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Impact of Pupil Premium 2014-15

Allocation £227,000

Breakdown of Disadvantaged children (2014/15)

 

Number of pupils in class

% of Disadvantaged pupils

Nursery/FS1

76

11.8%

Reception/FS2

59

18.6%

Year 1

61

32.8%

Year 2

58

37.9%

Year 3

58

46.6%

Year 4

57

42.1%

Year 5

59

49.2%

Year 6

51

60.8%

TOTAL

Total pupils - 479

Total % – 40.9%

 

 

The pupil premium is allocated to schools for;

  • Children of statutory school age from low income families who are known to be eligible for free school meals (FSM)
  • Children who have been looked after continuously for more than six months
  • Children whose parents are currently working in the armed forces

From April 2014 the level of pupil premium will rise to £1300 per pupil.

The DFE offer the following guidance;

In most cases the Pupil Premium is allocated to schools and is clearly identifiable.  It is for schools to decide how the Pupil Premium , allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.  However they also state that; Schools are free to spend Pupil Premium as they see fit.  However they will be held accountable for how they have used additional funding to support pupils from low income families.

The purpose of this report is to plan effectively the way the pupil premium money will be spent over the coming year and enable us to inform parents, carers and governors of the impact it has on pupil achievement.

Resource

Intended impact

Breakfast club

  • Free breakfast club access
  • Reading and homework support

Improve attendance and punctuality

Identified chn ready to start the school day

Opportunity to complete homework

ECAR programme

  • Specialist teacher to run programme
  • Dedicated members of staff to support/train staff in phonics and reading strategies

Accelerated rate of progress for identified chn to close the gap with peers for children in Y1

An additional teaching assistant in the Early Years

  • Boost staff pupil ratios
  • Adapted provision for those chn identified as having low entry to FS1/FS2
  • Focussed interventions

Improvements in Prime and Specific areas

Overall improvement in GLD

Well-being team

  • EWB workers
  • PASS
  • Access to BEST behaviour support
  • Parenting support
  • Deputy Child protection officer

Children ready to learn

Emotional, well-being and behaviour support available daily

Developing parents working relationships with school incl their capacity to support and engage in learning

Attendance team

  • Attendance and family link worker
  • Time of inclusion lead and attendance officer

Improve rates of attendance

Challenge for non-attendance/ late to school

Decrease persistent absence %

Improvements in achievement

Targeted support for children in KS1 and KS2 for reading, writing and maths.

Accelerated progress in reading, writing and maths

Curriculum enhancement

Support visits and visitors to the school

Enhance curriculum with out of school activities

SMSC development

Access to activities where cost or transport is prohibitive

 

What impact has this spending had?

Attendance:

 

Absence

Persistent Absence

All Pupils

Disadv

Other

In school gap

All Pupils

Disadv

Other

In school gap

2014

5.3

6.1

4.4

-1.7

5.4

8.2

3.3

-4.9

2015

4.7

(4.0)

5.6

(5.4)

4.0

(3.5)

-1.6

(-1.9)

3.6

(2.7)

5.6

(5.4)

2.0

(1.7)

-3.6

(-3.7)

 
*(Figures in brackets denote 2015 national data)
  • Overall absence has improved from 5.3% absence in 2014 to 4.7% and persistent absence from 5.4 to 3.6 in 2015
  • Disadvantaged pupil absence has improved from 6.1% to 5.6%. Persistent absence from 8.2 to 5.6
  • The gap between our disadvantaged pupils and others is -1.6 and persistent absence -3.6 both of which are slightly smaller than the gap nationally (-1.9/-3.7)

End of EYFS – Good level of development

 

End of EYFS – Good level of development

2014

2015

All Pupils

Disadv

Other

In school gap

All Pupils

Disadv

Other

In school gap

57.9

64.3

40.0

(-24.3)

42.9

50

35.7

(-14.3)

  • At the end of 2015, EYFS 43% achieved a GLD.
  • In 2015, PP children continued to close the gap between them and non PP children; Disadvantaged pupils (50% GLD) outperformed other children (36% GLD).
  • On entry data to FS2 showed that the large majority of children entered school at 30-50 months.

Specific areas for learning

On-entry to FS1 (30-50 months) 2015 cohort

Exit data ELG 2015 cohort

Reading

Writing

Number

SSM

Reading

Writing

Number

SSM

4%

8%

4%

2%

39%

39%

43%

43%

  • Children in FS made accelerated progress across Early Years in the specific areas of learning, to signifcantly improve the number of children achieving age related expectations.

Year 1 Phonics Screening

 

Y1 reaching the expected standard

Y2 reaching the expected standard

 

All chn

Disadv

Other

All chn

Disadv

Other

2014

62

71

56

77

74

79

2015

67

58

72

85

82

87

  • Y1 - 58% of disadvantaged pupils reached the required standard as opposed to 72% of ‘other pupils’ this broadly reflects peers nationally.  There is a decrease from 2014-2015 for PP chn.
  • Y2 - 82% of disadvantaged pupils reached required standard which is 2% below their peers nationally and 5% below other pupils in the school.   Improving trend for PP children.

Key Stage 1 outcomes 

 

Disadv

Others

In school

Others nationally

In school gap

Gap with national

Reading

15.7

15.6

17.1

+0.1

-1.4

Writing

14.7

14.1

15.8

+0.6

-1.1

Mathematics

15.9

15.5

16.8

+0.4

-0.9

All subjects

15.5

15.1

16.6

+0.4

-1.5

 

 

Key Stage 1 (2015 cohort)

 

2b

2a/L3

 

All chn

Disadv

Other

All chn

Disadv

Other

Reading

77

73

81

42

45

39

Writing

64

64

65

19

23

16

Mathematics

74

73

74

45

45

45

  • By the end of KS1 disadvantaged pupil’s attainment was slightly below that of other pupils in school in all areas at L2b. At L2a/3 disadvantaged pupils outperformed other pupils in reading and writing and were in line in maths
  • The gap between the school’s disadvantaged pupils and other pupils nationally has reduced significantly in all areas from the previous year.