Pupil Premium Grant 2015-16

Schools receive additional funding for every child that is eligible for free school meals. It is therefore extremely important that all pupils who are eligible are registered as such as this will trigger the payment of the additional funding to the school. It should be noted that registering a child as being eligible for free school meals does not mean that the child is required to consume school meals. Parents may decide to send their child to school with a packed lunch on some, or all days of the week.

In 2015-16 there were 72 children who were eligible for the Pupil Premium Grant. The school has received £1320 for each child, totalling £95,040. The funding is used to provide one to one and small group tuition. It is also used to provide high quality training for teachers and teaching assistants helping them to improve the quality of the school’s teaching provision.

The funding has enabled the school to introduce a range of targeted precision teaching intervention strategies. The school has appointed two additional TAs in EYFS to closely support vulnerable learners. A further TA has been appointed to specialise in Rapid Phonics and 1st Class @ Number interventions for small groups of children. Tuition is tailored to the specific learning need of each pupil and is therefore in that sense bespoke. Pupils that are falling behind in their learning are identified by analysing pupil tracking data and are then included as part of a ‘Wave 2’ intervention group. These pupils also receive targeted interventions delivered by class teachers and classroom based teaching assistants. The detail of these interventions is recorded on a school ‘provision map’. The provision map allows the Governing Body to monitor where and when interventions take place and to triangulate their effectiveness and impact by analysing the provision map against learning outcomes evident in pupil tracking data.

In September 2015, the school began working in partnership with Place2Be and Achievement for All. Both these agencies are enabling the school to better direct support to the most vulnerable learners.

  • Place2Be is the leading children's mental health charity providing in-school support and expert training to improve the emotional wellbeing of pupils, families, teachers and school staff.
  • Achievement for All Schools programme for primary schools has been shown to close the achievement gap between children deemed vulnerable to underachievement - including those on free school meals, looked-after children, and those identified with SEND - and their peers.

    The attainment gap can and is being closed between more disadvantaged children and young people and their peers. In many cases they have 'caught up' and in our partner schools we have had children who entered the school with no expectation of future success leaving to go to college or university and going on to get great jobs.

Impact of Pupil Premium Funding in 2015-16

  • Children in receipt of Pupil Premium Funding outperformed their peers in the Year 1 Phonics Screen Check in June 2016.
    • 74% of disadvantaged children reached the expected standard compared with 52% of children not in receipt of PPG.
  • In Year 2, a higher proportion of disadvantaged pupils (without additional SEN) achieved the age related standard in Reading and Maths at the end of KS1 than their peers.
    • 71% of disadvantaged pupils (without SEND) met standard in Reading (just short of the National proportion of 74%) compared to 65% of children not in receipt of PPG.
      • On entry to the school (September 2013) the proportion of disadvantaged children who were below the typical level of development in Reading was similar to the proportion of children not in receipt of PPG. Therefore, disadvantaged pupils have made better progress in Reading than their peers during their time in the school.
    • 74% of disadvantaged pupils (without SEND) met standard in Maths (above the National proportion of 73%) compared to 65% of children not in receipt of PPG.
      • On entry to the school (September 2013) the proportion of disadvantaged children who were below the typical level of development in Numbers was higher than the proportion of children not in receipt of PPG. Therefore, disadvantaged pupils have made better progress in Mathematics than their peers during their time in the school.