Allocation April 2014-March 2015
|Number of pupils and pupil premium grant received|
|Total number of pupils on roll (at last census)||461|
|Total number of pupils eligible for PPG||269|
|Total percentage of school population with EVA6||60%|
|Amount of PPG received per pupil||£1, 320|
|Total amount of PPG received: Financial year (April 2014 – March 2015)||£310, 000|
|Total amount of PPG received: Academic year (September 2014 – August 2015)||£321, 000|
|Total amount of PPG to be received: Academic year (September 2015 – August 2016)||
£354, 750 approx
(currently estimated based on DfE illustrative figures)
Schools have been asked to report by academic year as this is more meaningful for parents. Whilst the grant allocation is made on the basis of a financial year, schools both plan teaching and other support and conduct assessments over the academic year.
This funding has been allocated as follows:
|Objectives||Activity||Target groups||Cost to school|
|To raise standards of achievement for vulnerable children in Reading, Writing and Maths in specific year groups||Target teaching by outstanding practitioners||
Year 6 – identified children and target Level 5/6 group
Year 2 – identified children and target Level 3 group
Year 1 phonics and writing
Year 2 Writing
Salary costs as follows
£7, 000 (cover costs)
|To raise standards of achievement for identified children through coaching for staff in appropriate differentiation and support||School has re-structured staffing to employ an English lead teacher. Employment costs of one new specialist teacher in KS1.||Years 1 and 2 with focus on support for staff in specific teaching strategies linked to Reading and Writing||
|To raise standards of achievement in phonics in Year 1 for PP children||
New Reading resources
Training for staff
|Year 1 PP (also including EAL/Newly arrived/mobile population)||
£5, 000 books
£500 training costs
|To raise standards of achievement in Reading (in order to support improvements in Writing) across the whole school through the implementation of a new Reading scheme and home access||Purchase new levelled reading scheme plus organisational resources||Children who are vulnerable to underachieving against national expectation in Key Stages 1 and 2, target group just below ARE and the more able||£30, 000 reading resources, homework access and organisational resources|
|To further raise standards of achievement in Reading through parent engagement||Purchase access to Bug Club online to complement in school resources||Children who are vulnerable to underachieving against national expectation in Key Stages 1 and 2, target group just below ARE and the more able||£2, 000|
|To improve standards of spoken communication in Reception||Appointment of further TA to release experienced TA to lead language interventions and Writing for the most able||Reception PP more able (with additional support for EAL)||£23, 000|
|To improve attainment of the most able in Maths in Y6||One to one tuition||Year 6 Level 6 Maths group||£3, 000|
|To improve the achievement of vulnerable children in Y6||Easter tuition||Children just below ARE in Y6||£1, 050|
|To improve Reading and Maths progress in Years 5 and 6||Booster classes after school||12 weeks teaching x 4 teachers||£1, 440|
|To provide family support for vulnerable groups plus one to one where needed||Daily attendance checks and weekly meetings with families identified with poor attendance||Across the school as identified||
£15, 169 x 2 additional Learning Mentor costs
= £31, 523
|To provide additional support for children with social and emotional issues in order to reduce barriers to learning||Additional mentoring support in the ASD base, all of whom are PP funded||ASD base as identified||£15, 000|
|To improve attendance, with a particular focus of the PP group, as this group have the lowest attendance||Subscription to the Big Community service, including Speech and Language support and an additional one day a week for attendance||Pupil premium children across the school||£17, 000|
|To provide additional support for PP children to participate in curriculum enrichment activities||Identified children and families to receive support to attend trips and clubs: Y6 trip to France, Y5 Osmington Bay||Across the school as identified||£20, 000|
|To accelerate progress for children who are newly arrived||Target teaching by specialist||
Newly arrived children across 24 different languages spoken in school
19 newly arrived plus
£16, 000 (contribution to salary costs of 0.8 UPS 3 teacher) plus £3, 000 resources
Two terms of agency bilingual TA
@£100 per day = £12, 000
|To raise standards by improving engagement in learning through curriculum enrichment and ‘wow’ events||Specific projects with creative practitioners and trips as identified by year group||All children but with specific focus on relevance to FSM group eg. Target Y6 FSM boys in Writing||
Contribution of £20, 000 towards personalisation costs of £32, 000 and £3, 500 towards £7, 000 year group budgets plus
£5, 000 additional visits
|To improve achievement through pastoral provision||Breakfast Club and after school care established in house by school||Specific children as identified by Inclusion team and in pupil progress meetings||£4, 000 contribution to Breakfast Club and Billesley Playcare costs|
|Total spend (rounded for reporting)||£331, 513|
The spending plan for the current academic year is to embed the actions described above and broaden the opportunities available to our disadvantaged groups, with a particular focus on boys who are funded through the Pupil Premium Grant.
Impact of Pupil Premium
The main outcomes of this additional funding were as follows:
Key Stage 2
- 100% of eligible children in Year 6 made expected or better progress from end of Key Stage 1 in Reading. Of this group, 49% made accelerated progress. This is 12% higher than the national average for similar groups of 88% and 9% higher than the figure for all children at 91%.
- 100% of eligible children made expected or better progress in Writing which is 10% above the national average for this group at 90% and above all children at 94%. 59% of this group made accelerated progress.
- 98% of eligible children in Year 6 made expected or better progress from end of Key Stage 1 in Maths. This is 12% higher than the national average for this group at 86% and 8% higher than the national figure of 90%. 49% made accelerated progress.
- In all areas, the achievement for children funded by the PPG was close to the achievement of the whole cohort. Significantly, the group achieved 84% in Reading, Writing and Maths combined with the whole cohort at 86%.
- Level 6 was achieved by all children in the target group, of which all but one were eligible children.
Key Stage 1
- 86% of eligible children made expected or better progress by the end of Year 2 Writing and 97% in Reading – this is 4% below the overall school figure of 90% in Writing and matches the same as the overall figure for the school in Reading. The group outperformed the cohort as a whole in Reading, Writing and Maths but slightly fewer achieved Level 3 in all areas.
- 100% of eligible children made expected or better progress in Maths which is slightly higher than their peers at 98%.
- Year 1 phonics, eligible children achieved the same level as their peers at 77% overall. This is significantly higher than the national figure for this group at 66%.
- In Year 2 the cumulative figure for all PP children achieving the expected standard is at 92% compared to 88% for all children. This is again higher than the national figure for this group at 84%.
- In the EYFS, eligible children outperform their peers in Prime Areas (PSED, PL and CL) with 83% achieving the expected level in PSED compared to 78% for the whole group, 90% in PD compared to 83% for the whole cohort and 83% in CL compared to 74% of the cohort. 59% of eligible children achieve a Good Level of Development by the end of Reception which is the same as the whole group and higher than the national figure for PP children at 45%.
Attitudes to Learning
- The attendance of eligible children improved by 0.7%
- Individual case studies show significant impact on identified children, such as one child, who had difficulty managing his behaviour in Year 5. This had a significant impact on his learning and achievement. We implemented an extensive support plan in Year 6 which included: attendance at a range of sporting clubs, representing the school in sporting competitions, attendance at Breakfast club, small group teaching and significant one to one support from the school learning mentor. His behaviour and attitudes to learning improved significantly and he obtained a Level 4 in Writing and Level 5 in Maths, Reading and SPaG. Another particularly vulnerable pupil received extensive support from the learning mentor. This involved regular family support – from the Big Community, daily emotional support, attendance at breakfast club, a range of after school clubs and a weeklong residential trip to France. All of this had a positive effect on her self esteem and well being as well as enabling her to achieve Level 4 in Writing, Maths and SPaG and level 5 in Reading.
- For children receiving pastoral support such as Breakfast Club and similar activities, the school has case studies showing significant reductions in behavioural incidents and in accelerated progress.
Focus for 2015 – 16
- The key focus of the School Improvement Plan is to further embed new assessment processes with a specific focus on this group.
- Close and rigorous tracking of the group. All teaching staff have this group as their performance management target group for improvement this year.
- To improve the overall achievement of boys who are eligible for the PPG by offering a broader range of activities to engage this group and improve their attitudes to learning.
- Continue to improve attendance for this group.
- Further funding continues to be allocated for the more able PP children as well as supporting children with ASD.
- There is also a further emphasis on support for the newly arrived, particularly in Writing and Phonics in Years 1 and 2.
**All national figures stated are end of 2015 data.
**KS1 Writing achievement – see also school tracking information with mobility details due to significant expansion.