Pupil Premium Spending and Impact – 2015 to 2016

Last amended 15th July 2016

Governors monitor the impact of PP monies at Strategic, Resources and Achievement and Standards’ committees

Allocation of PP = £208,340–Overall aimis that the Pupil Premium will show added value over the whole academic year and also impact on pupils’ achievement and well-being.

Spending / Desired Impact / Measured Impact
Butterfly Room staffing, including Pastoral Support Manager and Teaching Assistants = £49,380
JL in am
SM
VT
LL
Sub total = 49,380 / Supporting vulnerable children in a classroom setting, as opposed to withdrawal from mainstream learning. This enables staff to work alongside class teachers, to allow full access to the curriculum or to work one to one with a child who is unable to access the curriculum with his class / Only 1 red playtime this half term, compared to 5 the same time last year. The Learning Mentor continues to report weekly red times so that behaviour is closely monitored. Class teachers continue to have handling plans and personalized pen portraits for identified individuals. One page profiles are in place for specific pupils who are vulnerable.
Class behaviour grades are consistently good or better, and now include good behaviour in assembly and around school. This continues to be a marked improvement on last year.
The previous issues, with behaviour in the toilets, particularly at lunchtimes, has not occurred again since the actions that have already been detailed. The behaviour of the majority of pupils continues to be good or better. However, it needs to be noted that there are some pupils who, due to their additional needs, need a high level of support with their behaviour. This includes access to the Butterfly Room at unstructured times, extra pastoral support and behaviour plans. The intervention group in the afternoons has had some positive influence affirmed by pupil discussion, where pupils are showing increased ability to discuss their feelings. The pupils have also had 100% attendance during the four weeks –one child in particular had never succeeded in 100% for any given 4 week period, apart from since the group started. Another child’s anxiety around transition has not occurred at all this year, compared to high level anxiety year on year. The impact of the afternoon intervention on progress is difficult to ascertain as it has only been running 4 weeks. This will continue in the Autumn term where impact will be measurable.
Child supported full time is currently accessing transition time in his new setting. He has 86% attendance compared to an average of less than 85% historically.
Exclusions to date this year have included 11 occasions, compared to 14 last year in the same timeframe. 2 children have had 2 exclusions each and are significantly involved with other agencies because of their needs. One child has now gone to a specialist provision due to his needs. Another child, with an Education health care plan, who has had two exclusions, is going to specialist provision in September.
This shows some impact of the £49,380.
Reading Champions x 5 = £38,680
AL
JMe
MK
LG
JW
Sub total = £38,680 / To close the gap in Reading for Pupil Premium children across school. Reading Champions deployed in various year groups according to need / Pupils having daily Y6 PiXL Reading interventions by Reading Champions: in Summer 2015, only 22% of these pupils were at the Entering Y5 STAT level. Now, 100% of these pupils are Entering Y5 or above, with 70%of pupils at the end of Y6 ARE. In the end of key stage SATs, 48% of these pupils met the expected standard.
This shows good impact of the £38,680.
EAL/PP support through Teaching Assistants £19,872, Interpreters £750
ZC
SH
Sub total = £20,622 / To support vulnerable PP pupils and those with English as an Additional language children arriving at school with little or no English, so that they can rapidly acquire vocabulary to access the curriculum. / SH supporting vulnerable child in Y1 with global delay on an EHC plan. SH ensures the child can access RWInc lessons daily and takes care of her health and welfare needs.
ZC supporting 10 pupils in total for one to one tutoringin Y1 to accelerate learning in preparation for the Phonics Screening Check.All pupils met the expected standard.Since this Screening Check, ZC supporting pupils in Reception who cannot blend and those who require more fluency.
This shows good impact of the £20,622.
Clerical support for attendance, including Clerical Officer = £7790, (DD/NB) Pupil Support Assistant additional hours (MG/NH) = £45876, Hiring of Minibus = £3071
Sub total = £56737 / To work closely with the pastoral team in order to improve attendance of Pupil Premium children. / The work around identified PP pupils who need targeting regarding attendance continues. There is currently a gap of 2.37%, compared to 1.84% this time last year. Further analysis highlights the impact the fact that Eid celebrations have occurred twice this year has had on attendance overall. This is detailed separately. The monitoring of attendance and pro-active actions are being re-designed currently in light of the office restructure and appointment of the safeguarding liaison officer. This will include the redirection of the PSA. The minibus continues to be leased for identified vulnerable pupils.It needs to be noted that prior to the minibus, if vulnerable pupils were not in, two members of staff would be sent to the household. Now, through the leasing of the minibus, this layer of support is infrequently needed. However, the impact on attendance data is not on its own clear to see – currently an average of 88% compared to an average of 84% last year.
This shows some measurable impact of the £56,737.
Targeted Group work, including additional Teaching Assistants in Y6 = £14,412, Achievement for All = £2,815, Numbers Count teacher JL in pm = £16,837, Fellowship Saturday Club = £3,000, 1-1 tuition (KS) = £11676, Digismart = £500 (NF)
Sub total = £49240 / Closing the gap for vulnerable pupils, who are PP
The Achievement for All (AfA) is targeted at the most vulnerable children in school
Pupils needing intervention in maths are targeted to plug gaps in understanding. / The additional TA has been supporting a group of pupils in literacy interventions each day: in September 2015, 56% of these pupils were at Y3 Entering or above. This has now risen to 100% of pupils, with 56% at Y4 Ent or above.
This shows very good impact of the £14,412.
Attainment and achievement of AfA pupils from Years 1 to 6 is inconsistent. IN Y1, all pupils are now within the Y1 band in all subjects, apart from one child in writing. In Y2, Y3 and Y5, all pupils area below their year group band, and in Y4 only one child is within the Y4 band for reading. In Y6, one child is at the expected standard in all subjects, and the 2 other children are at expected in maths. AfA has also involved a lot of pupil discussion and staff training for NQTs and support staff which has raised standards.
This shows some impact of the £2815.
Numbers Count teacher supporting 11 pupils for maths: in September 2015, all pupils were below Y5 Entering. 100% are now Y5 Entering or above, with 36% at the end of Y6 ARE. In the end of key stage 2 SATs, 73% of pupils met the expected standard in Maths.
This shows very good impact of the £16,837.
Fellowship – this began 9th January 2016. In January 2016, none of these pupils were at the Y6 Entering stage in maths, and 7% were at Y6 Entering for reading and writing. Now, in reading, 57% of pupils are at the end of Y6 ARE, 71% for writing and 43% for maths. In end of key stage 2 SATs, 50% of pupils met the expected standard for reading and 71% for maths.
This shows very good impact of the £3,000.
KS supporting Y1 pupils in one to one tuition in preparation for the Phonic Screening Check. All of these pupils met the standard. Since this Screening Check, KS supporting pupils in Reception who cannot blend and those who require more fluency.
This shows very good impact of the £11.676.
The Digismart pupils in Y6 are all now at Entering Y5 or above (compared to only 20% in reading and 40% in writing at the end of Autumn 1). 60% of these pupils are at the end of Y6 ARE for reading and 80% for writing. In SATs, 22% of the children had met the standard in reading.
This shows good impact of the £500.
Other costs including Breakfast Club = £2500, Uniform and Book Bags = £115, Residential visit = £1100
Sub total =£3715 / To improve attendance. To boost children’s confidence across the curriculum and motivate them in their learning.
To ensure they have a healthy meal to start the day and are on time to start their learning.
To foster a greater sense of belonging to the school team.
To increase self esteem by challenging themselves both physically and mentally. / It is very hard to quantify impact from book bags and uniform, apart from pupil voice where new families have voiced the seamless transition which this enables and feeling part of the school community immediately. SLT have carried out discussions with PP children and found that the children who regularly attend Breakfast Club have improved their attendance at school and feel more confident about their school day.
This shows good impact of the £3715.
Total Cost £218,374
This is more than our allocation for this academic year / In July 2016, just over50% of Pupil Premium monies are having good or very good impact across all core areas, and just under 50% is having some impact.