Inspiring learning, achieving together

Pupil Premium

 

The Pupil Premium is money given to the school by the Government to raise the attainment of disadvantaged pupils.

It was  introduced in April 2011  for children  who were registered as eligible for Free School Meals (FSM)  and children who have been continuously been looked after for more than six months.

From April 2012, pupil premium funding was extended to all children eligible for free school meals at any point in the past 6 years.

In 2016/17, the allocation of pupil premium for each eligible child is:

      Up to £300 for pupils aged 3 to 4 years; Early Years Pupil Premium.

Since the introduction of Pupil Premium funding, the school has received:

 

In 2011-2012, we received £23,912

In 2012-2013, we received £53,578

In 2013-2014 we received £90,535

In 2014-2015 we received £116,424

In 2015-2016 we received £117,472

In 2016-2017 we expect to receive £101,679

 

How the money has been used

The money has been used to:

·         Continue to provide Reading Manager to work with children, parents and staff to improve reading strategies and confidence in reading.

·         Continue to provide specialist support for reading recovery for children on a one to one basis.

·         Provide Team Teaching, focused intervention strategies to raise standards.

·         Provide subsidies for educational visits including year 6 residential.

·         Continue to provide the successful pre-school and popular lunchtime sport activities.

·         Provide specialist support for speech and language for target children.

·         Continue to provide drama therapy for children who have barriers to learning.

·         Homework clubs and Easter revision classes.

·         Provide an assessment tracking system so that we can see the impact of interventions.

·         Continue to provide training for teachers and teaching assistants in raising standards.

·         Provide afterschool workshops and activities for our stakeholders; parents, carers, children and governors.

 

All pupils have been able to take part in an increasing variety of educational visits and curriculum enrichment opportunities which engage them in their learning. We use pupil premium to identify children on FSM and target their learning and progress.

 

 

 

 

 

 

Impact

We monitor the progress of children on FSM very carefully. For example, we use some Pupil Premium funding to improve standards in reading. In May 2015 our FSM children made better than expected progress in year 6.

A detailed report on the impact of Pupil Premium is presented to the governors annually.

 

The Results of Attainment Levels in 2015 at Key Stage 2 were:

 

Key Stage 2: Percentages attaining Level 4 or above

Mathematics, Reading & Writing (TA)

Cohort     Sc    Na   Sig

Number     %     %     %    

Mathematics

Cohort     Sc    Na   Sig

 Number    %     %     %

Reading

Cohort      Sc    Na   Sig

Number      %     %     %

Writing (TA)

Cohort      Sc    Na   Sig

Number      %     %     %

English Grammar,

Punctuation & Spelling

Cohort      Sc    Na   Sig

Number      %     %     %

All pupils

      31     77      80     -

         31     94    87     -

        31      84     89     -

       31       87    87      -  

      31       74    80     -

Gender

Male

Female

 

       17     76      77      -

       14     79      83      -          

         17     88    87     -

         14    100   87     -

        17      88     87     -

        14      79     91     -

       17       82     83     -

       14       93     91     -

      17       71    76     -

      14       79    84     -

Free School

Meals

FSM

Non FSM

       

       13     77      70      -

       18     78      84      -

         13    100   80      -

         18      89   90      -

        13      85     83     -

        18      83     92     -  

       13       85     79     -

       18       89     90     -

      13       69    71      -

      18       78    84      -

  

There were thirteen children entitled to free school meals

       77% of disadvantaged children attained Level 4 or above in maths, reading and writing combined which was 7% above the national average.

       100% attained Level 4 or above in maths which was 20% above the national average.

       85% attained Level 4 or above in reading which 2% below the national average was.

       85% attained Level 4 or above in writing which was 6% above the national average.

       69% attained Level 4 or above in English grammar, punctuation and spelling which was 2% below the national average

 

Key Stage 2: Percentages attaining Level 5 or above

Mathematics, Reading & Writing (TA)

Cohort     Sc    Na   Sig

Number     %     %     %    

Mathematics

Cohort     Sc    Na   Sig

 Number    %     %     %

Reading

Cohort      Sc    Na   Sig

Number      %     %     %

Writing (TA)

Cohort      Sc    Na   Sig

Number      %     %     %

English Grammar,

Punctuation & Spelling

Cohort      Sc    Na   Sig

Number      %     %     %

All pupils

       31      10     24     -

        31    42     41     -

         31     32     48     -

         31     35    36    -

        31      61    55     -

Gender

Male

Female

       17        6     22     -

       14      14     26     -      

        17     41    45     -

        14     43    37     -

         17     35     44     -

         14     29     53     -

         17     29    28    -

         14     43    44    -

        17      53    50     -

        14      71    61     -

Free School

Meals

FSM

Non FSM

       13        8     13     -

       18      11     29     -  

         13     23    28     -

         18     56    47

         13     38     34     -

         18     28     55     -

         13     31    22    -

         18     39    42    -

         13      54   43     -

         18      67   61     -

 

 

       5% of disadvantaged children attained Level 5 or above in maths, reading and writing combined which was 5% below the national average; 23% attained Level 5 or above in maths which was 17% below the national average; 38% attained Level 5 or above in reading which was 4% above the national average; 31% did so in writing which was 9% above the average; 54% did so in English grammar, punctuation and spelling which was 11% above the national average.

 

 

 

Key Stage 2 Attainment, Average Points Score (APS): FMS/Disadvantaged Pupils

Mathematics, Reading & Writing (TA)

   School       National      Cohort    APS       APS    

Mathematics

   School       National      Cohort    APS       APS

Reading

   School       National      Cohort    APS       APS

Writing (TA)

School       National      Cohort    APS       APS

English Grammar,

Punctuation & Spelling

School       National      Cohort    APS       APS

All pupils

      31      28.5     28.8

     31       29.1   29.0

      31      27.6    29.0

     31        28.0    28.2

     31       28.9    29.1

Gender

Male

Female

      17      28.0     28.6

      14      29.0     29.0

     17       28.4   29.3

     14       30.0   28.7

      17      28.1    28.5

      14      27.0    29.4

     17        27.0    27.3

     14        29.1    29.0

     17       28.1    28.4

     14       30.0    29.8

Free School

Meals

FSM

Non FSM

      13      28.4     27.2

      18      28.5     29.5

     13       28.8   27.3

     18       29.3   29.8

      13      27.9    27.6

      18      27.3    29.6

     13       27.9    26.6

     18       28.0    28.8

      13      28.4    27.5

      18      29.3    29.8

 

       The performance of our 13 FSM pupils was above other FSM pupils nationally by 1.2 for the combined maths, reading and writing.

       In mathematics our FSM pupils were above FSM pupils nationally by 1.5.

       In reading our FSM pupils were below FSM pupils nationally by 0.3.

       In writing our FSM pupils were above FSM pupils nationally by 1.3.

       In English grammar, punctuation and spelling our FSM pupils were above FSM pupils nationally by 0.9.

 

 

The Results of Progress made by Pupils from Key Stage 1 to 2 were:

Mathematics

Cohort     Sc    Na   Sig

Number     %     %     %    

Reading

Cohort     Sc    Na   Sig

 Number      %      %      %

Writing (TA)

Cohort      Sc    Na   Sig

Number      %     %     % 

All pupils

           25      100     90       -    

          26        92      91        -

        26           96    94      -

Gender

Male

Female

           16      100     90

             9      100     89

 

          17        88      90        -

            9      100      92        -

        17           94    93      -

          9         100    95      -

Free School

Meals

FSM

Non FSM

           13      100     86

           12      100     91

          13        92      88         -  

          13        92      92         -  

 

        13         100    92

        13           92    95

 

 

 

The results show the percentage of pupils the government expects to made progress by two levels or more between Key stages 1 to 2. The performance of our 13 FSM pupils was above other FSM pupils nationally in mathematics by 14%, reading by 4% and writing by 8%.

 

 

Key Stage 1 to Key Stage 2 Value Added Summary

Number of pupils in latest year

Value Added

Value Added by Subject 2015

2013

School   National

2014

School   National

2015

School   National

Mathematics

School   National

Reading

School   National

Writing (TA)

School   National

All pupils

25

99.4

100.0

100.8

100.0

102.2

100.0

103.0

100.0

101.2

100.0

101.3

100.0

Male

       16

100.3

100.0

102.7

100.1

103.0

100.1

103.8

100.5

102.2

 99.9

101.9

 99.7

Female

 9

 97.9

 99.8

101.5

 99.8

102.0

 99.8

103.2

 99.5

100.4

100.0

101.2

100.3

Free School Meals

FSM

      13

 98.9

 99.8

101.2

 99.7

102.7

 99.8

103.6

 99.8

101.5

 99.7

102.0

99.8

Non FSM

      12

 99.8

100.0

102.7

100.1

102.6

100.1

103.7

100.1

101.6

100.0

101.3

100.0

 

 

Note: The following information is from Department of Education website: link is http://www.education.gov.uk/schools/performance/archive/primary_04/p3.shtml


What do we mean by value added?

Some pupils will always find it difficult to do well in assessment tests. It may be, for example, that they have significant special educational needs (SEN). But all pupils are capable of making progress and it is important that schools are given recognition for the work that they do with all their pupils.

We have developed a way of measuring the progress that individual pupils have made between taking assessment tests when they are generally aged 7 and in Year 2 (KS1) and assessment tests when they are generally aged 11 and in Year 6 (KS2). We call this the value added measure. Value added measures are intended to allow fairer comparisons between schools with different pupil intakes.

For example, school A might show high percentages of pupils achieving Level 4 and above, while school B shows lower percentages. But in value added terms, the pupils at school B may have made more progress than other pupils who were performing at the same level at KS1, and therefore have a higher value added "score" than school A.

Interpretation of a school's value added measure

The value added scores are shown as a measure based on 100. Scores above 100 represent schools where pupils on average made more progress than similar pupils nationally, while scores below 100 represent schools where pupils made less progress.