Pupil Premium Grant expenditure
Report to parents 2016/7
|Total number of pupils on role||212|
|Total number of pupils eligible for PPG||48|
|Amount of PPG received per pupil||£1320|
|Total amount of PPG received||£63,360|
Nature of support
Whilst the school is able to allocate PPG in a number of ways, our focus is on one to one and small group intervention in core subjects and in support of children with behavioral and social needs. School spends more overall on intervention than it receives through PPG.
Research undertaken by the Sutton Trust on behalf of the DfE has shown that this type of intervention commonly results in an acceleration in progress of up to 5 months in any year. Although expensive, it has an obvious value for those children who need support.
The funding received from PPG has been allocated in the following ways;
For 2016/7 school has used a proportion of its budget to establish an intervention room in school. This room forms the base for all school intervention. Staff are now able to work with children without disturbance and with all resources on hand. This has meant that intervention is carried out more consistently and efficiently than when attempted in class.
The staff delivering the intervention are timetabled out of class to ensure that proper time is given to this work.
- Ongoing Every Child Counts tuition. Following the withdrawal of funding for ECC schools has decided to carry on funding it as the outcomes were very successful. This is an intensive, tailored programme of intervention for maths that enables children to catch up with their peers. It is focused around upper Key Stage 1 and lower Key Stage 2.
Work is carried out in small groups or on a one to one basis. The intervention acts as a spring board for children, enabling them to catch up with their peers.
- Ongoing behaviour support work. This may be in the form of counselling, supporting children who have self-esteem issues, supporting children in making good friendships, supporting children who find it difficult to behave well and learn in class. Often this entails one to one support or small group work. Children will often take part in different activities from their peers and work outside of the classroom.
- Speech and language support. These are specific tailored programmes of support for children who have speech and language issues. The children will work in small groups or one to one with the speech and language worker. These sessions are often guided by external professionals advising us on programmes of study. Again these interventions tend to take place with younger children. School has funded the training of 4 staff members to deliver Speech and language intervention across the school.
- Group maths intervention for more able children and those in danger of not reaching Age Related Expectations. Children receive extra maths sessions in groups. These groups vary each week and may be identified by the teacher to extend or support learning for a group of children. The activities take place outside of the classroom and are in addition to the everyday maths lesson. This intervention is focused at the end of key stage 2.
- Precision teaching takes place every morning with a range of children across the school. This is focused, intensive support for children to catch up in their understanding of phonics. It is a cycle of learning and testing that improves children's knowledge of common spellings and high frequency words.
Measuring impact of intervention
School compares the learning and achievement of children who are entitled to Free School Meals with the learning and achievement of children who are not entitled both in school and in comparison to national data. This provides a statistical outcome.
Key Stage 1 assessment 2016
Both FSM children in year 1 passed the Phonics screening test.
6 of the cohort of 30 children in Year 2 were FSM or ever 6 (20%)
50% of FSM children attained expected standard in reading compared to 54% for the rest of the cohort. National 78%
50% of FSM children attained expected standard in writing compared to 54% for the rest of the cohort. National 70%
17% of FSM children attained expected standard in Maths compared to 50% for the rest of the cohort. National 77%
Key Stage 2 assessment 2016
13 of the cohort of 25 children in Year 6 were FSM or Ever 6 children (52%)
Attainment and progress for this group of children was lower than the rest of the cohort and lower than children nationally in reading and Writing.
Attainment and progress of this group of children was slightly better than that of the rest of the cohort in maths but lower than children nationally
The 2015 - 2016 pupil premium report can be viewed here:
Pupil Premium Grant expenditure 2015-16.pdf