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Impact of Pupil Premium 2015-16

Allocation - £226,893 (including £1,500 EYPP)

Breakdown of Disadvantaged children (2015/16):

 

Number of pupils in class

% of Disadvantaged pupils

Nursery/FS1

68

 

Reception/FS2

60

20%

Year 1

60

23.3%

Year 2

60

36.7%

Year 3

54

44.4%

Year 4

57

52.6%

Year 5

59

45.8%

Year 6

57

47.4%

TOTAL

Total pupils - 475

Total % – 38.2%

 

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

The level of pupil premium is £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

  • Food and kitchen staff
  • Free breakfast club access
  • Access to reading and homework support
  • Social skills support
  • Resources and games
  • Staff in Breakfast Club to engage children in meaningful social interaction
  • Support maintaining and improving rates of attendance
  • Opportunity to complete homework
  • Opportunity to develop fluency in reading
  • Children are ready to learn
  • Social skills development

Family links and attendance

  • Support and challenge attendance
  • Rewards and incentives
  • Home school links
  • Maintain and improve rates of attendance
  • Secure higher levels of punctuality
  • Improved relations with hard to reach families

Well-being team (2 x staff MM/SG)

  • Early intervention
  • Family support and challenge
  • Behaviour additional intervention
  • Well-being additional intervention
  • Secure the safety and well-being of all pupils
  • Reduce risk of exclusion
  • Support families who have specific needs
  • Liaise with agencies around EWB needs

ECAR programme

  • Specialist teacher to run/oversee programme
  • Dedicated member of staff to support/train staff in phonics and reading strategies
  • Develop of early reading intervention (Y1 reading squad)
  • Close the gap in reading from a low baseline
  • Increase in % of chn achieving the Y1/Y2 phonic check to be in line with national

Early Years

  • 1 x Nursery Nurse (SK)
  • 0.5 x TA equiv (SA)
  • Provision of bespoke interventions
  • ECERS training, support
  • Increase in % of children achieving GLD
  • Increase in % of children achieving ELG
  • Improved communication and language from low starting points
  • Close the gap from a low baseline
  • Additional support for identified children

Small class sizes in Y6

  • 1 x teacher
  • High pupil and staff ratio.
  • Greater access to quality first teaching
  • Increase in % of chn achieving ARE at the end of KS2

Staffing

  • Provision of bespoke interventions
  • Targeted in-class work
  • Close the gap between those children who attract the Pupil Premium and ‘others’
  • Increase the % of pupils working at ARE

Subsidised visits and out of school activities

  • Sporting activities
  • Children’s University-London/Houses of Parliament
  • Carlton Lodge
  • Topic visits/WOWs
  • Enhancement of curriculum
  • Access to activities where cost or transport would be prohibitive
  • Promotion and development of SMSC

 

What impact has this spending had?

Attendance:

 

Absence

Persistent Absence

All Pupils

Disadv

Other

In school gap

All Pupils

Disadv

Other

In school gap

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)

2016

4.5

(4.0)

5.0

(5.4)

4.2

(3.5)

-0.8

(-1.9)

10.5

(9.2)

13.5

(18.0)

8.1

(7.1)

-5.4

(-10.9)

*(Figures in brackets denote 2015 national data)

  • Data for persistent absence has changed from 2015, it was based on pupils being absent for 15% or more sessions, but is now based on 10%, therefore figures have increased and cannot be compared
  • Overall absence has improved from 4.7% absence in 2015 to 4.5% and persistent absence from 5.4 to 3.6 in 2015
  • Disadvantaged pupil absence has improved from 5.6% to 5.0%
  • The gap between our disadvantaged pupils and others is -0.8 and persistent absence -5.4 both of which are smaller than the gap nationally

End of EYFS – Good level of development 

2015

2016

All Pupils

Disadv

Other

In school gap

All Pupils

Disadv

Other

In school gap

60

30.8

68.1

-37.3

58.3

46.2

61.7

-15.5

  • At the end of 2016, EYFS 58.3% achieved a GLD.
  • In 2016 the gap between PP pupils and other pupils in the school narrowed considerably.
  • 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) 2016 cohort

Exit data ELG 2016 cohort

Reading

Writing

Number

Reading

Writing

Number

11%

11%

16%

63.3%

60.0%

80.0%

  • Children in FS made accelerated progress across Early Years in the specific areas of learning, to significantly 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

2015

67

58

72

84.9

80

87.9

2016

78.3

73.3

80

85

73.9

91.8

  • Y1 – 73.3% of disadvantaged pupils reached the required standard as opposed to 80% this reduced the gap from 14% to 6.7%.
  • Y2 – 73.9% of disadvantaged pupils reached required standard which has widened the gap this year.

Key Stage 1 outcomes

 

Key Stage 1 (2016 cohort)

Attainment

At ARE

Working at Greater Depth

 

All chn

Disadv

Other

All chn

Disadv

Other

Reading

61.7

43.5

73

11.7

0.0

18.9

Writing

50

39.1

56.8

1.7

0.0

2.7

Mathematics

55

39.1

64.9

10

4.3

13.5

Attainment:

  • Due to changes in assessment, no comparisons can be made to previous years
  • Our disadvantaged pupils achieve at a lower standard than other pupils in school. The gap is smallest in writing

Progress:

  • The percentage of disadvantaged children that were expected at the end of EYFS reaching expected or above by the end of KS 1 was 100%, 86%,86% in reading, writing and maths, these are in line or above National All percentages
  • In writing and maths we did not have any pupils that were exceeding at the end of EYFS. In reading there was 1 child who then achieved greater depth in KS 1, 100%, better than National All

Key Stage 2 outcomes

 

Disadv

Others

In school

Others nationally

In school gap

Gap with national

Reading

48%

60%

 

-12

 

Writing

70%

80%

 

-10

 

Mathematics

41%

63%

 

-22

 

RWM

30%

47%

 

-17

 

GPS

56%

63%

 

-7

 

Attainment:

  • Due to changes in assessments it is not possible to make comparisons to previous years
  • Data for National ‘other’ is not yet available to use as a comparison
  • Our disadvantaged pupils achieve at a lower standard than other pupils in school. The gap is smallest in GPS and writing

Progress:

  • Our disadvantaged pupils with high attainment at KS 1 made better progress in reading and maths than all pupils nationally
  • Disadvantaged middle achievers: made greater progress than our all pupils in reading (-0.39 compared to -0.78) In writing they made greater progress than all pupils nationally (1.03 compared to 0) In maths they made the same progress as all pupils (-1.51)