerated for this group of children and the gap between Pupil Progress pupils and non-pupil progress pupils will close.
  • Pupils who take part in lunchtime clubs are more focused and settled in the afternoon and therefore make better progress. Pupils also develop their social and communication skills.
  • Pupils who take part in the numeracy interventions make accelerated progress in the short term and this is then monitored closely to ensure that progress is ongoing.
  • Pupils who undertake additional 1:1 reading with Reading Teaching Assistants have baseline data this is reviewed regularly to investigate progress over time to close the attainment gap.
  • Pupils who have taken part in extra-curricular  dance sessions demonstrate a higher degree of resilience and appear more confident which has a positive effect on their educational development., 

Information from School Prior to Conversion to Academy

Pupil Premium Allocation 15/16  £222,000

How are we spending this money?

 

  • Increasing support in key stage 2 with three part-time non-class based teachers to run intervention and targeted teaching sessions with Pupil Premium Grant (PPG) pupils.
  • Introduction of ‘Every Child Counts’ teacher and ‘Numbers Count’ professional into Key Stage 1.
  • Maintaining of 1:1 reading tutor in key stages 1 and 2.
  • Continuing the high number of support assistant hours throughout school.
  • Maintaining a day extra teacher time in year 6.
  • Funding for AFA ('Achievement for All') programme.
  • Funding towards the cost of maintaining our nurture base.
  • Continuing to make significant subsidies to educational school off-site visits including sporting activities.
  • Continuation of musical instrument tuition to year 4 pupils.
  • Running of lunchtime clubs to target pupils for whom break-times negatively impact on learning.
  • Introduction of expert led after-school clubs (e.g: street dance )
  • Assisted purchase of Cranham School uniform to replace Local Authority uniform assistance.

 

Outcomes from this expenditure for past years:

In 2014, the progress made from KS1 to KS2 by our pupil premium pupils was higher than all pupils nationally in all subjects (Maths 96% compared to 89%, Reading 96% compared to 91%, Writing 100% compared to 93%)

In 2015, PPG pupils made strong progress across the school. In several areas and year-groups, PPG pupils made better progress than other pupils. At KS2 SATs, the progress from KS1 SATs made by PPG pupils was very strong.  In Maths, 96% of PPG pupils made 2 levels progress and 35% made 3 levels progress. In reading, 96% of pupils made 2 levels progress and 54% (almost double national figure) made 3 levels progress. In Writing, 100% of PPG pupils made 2 levels progress and 39% made 3 levels progress.

 

 

What are  our desired outcome for targeted pupils?

We would hope that progress for Pupil Premium pupils continues to be above 3 points per year and that attainment gap between Pupil Premium pupils and their peers  closes further. We would also like extra-curricular opportunities for Pupil Premium pupils to be as varied as for all pupils. In the year 13/14, our pupils made strong progress when compared to all pupils nationally but we need to raise attainment to close the gap between pupils in receipt of pupil premium and those that are not.

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