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Impact of Pupil Premium 2016-17

Allocation - £213,080 (including £3,900 EYPP)

Breakdown of Disadvantaged children (2016/17):

 

Number of pupils in class

Number of PP pupils

% of PP pupils

Reception/FS2

106

20

24.5%

Year 1

59

13

22%

Year 2

59

15

25.4%

Year 3

60

26

43.3%

Year 4

54

25

46.3%

Year 5

52

32

61.5%

Year 6

60

29

48.3%

TOTAL

Total pupils - 450

Total PP pupils - 159

Total % of PP pupils – 35.6%

 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 £1320 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.

School Priority:

To close the gap between those children who attract the Pupil Premium and ‘others’

To increase the % of pupil premium pupils working at ARE

To ensure high attaining pupil premium children continue to attain at a greater depth

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-Golden table
  • Home school links
  • Marvellousme App
  • Parent Partners Award
  • Maintain and continue to improve rates of attendance
  • Reduction in persistence absence
  • 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
  • Increase profile of reading across the school

Early Years

  • 1 L3 TA (SK)
  • 8hrs per week additional support
  • ECERS training, support
  • REAM programme in FS1
  • Develop FS 1 library resource
  • Develop the learning environments
  • 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
  • Increase % of pupils achieving at a greater depth

    Staff

  • Additional support during English and maths
  • Pre/post loading intervention
  • Speech and Language support
  • Lexia intervention
  • 2 days dedicated Inclusion time
  • Ensure all pupils can access an age appropriate curriculum
  • Close the gap between those children who attract the Pupil Premium and ‘others’
  • Increase the % of pupils working at ARE
  • PP who have additional needs are appropriately catered for, % meeting personal targets increases

Subsidised visits and out of school activities

  • Travel to sporting events
  • Music tuition for Year 4 upwards
  • Children’s University visits
  • Heritage Learning
  • Library service
  • Enhancement of curriculum-increased pupil engagement
  • Access to activities where cost or transport would be prohibitive
  • Promotion and development of SMSC/British values

 

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

(3.9)

5.0

(5.3)

4.2

(3.8)

-0.8

(-1.5)

10.5

(9.2)

13.5

(18.0)

8.1

(7.1)

-5.4

(-10.9)

2017

6.3

(3.9)

7.7

(5.8)

4.7

(3.7)

(-3)

(-2.1)

16.6

(8.8)

27.5

(18)

12.6

(7.1)

-14.9

(-10.9)

*(Figures in brackets denote national data)

  • Our attendance figures have fallen over 2016/17. This is due to 3 pupils, all PP, who did not attend school all year. Another pupil was absent from March onwards. We also had unusually high levels of absence in end of EYFS

Good level of development

2015

2016

2017

All Pupils

Disadv

Other

In school gap

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

65.0

41.7

70.8

-29.1

 

  • At the end of 2017, EYFS 65% achieved a GLD.
  • In 2017 the gap between PP pupils and other pupils in the school increased. 5 out 12 PP pupils achieved GLD, of the other seven, 6 had other factors which could impact on their progress: summer births, SEN, LAC.
  • On entry data to FS1 showed that the large majority of disadvantaged children entered school at 16-26 secure in reading, writing, shape & space.
  • On entry to FS2 showed a majority of disadvantaged pupils were at 30-50 emerging

Specific areas for learning 

 

On-entry to FS1 (30-50 months) 2017 cohort

On-entry to FS2 (40-60 months)2017 cohort

Exit data ELG 2017 cohort

Reading

Reading

Writing

Reading

Writing

Number

Reading

Writing

Number

0%

0%

0%

0%

0%

0%

65%

65%

65%

  • 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

2016

78.3

73.3

80

85

73.9

91.8

2017

75

69.2

76.6

93.4

90.5

94.7

  • Y1 – the difference has remained broadly the same and is lower than the national gap of 15%
  • Y2 – the difference has been narrowed significantly

Key Stage 1 outcomes

 

Key Stage 1 (2016 cohort)

Key Stage 1 (2017 cohort)

Attainment

At ARE

Working at Greater Depth

At ARE

Working at Greater Depth

 

All chn

Disadv

Other

All chn

Disadv

Other

All chn

Disadv

Other

All chn

Disadv

Other

Reading

61.7

43.5

73

11.7

0.0

18.9

69.5

54.5

78.4

11.9

9.1

13.5

Writing

50

39.1

56.8

1.7

0.0

2.7

61

50

67.6

5.1

0.0

8.1

Mathematics

55

39.1

64.9

10

4.3

13.5

64.4

59.1

67.6

10.2

4.5

13.5

Attainment:

  • The difference in % of pupils achieving at ARE has narrowed in reading and maths and stayed broadly the same in writing (-0.1).  The gaps for writing and maths are smaller than those seen nationally
  • The difference in % of pupils achieving at greater depth has narrowed in reading, got wider in writing and has stayed broadly the same in maths (-0.2)Key Stage 2 outcomes 

 

 

Disadv

Others

In school

Others nationally

In school gap

Gap with national

Reading

56%

71%

 

-15

 

Writing

59%

74%

 

-15

 

Mathematics

52%

81%

 

-29

 

RWM

46%

65%

 

-19

 

GPS

56%

71%

 

-15

 

Attainment:

  • Data for National ‘other’ is not yet available to use as a comparison
  • 46% of our disadvantaged pupils achieved ARE in reading, writing and maths combined compared to 47% nationally
  • The difference between outcomes for disadvantaged and other pupils has widened