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Pupil Premium Spending and Impact - Academic Year 2014-15





The school received funding for 20 children in April 2014.

There are currently 16 pupil premium children on roll.


Pupil Premium  Income and Expenditure


Support/ initiative

Cost

Small group tuition (qualified teacher)

£2,400

Extra classroom support

£11,212

In school training for teachers and TAs:

philosophy, learning powers, feedback, assessment

£2,000

Teacher time supporting attendance, children’s leadership development etc

£1,900

Homework Club

£800

Lego Therapy

£800

Socially Speaking (social skills group)

£140

Free School Meals

£5,500

Clubs

£75

School Trips

£1,200

School uniform

£441

Books from Book Fair

£380

TOTAL EXPENDITURE

£15,636

TOTAL INCOME

2014-15 £27,800 (x .67 for 2 terms) = £18,625

2015-16 £24,920 (x0.33 for 1 terms) = £8,223

TOTAL = £26,848



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Quantitative Evidence - Data


In the academic year 2014-15, pupil premium children’s level of attainment was at a similar level to national figures in reading, but lower in maths and particularly low in writing :

% Pupil Premium children at or above expected level of attainment

Pupil Premium

Non-SEN Pupil Premium

National

Reading

78

88

89

Writing

61

69

85

Maths

66

75

86


Overall progress of pupil premium children over the year was disappointing, although some of this can be accounted for by the transition to the new assessments under the new national curriculum, particularly in reading where high attaining pupils who may have been above age related expectations are now judged as within a much broader band of age related expectations as the school moves towards a mastery approach. Progress was lower for children whose families had wider social problems that the school was working with other agencies to support:


% Pupil Premium children making at least expected level of progress:


Reading

55

Writing

67

Maths

72


However, some children show excellent progress from the starting points at the end of the last key stage, making better than expected progress. This is higher than national figures for reading and maths:


% Pupil Premium children exceeding expected level of progress

Reading

39

Writing

28

Maths

39


Qualitative Evidence


Data does not tell the whole story, especially in small schools where group sizes can be very small. The school has evidence of the more qualitative impact of its actions to support disadvantaged pupils. Many of these areas that were targeted for support to address factors that are essential to overcome before academic progress can be made. In some children’s cases, there is evidence that these prerequisites to learning are now in place and, although for some, this hindered the academic progress they made last year, they are in a much more positive position to be able to make good progress this year.


For example:


Attendance and Punctuality

Two disadvantaged pupils had very low rates of attendance of below 90% in the autumn term. The school worked hard with the children and their families and outside agencies to improve this, leading to both children ending the year with overall attendance that had improved by at least 4%.


9 disadvantaged children were regularly late for school. Although this remained an issue for some, for 7 of the children, this improved over the year due to measures the school put in place.


Self esteem/ confidence

For 5 children, their self esteem and confidence were identified as barriers to learning, preventing them from facing challenges positively. Measures put in place to address these, such as setting up a dance club that some expressed an interest in and supporting them to carry out whole school responsibilities resulted in staff reporting improved levels of confidence in 4 or the 5 children and the children being more inclined to ‘have a go’.


Behaviour/ attitude to learning

Other children’s social skills or behaviour were identified as barriers, with issues at breaktimes spilling over into learning time. This was addressed through lunchtime programmes to boost social skills as well as work with key members of staff with children and work in collaboration with outside agencies. Staff records show more positive interaction with others and, although some incidents still happen, they are resolved more quickly.







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