The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.  These include pupils who are entitled to free school meals (FSM), those looked after by the local authority and children of armed service personnel.  The intended effect of this funding is to accelerate progress and raise attainment.   Many eligible children will not need additional support. The school adopts the same approach with eligible children as with any other child found to be at risk of falling behind.
 
It is for schools to decide how the Pupil Premium is spent since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

 

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Pupil Premium in 2016-17

Summary of Expenditure:

In 2016-17 we received funding of £22,860. The funding was allocated as follows:

• Provision of a Key Stage One and a Key Stage Two Pupil Progress Teaching Assistant. These roles are specifically designed to support all pupils who are not making expected progress in Literacy and Numeracy.
• Provision of a Grade 4 Teaching Assistant to lead Learning Outside the Classroom to ensure that we are catering for children of all learning styles and developing important lifelong learning skills.
• Use of the 'Numicon' programme across the school, delivered primarily by our fully trained member of staff, but utilised by all staff, to ensure we are 'closing the gap' in mathematical understanding.
• Development of our bank of Numicon resources.
• Provision of and training for our Thrive practitioner, as well as training for all other staff members, to ensure that the Thrive programme and approach is used effectively across the school. This will ensure that all children feel safe, secure and happy and are therefore able to learn effectively.
• Provision of 'Learning Lunch'; this is a supervised lunch time club which supports children who may find lunch times challenging for a variety of reasons. Activities at 'Learning Lunch' include: art and craft activities, reading, games and computing. Thrive activities are also available during lunch times.
• Provision of musical instrument lessons for all children through the 'Fame' initiative.
• Funding of out of school activities for children who attract the funding when required, as well as enabling them to take part in after school clubs and school visits.

 

Summary of Impact:

The impact of expenditure was as follows:

In Reading, 90% of pupils eligible for funding made at least expected progress across the year and 30% made accelerated progress. The average points progress using our internal tracking system was 3.3 (3 points is expected).

In Writing, 80% of pupils eligible for funding made at least expected progress across the year and 30% made accelerated progress. The average points progress using our internal tracking system was 3.1 (3 points is expected).

In Maths, 70% of pupils eligible for funding made at least expected progress across the year and 30% made accelerated progress. The average points progress using our internal tracking system was 3 (3 points is expected).

 

Pupil Premium in 2017-18

In 2017-18 we received £20,220.

Summary of the main barriers to educational achievement faced by eligible pupils at the school:

The main barriers for this cohort of eligible pupils were social and emotional difficulties.  

 

Summary of Expenditure:

• Provision of a Key Stage One and a Key Stage Two Pupil Progress Teaching Assistant. These roles are specifically designed to support pupils who are not making expected progress in Literacy and Numeracy. They work in towards achieving SMART targets with pupils, either individually or as part of a group, ensuring that they make at least expected progress. Their role is in addition to the class-assigned Teaching Assistants who support the learning of all children.
• Provision of a Grade 4 Teaching Assistant, who leads Learning Outside the Classroom across the school to ensure that we are catering for children of all learning styles and developing important key learning skills.
• Continued use of the 'Numicon' programme across the whole school. This is to be delivered primarily by our fully trained member of staff, but utilised by all staff, to ensure we are 'closing the gap' in mathematical understanding.
• Introduction and use of the focused ‘Big Ideas’ intervention programme in Key Stage Two. This is to be delivered primarily by our trained member of staff, but utilised by all staff, to ensure we are 'closing the gap' in mathematical understanding.
• Provision of further concrete apparatus to support and develop mathematical understanding across the school.
• Provision of an in-house pastoral support Teaching Assistant, who is also a trained Thrive practitioner. This will ensure that all children feel safe, secure and happy and are therefore able to learn effectively.
• Attachment Training will be provided for all staff to ensure that the needs of all of our children are being met effectively.
• Provision of 'Learning Lunch'; this is a supervised lunch time club which supports children who may find lunch times challenging for a variety of reasons. Activities at 'Learning Lunch' include: art and craft activities, reading, games and computing. Thrive activities and support is also available during lunch times.
• Funding of out of school activities for children who attract the funding when required, as well as enabling them to take part in after school clubs and school visits.

 

Summary of Impact.

The impact of expenditure was as follows:

In Reading, 73% of pupils eligible for funding made at least strong progress across the year and 9% made accelerated progress.

In Writing, 73% of pupils eligible for funding made at least strong progress across the year.

In Maths, 83% of pupils eligible for funding made at least strong progress across the year and 25% made accelerated progress.

When will the Pupil Premium Strategy be reviewed?

This Strategy will be reviewed at the end of the academic year, by the Headteacher and Governors.

The main barriers for this cohort of eligible pupils were social and emotional difficulties.