Use of Pupil Premium 2015 – 2016
The Pupil Premium Grant for 2015 – 2016 was targeted to:
• Support part of the cost of employing an attendance officer to work to support PP children to overcome barriers to attendance.
• Employ a Teacher for 16.50 hours per week to provide additional individual or small group tuition programmes for PP children who needed to boost their learning to reach their potential in Writing and Maths.
• Support part of the cost of providing Teaching Assistant support in each class to raise attainment and accelerate pupils’ progress and to provide additional individual or small group tuition programmes for PP children who have SEN or Social and Emotional needs.
• Provide intervention programmes for children who are working below age related expectations that are delivered by trained staff.
• Provide online Mathematical teaching programme to boost children’s mental calculation skills.
• Providing additional resources to support PP children’s emotional well-being.
• Subsidies for school visits for PP pupils to enhance and enrich the curriculum.
• Provide Year 6 Vulnerable Group Teaching intervention.
• Provide small group Phonics support at all levels.
The impact of the Pupil Premium Grant for 2015/2016:
Whilst some of the impact of this funding can be extrinsically measured in terms of attainment and rates of progress much of it is intrinsic. It is about enabling all children to feel confident, to have good self-worth, to strengthen emotional and social well-being. Ultimately, it is to give parity of opportunity, regardless of a child’s background. Any individual needs of Pupil Premium children were addressed ensuring that the children attended regularly and were happy when in school.
Individual children’s progress is tracked and monitored throughout the year. The impact of targeted intervention programmes has been accelerated progression and children closing the attainment gap. For example, Year 6 1:1 reading and maths boosters directly impacted on a child closing the attainment gap, making accelerated progress and meeting the required national standard. A Year 1 child has had a 10 week 1:1 Reading Recovery intervention and is now working at Age Related Expectations after making 17mths reading age progress and accelerated progress in reading and writing. Some areas of the curriculum and particular year group still need additional support and input to close these gaps. These will become the focus of intervention, support and resources next academic year. During a recent pupil voice survey, 100% of children stated that they were happy to come to school and 100% felt safe when at school.
Progress & National Curriculum Expectations:
The school’s evaluation of its own performance is rigorous; tracking of progress over time for each pupil is thorough so we can quickly identify gaps and develop sensible strategies and interventions to promote improvement. For a number of reasons, not all children achieve the year group national expectations but during their time at the school they may have made good or outstanding progress from their individual starting point. For some children who are members of multiple groups such as Pupil Premium, SEND, supported through Child Protection / Early Help Hubs additional support is funded through the delegated budget. Despite this additional funding and support, children who are placed in secondary specialist provision do not always make expected progress or meet national expectations due to the nature of their special educational needs.
There were 6 Pupil Premium children in Year 6 at the end of Key Stage 2 in 2015-2016.