Pupil Premium Strategy for 2016/17

• Total amount allocated for 2016/17- £43,560   
• Based on January 16 - 33 census Forever 6 children on role. 

Strategy	Expected Impact	Cost
CPD to  improve Quality First Teaching	Ensure Quality First Teaching provides personalised learning opportunities for pupils/ better class based intervention Clearer milestones for achievement   Underachievement and catch up on identified areas or learning   Most pupils meet attainment expectations for their year   Higher standards of work in books – with more opportunities for in depth learning and improving work through responding to feedback.   More children able to apply basic Math, Reading and writing skills independently   Embed ethos of growth mind set – instilling positive attitudes to challenges, building resilience and developing ownership of learning.	£ 6,000
Reading Eggs – online reading programme		£ 1,350
Project X – Underachieving readers - Boys (Afterschool club x 3 afternoons/ 2 LSAs)		See TA Time
One to one extra reading  - Girls (LSA x 2 Mornings)		See TA Time
Maths Intervention (Numicon) - LSA x 2 mornings (Underachievers) Beginning Sept 15		See TA Time
Educational Psychologist Consultations  & Specialist SEN provision & training		£ 5,400
Quality first teaching and personalisation within the classroom (At least 20% TA Time)		£  26,539
Curriculum Enhancement / Pupil Wellbeing	Expected Impact
Subsidised Uniform Package	Enhanced positive attitudes to learning Enhanced curriculum provision and access to experiential learning Parenting support and positive relationships Deeper awareness of learning expectations Improved Attendance/ lower persistent absenteeism, positive parental engagement	£ 500
Curriculum Enhancement (Trips / Visitors)		£ 1,800
Family Support, Assistance, Relate counselling		£ 1,000
Breakfast Club for Vulnerable Pupils		£ 2,000
Milk for FSM Children		£ 500
Attendance Officer Support		£ 1,200
Total Expenditure		£ 46,289

 

Year on Year Impact /Attainment of Pupil Premium Pupils

Strategic - Actual Impact

• Project X – These pupils have changed mind-sets and better attitudes towards reading. Parental feedback have been very strong and supports the success of the intervention. Progress for these pupils is clearly exemplified through on entry and exit evidence.

• Educational Psychologist – personalised plans of support has refined quality first teaching and enabled progress through classroom intervention.  Enhanced parental support /confidence to support own child with specific needs. (See case studies). Fast tracking and closer liaison with external agencies, (CAMHs, Family Outreach Workers, Paediatricians, SALT).

Phonics end of Year 2

• The school has a strong trend of children meeting the phonics expectations by the end of Year 2. 100% of our PP children met the standard by the end of Year 2 in 2015 and 2016.  In 2017 91% (10/11).  This continues to be close to the National non other group (93%)

Phonics Year 1

• 67% (6/9) children who took the test passed the phonics screening.

Keys Stage 1 – please note due to contextual reasons there will be some variation for school based data when compared to national publications.

	Achieving the Expected Standard or above
	School	National	School	National
Reading	Disadvantaged	Disadvantaged	Other	Other
16/17	8/11 73%	61%	67%	78%
15/16	8/13 62%	60%	64%	77%

• Disadvantaged pupils do well compared to the National Non Disadvantaged group, this gap has closed considerably since last year whereas nationally the gap has stayed the same
• Proportion of pupils who have met the expected standards or above has increased since last year and is better than National and Local percentages
• 100% (6/6) of pupils from the prior attainment group (Expected) achieved the expected standards at the end of KS, compared to 87% nationally.
• 100% (1/1) of pupils from the prior attainment group (Exceeding) achieved the Greater Depth Standards at the end of KS1, compared to 66% nationally.
• 25% of pupils from the prior attainment group (Emerging) made accelerated progress and achieved the excepted standards at the end of KS1.

	Achieving the Expected Standard or above
	School	National	School	National
Writing	Disadvantaged	Disadvantaged	Other	Other
16/17	5/11 45%	52%	67%	71%
15/16	7/13 54%	50%	64%	68%

• The GAP has increased from last year. The school can however demonstrate that this has been due to the tight fit end of KS1 assessment and that these pupils were working well within the standards albeit not meeting one or two statements. Moderation of work books and school based trackers are able to exemplify this. The new changes to the Teacher Assessment Framework will support the school to exemplify standards in writing for the forthcoming year.
• Higher ability pupils continue to succeed from prior attainment
• 60% (3/5) of pupils from the prior attainment group (Expected) achieved the expected standards at the end of KS1, compared to 83% Nationally. The school can demonstrate that the two children who didn’t achieve the standard made good progress despite the tight fit assessment.
• 100% (1/1) of pupils from the prior attainment group (Exceeding) achieved the Greater Depth Standards at the end of KS1, compared to 53% nationally.

	Achieving the Expected Standard or above
	School	National	School	National
Maths	Disadvantaged	Disadvantaged	Other	Other
16/17	7/11 64%	60%	72%	78%
15/16	5/13 38%	58%	62%	75%

• Standards in maths overall have improved considerably since last year and we have a greater proportion of pupils meeting the expected standard. The percentages are better than both National and Local proportions
• The GAP to National other has also closed considerably since last year and is now smaller than the National GAP (14/18)
• 75% (6/8) of pupils from the prior attainment group (Expected) achieved the expected standards at the end of KS1, compared to 87% Nationally.
• 100% (1/1) of pupils from the prior attainment group (Exceeding) achieved the Greater Depth Standards at the end of KS1, compared to 61% nationally.

Curriculum Enhancement - Actual Impact

Attendance officer

• Overall attendance for the school (Year 1 and 2) is on an upward trend 95%(2014) 95.8%(2016) 96.1(2017) and better than national figures (95.9)
• By the time children leave Year 2, their overall attendance has improved considerably 95.3% (2014) 95.9% (2015) 96.2% (2016) 96.4% (2017). The national figure for Year 2 is 96.1%
• Over time, the school has improved the attendance attitudes for vulnerable and disadvantaged pupils– For e.g. 9/11 children’s attendance had improved by the time they left Year 2 when compared to their attendance at the end of Foundation Stage
• Persistent absenteeism has improved over time for disadvantaged pupils. 3/11 pupils were classed as persistent absentees (less than 90% attendance) at the end of Foundation Stage   compared to only 1/11 at the end of Year 2 for the same cohort. This demonstrates improved attitudes and stronger parental relationships
• Free breakfast club offered to identify vulnerable/ disadvantaged pupils helped to improve attendance and support positive parent partnerships.