- Results for academic Year 2018-19
- PP Strategy - Planned expenditure for 2019-2020
The Government allocates Pupil Premium funding to schools, for children who are entitled to free school meals (FSM). The purpose of the funding is to raise the attainment of FSM students and help to diminish the difference in attainment between FSM and non-free school meal students nationally.
Pupils who have been eligible for free school meals at any point in the last 6 years qualify for Pupil Premium and children who have been looked after continuously for more than six months. As a group, children who have been eligible for FSM at any point in time have consistently lower educational attainment than those who have never been eligible for FSM.
A premium has also been introduced for children whose parents are currently serving in H M
|Number of pupils and pupil premium grant (PPG) received||2017-18||2018-19||2019-20|
|Total number of pupils on roll||243||272||300|
|Total number of pupils eligible for PPG||15||19||20|
|Amount of PPG received per pupil||£1320||£1320||£1320|
|Total amount of PPG received||£18,620||£23,861||£23,861|
Objectives in spending Pupil Premium Grant
The focus on expenditure for the Pupil Premium Grant is related to each individual child’s performance and needs in order to diminish the difference. However, support is not simply directed towards these pupil’s academic intervention, it includes provision to build pupil’s self-esteem and confidence. This in turn impacts on academic achievement.
2. Impact of funding in 2018-2019
How the allocation of the funding was used over the academic year 2018/19:
a) Dedicated Teaching Assistant support for eligible pupils:
Extra teaching assistant support in identified year groups that allows targeted and focused teaching to speed progress. They deliver a range of interventions to meet the individual needs of pupils e.g. 1-1 and small group work to support curriculum development, fine and gross motor skills
b) Dedicated Specialist Teaching support for eligible pupils:
Deployment of a specialist teacher two mornings a week to support eligible pupils who were at risk of falling behind. Our objective was to offer extra support to pupils within lessons or provide out of class intervention.
c) Enabling full access to residential and educational visits:
Full support for school trips and residential visits to develop personal social and emotional skills plus enrich breadth of learning across all areas of the curriculum.
d) Enabling full access to extra-curricular activities:
Enabling access to a wider and broader curriculum by providing full support for school peripatetic music lessons and access to extra-curricular activities.
e) Providing ‘out of hours’ school clubs:
To ensure children have additional learning experiences outside the normal school day.
Impact of strategies on performance of Pupil Premium Pupils 2018-19
Foundation Stage (EYFS)
We had two children who were eligible for the PP in EYFS in 2017/18. 100% of those children achieved a Good Level of Development.
Key Stage 1 Phonics
- There were no eligible pupil in Year 1.
Key Stage 1 SATs
School performance data for KS1 has not yet been published
Key Stage 2 SATs
We had 2 children who were eligible for the PP who took the end of KS2 tests in 2018. This is not a significant group so care should be taken when making comparisons to national data and internal data.
In 2018-19 schools were considered above floor standards if more than 67% of pupils achieved the national expected standard in reading, writing and mathematics or pupils made sufficient progress across all of reading, writing and mathematics. The precise level of ‘sufficient progress’ was calculated using a value-added measure from KS1 to KS2. It is based on value added in each of reading, writing and maths compared with the scores of pupils with the same Key Stage 1 results.
|Ave scaled score (Re,Ma)||% exp +|
(Re, Wri +
|Not PP |
Impact of class intervention – the use of a specialist teacher has enabled pre-tutoring and same day interventions where children have not understood a concept. The impact can be evidenced across the school by the progress children have made from their starting points.
Internal Data 2018/19
The internal data is based on one disadvantaged child accounting for 9%. This means that -8% comparison refers to 1 child, -15% two children etc....
As children leave the school at the end of KS2 in line with other children in terms of attainment and above non disadvantaged in progress in reading and writing, the school effectively closes gaps during the time the children move to their secondary education.
Pupil Premium strategy statement 2019-20
Planned Expenditure for 2019-20