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Pupil Premium Spending 2018-19

Pupil Premium 2018-19



Total PP budget:


Eligible number of pupils



Total PP Budget:


Eligible number of pupils



Total PP Budget:



Eligible number of pupils



Total PP Budget:


Eligible number of pupils


2017-18 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




Staffing costs – including learning mentor


25% additional release support/management and resourcing


Booster clubs/support

Staffing after school clubs

Breakfast club staffing




Mid-Day Supervisors


Family support worker


Staff training

Internal building work/decoration



Curriculum resources

Curriculum enhancement and enrichment



Books to support reading


Visits and trips subsides

Transport costs

Residential subsidy






Agency support


Milk for PP children, breakfast club


Counselling services

IT equipment and licenses to access MyMaths/TTrockstars/etc

Staffing to run homework club for MyMaths/TTRockstars/etc









2018 end of year data


Pupil premium

School Non-pupil premium

School All pupils

National All pupils

National Pupil premium

EYFS good level of development %






Y1 phonics – working above






KS1 expected reading






KS1 greater depth Reading






KS1 expected writing






KS1 greater depth writing






KS1 expected maths






KS1 greater depth maths






KS2 expected reading






KS2 progress reading






KS2 expected writing






KS2 progress writing






KS2 expected maths






KS2 progress maths








Our Disadvantaged pupils outperformed both National and Local Disadvantaged groups for Good Level of Development. In the vast majority of areas of the EYFS framework our Disadvantaged group out performed both National and Local Disadvantaged pupils. EYFS good level of development improved from the previous year for the third year running.

Year 1 phonics:

Our Year 1 children outperformed National and Local Authority phonics outcomes for All groups. This is the third year in a row this has been the case. Our Disadvantaged group of children outperformed National All, National Disadvantaged and LA All and Disadvantaged groups.

Key stage 1:


Our Disadvantaged year 2 cohort at expected or above performed within a pupil of the National All group. They also outperformed the disadvantage group nationally and locally, and the Non-Disadvantaged group within school. At greater depth the Disadvantaged groups was in line with National and above Local Disadvantaged groups.


The Disadvantaged group achieved a higher percentage of expected or better than the National and Local Disadvantaged groups. This group was also within one pupil of All pupils nationally and locally. At greater depth we had no Disadvantaged children for writing which will be addressed over the course of this year.


At expected or above the Disadvantaged group in school outperformed the same group locally and were in line with the National data. At greater depth they outperformed both National and Local Disadvantaged children.

Key Stage 2:


Whilst attainment in tests was below National for the Disadvantaged group progress was better than both Disadvantaged National and Local groups. This is the first year our Disadvantaged group have achieved a positive progress score. Our Disadvantaged children made better progress than All children National and within the Local Authority.


In writing Disadvantaged children were below National and Local groups at expected or better but outperformed both groups at greater depth. In progress measures our Disadvantaged children performed the same as the All National group and made better progress than the Local Authority All group.


Our data for maths showed children behind the National. This will be a target for the coming year.


Review of last year’s targets:

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.

Disadvantaged pupils performed in line with their peers in last year’s EYFS cohort in the area of Communication.

In literacy they performed better than disadvantaged pupils in the Local Authority and within 2 pupils of the All group in school.

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

In the phonics tests in 2018 the Disadvantaged group achieved in line with All pupils nationally and locally. They performed in line with the Non-Disadvantaged children nationally and locally.

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.

In all three subject areas the percentage of Disadvantaged children not meeting the expected standard is broadly in line with the same figures nationally.

In KS1 Reading at expected level FSM pupils performed 5% below National All.


This year the gap closed on National All to within 2%. This is within a pupil of national. If we remove a pupil from the data who arrived at school in the summer term it would be above national.

In KS1 Maths at expected level, FSM pupils performed 18% below National All. Reduce gap between FSM and National All and increase number at Greater depth.

The gap between Disadvantaged pupils and National All is 16%. At greater depth the Disadvantaged children outperformed national and Local Authority data for All children.

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.

Progress for reading and writing from the end of Key Stage one to two was better than the progress for all children nationally and locally. This is the first time under the new assessment system we have had positive progress data.

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

Behaviour has improved across the school. There are less incidents and the systems in place are working effectively. We continue to use counselling to meet children’s needs and this has a positive impact on outcomes.

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.

· Our attendance rates improved this year in a period which saw a decline overall in Shropshire attendance rates. Persistent absence decreased from 8.75% 2016/17 to 8.37% 2017/18 and this is comparatively low in relation to the Shropshire average which rose to 9.96% in 2017/18.

FSM children had attendance of 95.60% and all children achieved 95.68%.

Increase opportunities and experiences for all children.

Continued development of a legacy outcome and wow experiences linked to the planning is having a positive impact on engagement, vocabulary and developing experiences.

2018-19 Barriers to educational achievement


Targeted support and actions

Success criteria

EYFS below National for maths by -1.8%.

To improve quality of maths provision in EYFS and to increase positive attitudes to maths in children and families.

To improve collection of observations and opportunities for exploring maths in Child Initiated activities.

Identify maths resources which can support the planning of small steps to build on current learning.

Resources and opportunities to use and apply maths in context.

Maths Lead to review teaching of maths and identify CPD needs.

Analysis of last year’s maths observations and focus to identify any gaps in learning.

USE of STAT to assess progress and attainment in EYFS.

Close the Gap on National.

Continue to increase GLD and secure good progress from baseline for all children.

Staff confidence in planning and teaching Maths to be secure.

CLL below national in 2 out 3 of the areas at the end of EYFS.

To build on speech and language development in school and work with parents and families on increasing talk at home.

EYFS lead part of a Local Authority project looking at Communication screening and interventions in the Early Years.

To introduce ‘Talk for Writing’ activities and offer parent sessions to improve talk activities at home.

Improved CLL scores at end of EYFS to close the gap on national in 2 out 3 areas we are currently behind.

KS1 writing at greater depth to be more in line with National outcomes.

To develop ‘Talk’ homework prior to Big Write activities in order to improve vocabulary and sentence structure.

To promote writing for a purpose linked to curriculum development.

Guided reading sessions to focus on key reading skills.

Phonics delivery to be reviewed to support those only just meeting the required standard by the end of year 1.

A wider range of quality texts for higher level readers to access.

See Vocabulary target below.

At least 3 writer’s from the disadvantaged group to achieve greater depth.

Greater depth writers to close the gap on National by increasing at least 10%

Improve vocabulary understanding and use across the school to impact on reading assessments and quality of writing.

To encourage parents and children to ‘Talk’ around specific areas and subjects linked to Big writing focus in order to improve language and vocabulary use at home and in school.

Introduce reading a class novel.

Draw up a list of books you should read in each cohort.

Bedrock vocabulary builder purchased and rolled out across school.

Focus on vocabulary in teaching English.

Plan experiences and opportunities to visit new places and model vocabulary linked to theme. To introduce ‘Talk Homework’ tasks which children can complete at home ahead of Big writing work.

Response to vocabulary linked questions in GPS and reading improves, impacting on overall scores for all children at end of Year 6.

Writing at greater depth improves across the school.

KS2 maths progress to be above -2.5 for disadvantaged pupils in line with Strategic School Improvement Fund (SSIF) Project target.

Maths teaching across Key Stage 2 has not secured good enough progress for disadvantaged pupils due to poor acquisition of basic skills and fluency.

Identify maths lead who can drive strategic improvements.

New staff member appointed in year 6 – SLT to support induction and monitor teaching and learning progress.

Review teaching and calculation policy to ensure children are securing basics and moving on to mastery level across all cohorts.

Identify CPD requirements and plan CPD to meet need.

To ensure at least good teaching across all year groups.

To use EEF Improving Mathematics in Key Stage 2 and 3 to audit current practice and identify next steps for improvement.

For progress in end of Key Stage 2 to be better than -2.5 for disadvantaged children.

To move from Red towards green within the EEF self-assessment tool across the school.

To use audit to identify actions and inform cycle of plan, do, review to improve teaching and outcomes.


Question level analysis of last year’s maths papers highlights fractions, decimals and percentages as an area for improvement to raise attainment in maths.

To improve scores on Paper One across the board.

QLA shared with staff. Review of teaching of arithmetic and fractions, decimals and percentages across school.

New calculation policy to be in place.

Resources to be reviewed to support teaching of concepts identified for improvement.

No Nonsense resources investigated.

Staff training identified to improve quality of teaching and learning.

Overall scores on Maths paper one increases by end of year 6.

Improved recall of strategies and methods for calculating arithmetic.

Lower the gap between school responses and national responses in paper one.

Attendance and persistent absence to continue to improve. To work with families to ensure children are attending school on time and regularly overcoming issues at home and/or in school to improve attendance.

To support families where parents health and well-being is having an impact on the attendance of children.

Review school action plan and identify what has been successful in securing good attendance.

Pursue fines and action for unauthorised absences.

Continue with prizes for best attendance.

To target specific families with additional support and resources including breakfast club places, family support workers and early help strategies.


To meet attendance targets of 96%.

To at least meet persistent absence target of 8%.

To improve FSM attendance in line with school target.

SSIF Project – To achieve at least -2.5 progress for Pupil premium children by the end of Key Stage 2 and where this has been higher at the end of 2018 SATs maintain progress scores.

Use FFT Aspire to set individual targets based on prior attainment groups.

Pupil Progress meetings termly to track progress and identify children in need of additional support or who are falling behind.

Collaboration between Head Teacher/SENCO/Class teacher to plan intervention and support to enable children to catch up.

External agency support for children who need assessment to identify specific needs – Staff to implement recommendations in plan, do, review cycles to ensure progress being made.

Progress for reading, writing and maths to be better than -2.5.

To close the gap on National progress scores for each subject.

To maintain positive progress scores for disadvantaged pupils in reading and writing.

Mental health and well-being of children and families is having an impact on school attendance and children’s achievement across the school.

Availability of support services and external help is poor and in some cases non-existent.

Implement a mental health and well-being policy and action plan in school.

Deliver training across the Empower Trust to enable all schools to create a whole school policy relating to mental health.

Compile a ‘Local Offer’ relating to mental health and well-being resources, programmes and interventions across the school. Publish ‘Local Offer’ on school and Trust web-site.

Identify key interventions and support pathways to implement in school or to sign post parents to.

Complete a termly well-being newsletter with sign posts to resources, information and offer within school and beyond for children and families.

Improved mental health and well-being enables children to engage fully with the curriculum in school and make good progress over time.

Support and resources are reviewed for impact and shared with wider community.

We are part of The Empower Trust
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