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Pupil Premium Spending 2017-18

Pupil premium use and impact 2017-18:

 

2015.16

Total PP budget:

£141,360

 

Eligible number of pupils

104

2016.17

Total PP Budget:

£137,420

 

Eligible number of pupils

101

2017.18

Total PP Budget:

Provisional

£146,660

£133,320

 

Eligible number of pupils

111

101

 

2016-17 academic year spending:

 

SEN support – additional casual hours from budget linked to SEN provision and booster provision

Additional salary for support to pupils education, health and well-being

£16,715

 

£11,996

Staffing costs – including learning mentor

£16,734

25% additional release support/management and resourcing

£11,000

Booster clubs/support

£1,000

Mid-Day Supervisors

£8,000

Nurture group

£1,000

Family support worker

£7,000

Staff training

Internal building work

£5,000

£2,000

Curriculum resources

Curriculum enhancement and enrichment

£7,000

£3,000

Books to support reading

£2,000

Visits and trips subsides

Residential subsidy

Swimming

£3,500

£2,000

£6,000

Music tuition

Furniture and equipment

£3,000

£1,000

Agency support

£1,000

Milk for PP children, breakfast club

£5,000

Counselling services

IT equipment and licenses to access MyMaths

Staffing to run homework club for MyMaths

£6,000

£20,000

£5,000

TOTAL

£144,945

 

 

 

2017 end of year data

 

Pupil premium

School Non-pupil premium

School all pupils

National all pupils

National Pupil premium

EYFS good level of development %

54%

76%

63%

67%

 

Y1 phonics – working above pass level

 

 

83%

81%

 

KS1 expected reading

71%

86%

82%

76%

60%

KS1 greater depth Reading

42%

29%

32%

25%

13%

KS1 expected writing

71%

76%

75%

68%

51%

KS1 greater depth writing

28%

10%

14%

16%

7%

KS1 expected maths

57%

81%

75%

75%

60%

KS1 greater depth maths

42%

19%

25%

20%

10%

KS2 expected reading

54%

71%

65%

71%

59%

KS2 progress reading

-3.5

-2.7

-2.7

0.0

-0.8

KS2 expected writing

54%

71%

65%

71%

65%

KS2 progress writing

-3.1

-0.4

-1.4

0.0

-0.5

KS2 expected maths

54%

67%

65%

75%

63%

KS2 progress maths

-3.6

-2.8

-2.6

0.0

-0.7

 

2017-18 Barriers to educational achievement

 

Barriers

Targeted support

Success criteria

In EYFS FSM eligible children have sometimes had less access to books, opportunities for talk and experiences outside the family home.As a result communication, reading and writing skills can be less advanced compared to those who are not eligible for FSM.

Enrichment opportunities offered to give children greater range of experiences to draw upon in their learning and play.

Talk for writing resources used to support story telling.

Books and reading area encourages children to select books during child initiated time. Writing resources planned into all areas of provision and children are able to choose writing tasks. ELKLAN and Makaton training for staff to improve speech and communication.

The gap between children who are FSM eligible and those who are non-FSM closes over the course of their time in EYFS.

FSM pupils achieve GLD in line with their peers.

Phonics – FSM pupils should achieve in line with their non-FSM peers.

Targeted support and provision for those children at risk of falling below the required standard. Resources and books are updated and audited to ensure they support the teaching of phonics. Guided reading in year 1 balances between phonic awareness and comprehension to ensure that children are developing both skills equally.

The number of children achieving the required standard in phonics is in line with their peers.

In Key stage 1 data shows that despite more able FSM eligible children outperforming their peers and national GDS scores, there were fewer lower ability FSM eligible children who secured expected.

Early identification of children who may be able to achieve the expected standard with additional support in pupil progress meetings. Planned intervention to target gaps in learning and secure better achievement.

FSM eligible children perform in line with or better than National all.

In KS1 Reading at expected level FSM pupils performed 5% below national all.

 

Guided reading sessions timetabled daily.Teacher focus groups to target comprehension questions. Reading stamina of FSM group increased through opportunities to read – reading volunteers/Beanstalk/Reading dog.

FSM eligible pupils perform in line with or better than national all.

In KS1 Maths at expected level, FSM pupils performed 18% below national all.

Teacher focus groups to target specific gaps in learning. Access to MyMaths and TT Rockstars.

Intervention support and precision teaching to focus on those who are working below expected level to secure at least age related expectations.

FSM eligible pupils perform in line with or better than national all.

In KS2 end of year assessments FSM eligible children underperformed compared to non-FSM and National data. Progress from end of key stage 1 for those eligible for FSM was not as good as their peers.

To ensure end of key stage 1 data is reliable and secure. Complete baseline data for those children who are new to our school after the end of key stage 1. To complete gap analysis following assessments and target teaching and support to ensure basic skills are secure and built upon. Identify during pupil progress meetings those children who are falling behind and identify precision teaching targets to tackle underperformance. School development plan to have a focus on FSM and upper key stage 2. Involvement in ‘Closing the Gap’ DFE funded project through teaching schools to focus on children falling behind. Governors to consider additional funding for staffing in upper key stage 2 to target booster and smaller class sizes to improve standards.

 

FSM eligible pupils perform in line with or better than national all.

Target pupils who have had challenging or traumatic experiences at home to improve mental health and well-being, engagement and readiness to learn.

CPOMs tracking system in place to monitor and track incidents which may have a bearing on children’s well-being and readiness to learn.

Breakfast club provision to ease transition from home into school and deal with any issues before the start of the school day.

Learning mentor and family support workers to liaise between families, children and agencies to ensure external support is available and accessed in a timely manner if required.

Access to counselling services bought in by school from Acorn.

Access to music tuition and art therapy as required to improve mental health and well-being.

Children arrive in school ready to learn and able to concentrate and engage in lessons with their peers.

Attendance rates and persistent absence rates for FSM pupils improve so that children are in school and punctual and access the full day of lessons and learning opportunities.

Breakfast club provision to ease transition and support families arriving on time.

Attendance action plan in place to tackle absence, persistent absence and lateness.

Weekly prize draw for children who are on time every day.

Termly awards and prizes for the class with best punctuality and least absence rates.

Attendance rates and persistent absence rates for FSM pupils improve so that children are in school at least 90% of the time and arrive on time daily.

 

Increase opportunities and experiences for all children.

Part funding for school trips which enable children to go to places and experience environments and opportunities they haven’t visited before.

Residential opportunities extended to year 4 as well as year 5 and 6.

Music provision and concerts to enable children to experience theatre performances and live music recitals.

 

Children develop new interests and skills which they are supported in perusing to increase their self-esteem and pride.

The quality of work improves as children have a greater range of experiences and opportunities to draw on in descriptive writing, talk and knowledge development.

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