2015.16

Total PP budget:

£141,360

Eligible number of pupils

104

2016.17

Total PP Budget:

£137,420

Eligible number of pupils

101

2015-16 spending:

2016 end of year data

Pupil premium

School Non-pupil premium

School all pupils

National all pupils

National Pupil premium

EYFS good level of development %

50%

66%

60%

Y1 phonics – working above pass level

92%

88%

90%

83%

88%

KS1 expected reading

67%

79%

70%

74%

78%

KS1 greater depth Reading

33%

22%

30%

24%

27%

KS1 expected writing

71%

71%

70%

65%

70%

KS1 greater depth writing

19%

11%

17%

13%

16%

KS1 expected maths

81%

71%

77%

73%

77%

KS1 greater depth maths

33%

11%

27%

18%

20%

KS2 expected reading

37%

48%

66%

71%

KS2 progress reading

-3.62

-2.81

KS2 expected writing

37%

41%

74%

79%

KS2 progress writing

-2.08

-1.97

KS2 expected maths

42%

38%

70%

75%

KS2 progress maths

-4.64

-4.51

2016-17 Barriers to educational achievement

Barriers

Targeted support

Success criteria

Speech and language issues as a result of lack of opportunities for talk

Elklan training for EYFS staff to deliver support.

Links with speech and language team to implement programmes.

Dedicated TA time to engage children in activities and talk.

Talk for writing resources

Improved EYFS good level of development linked to CLL.

Close gap between FSM and non-FSM within school and on national data.

EYFS children falling behind in mathematics against non-FSM peers and all pupils

Structured adult led sessions in maths targeting gaps in learning.

Maths intervention based on early identification in pupil progress meetings.

Numicom training and resources for staff unfamiliar.

Whole school training on maths reasoning and greater depth teaching sequences to include EYFS staff.

FSM children close the gap on both non-FSM peers and national figures for all children.

EYFS children falling behind in reading and writing against non-FSM peers and all pupils

Literacy support from external advisor.

Development of learning environment to support writing areas and greater opportunities for writing.

Resources to encourage child initiated writing.

Purposeful outcomes to develop writing.

FSM children close the gap on both non-FSM peers and national figures for all children.

Enjoyment of writing is improved and children actively seek writing tasks in child initiated sessions.

Writing in range of contexts, areas and with variety of resources.

Application of phonics skills and knowledge in to reading.

Development of reading comprehension and understanding

Purchase of new reading resources to support comprehension tasks and development of inference and dedication through school.

Purchase of PIRA

FSM children close the gap on both non-FSM peers and national figures for all children.

Progress and attainment of Pupil premium children in key stage 2

Continue targeted support and high quality teaching in KS1 to give a secure foundation in KS2.

Secure internal tracking systems to monitor support of individual children on pupil premium and continue to focus on this group in pupil progress meetings.

CPD for staff.

FSM children close the gap on both non-FSM peers and national figures for all children.

Children’s opportunities and experiences at home are limited due to financial hardship – this impacts on vocabulary and language development and emotional health and well-being

Curriculum development to give wider range of experiences and opportunities.

Planned visits and visitors to school to increase range of experiences.

Forest school lead staff trained to deliver session throughout school.

Improve range of experiences to give children chances to explore world around them and develop their enquiry and excitement about the wider world.

Writing and speech improves as vocabulary exposure develops.