Pupil Premium 2015 – 2016

Number of pupils and pupil premium grant (PPG) received (October 2015)
Total number of pupils on roll 184
Total number of pupils eligible for disadvantaged funding 36
Amount of disadvantaged funding  received per pupil £1320
Total number of pupils eligible for service funding 4
Amount of funding received per pupil £300
Total number of pupils eligible for post LAC funding 6
Amount of funding received per pupil £1900
Total amount of disadvantaged funding received £60180

Spending Plan for additional funding

Item / Project Objective Cost
Speech and Language services To buy into the ‘Speech and Language services’ targeted at pupils needing extra support with language £1062
Psychological Services To buy into the ‘Educational Psychology’ service – targeted at pupils experiencing barriers to learning £2380
To enrich the curriculum through funding activities Ensure fair access for all to all trips and out of school activities and clubs £6000
Monitor progress of pupil premium children Half day dedicated assessment coordinator release time to monitor impact of pupil premium interventions and pupil premium children’s progress £3500
Implement small step targets for pupil premium children Half day dedicated SENDCo release time per week to implement small step targets where appropriate and attend relevant meetings £11000
Alliance counselling services Target specific children with emotional need to access service £725
Purchasing of catch up software to aid intervention To make additional resources available for those children who require wave 2 intervention £1100
Employment of extra level 2 TA  16.25hrs x 2.5 To work specifically with ‘vulnerable’ children on ‘early phonics’ intervention, one-to-one reading support and maths skills £32424
Employment of specialist teacher To work throughout school delivering high quality music sessions £4500
Total disadvantaged funding expenditure £62691

Pupil Premium Impact Statement 2015-2016

Target Impact Next steps  
Speech and Language services Children were seen much quicker within the service. Targeted weekly time with the therapist ensured that Although this was the case and advised to exit this program due to no waiting list it is beginning to grow, look into a reduced service
To enrich the curriculum through funding activities All children have had the same curriculum opportunities. All Y5 & 6 attended Dearne Valley and all children who requested help accessed the range of clubs Continue with these enrichment opportunities
Monitor progress of pupil premium children Implement small step targets for pupil premium children Designated assessment coordinator time, ensured that termly progress was monitored for all pupils. Pupils were tracked as different ‘groups’ and issues identified earlier The disadvantaged children outperformed non-disadvantaged children nationally at KS1 and KS1. There still remains a gap at the phonics screen and GLD points, due to insufficient time to close it. Begin intervention earlier
Alliance counselling services 2 children accessed long term support. These children benefitted from a multi-disciplinary approach to their education which was impaired by previous experiences. Suitable placements were sought.
Purchasing of catch up software to aid intervention Children completed weekly intervention Look for additional intervention suitable for UKS2 as this program has its limitations.
Employment of specialist teacher Children were given the opportunity to excel in an additional area of the curriculum, ensuring whole child development Extend this provision into out of school activities. Consider the use of pupil premium to supplement those children who could benefit from instrument tuition
Employment of extra level 2 TA  16.25hrs x 2.5 Intervention happened, was targeted, focused and regular. This meant through impact analysis accelerated progress could be seen Find a way to monitor this intervention that involves the people delivering this.

Progress of disadvantaged pupils 2015-2016

 

Year group and number of disadvantaged pupils Reading

Progress

Difference to all pupils Writing

Progress

Difference to all pupils Maths

Progress

Difference to all pupils
Nursery (2) 3.5 +0.1 2.0 -1.2 4.0 =
Reception (3) 6 +0.1 5.0 -0.5 6.0 +0.2
Year One (3) 2 -3.8 2.7 -3.3 6.3 -0.2
Year Two (6) 4.8 +0.2 4.1 +0.1 5.5 +1.3
Year Three (5) 6.6 -0.2 6 -0.4 5.6 -0.5
Year Four (10) 7.2 +2.6 5.8 +1.1 6.3 +1.2
Year Five (8) 8 +1 8.4 -0.1 5.7 -0.3
Year Six  (7) 10 +0.8 12.6 -0.4 10.6 +0.3

 

 

 

Attainment of disadvantaged pupils 2015-2016

In Reception there was a cohort of  3 disadvantaged children. The number achieving expected in each area is identified below

Making relationships 2
Self-confidence and self-awareness 3
Managing feelings and behaviours 2
Moving and Handling 3
Health and self-care 3
Listening and attention 3
Understanding 2
Speaking 3
Reading 2
Writing 1
Numbers 1
Shape, space and measures 1
People and communities 1
The World 1
Technology 2
Exploring using media and materials 3
Being imaginative 3

Only one disadvantage pupil achieved a good level of development overall.

Year One phonics screen 

None of our disadvantaged pupils (3) passed the phonics screen. Of these one was new to Preston and the other two did not achieve the Early Learning Goal in reading. However the scores they achieved in the phonics screen were 31, 25, and 15.

Year Two SATs results  

We had 6 disadvantaged pupils within our Year 2 cohort, two of whom have severe SEND and full time 1-2-1 support.

  At the standard or above Exceeding the standard
Reading 50% 33%
Writing 33% 17%
Maths 83% 17%

Year Six SATs results

We had 7 disadvantaged pupils, 3 of whom were post LAC and 4 Ever 6 children.

  At the standard or above Exceeding the standard
Reading 57% 14%
Writing 71% 14%
Maths 86% 14%
SPAG 100% 32%

These results are above national Non-disadvantaged results.