Planned Pupil Premium Expenditure 2015 – 2016

 

Age Range

Staffing Implications

Cost

Targeted Area Of Development

Reception

Teacher (0.5) full year

20 hours TA support

£31,477

Improve outcomes within communication and language

 

Streaming of phonics to accelerate progress.

 

Boost of MA children (40-60 mths)

 

Raise PP GLD.

 

KS1

Teacher (1.8) full year

Teacher (0.5) Summer Term

 

TA Support (36 hours)

 

£95,753

 

£21,479

Targeted intervention for PP to accelerate progress and raise attainment in RWM.

 

Phonics boosters to ensure phonics screening targets met.

 

Targeted intervention for LA PP children. Practical, concrete learning and basic skills.

 

Y2 streaming to accelerate progress and raise attainment in RWM.

 

Support for retest of Y2 phonics screening

 

IDL programme.

 

Support of PP children who require social, behavioural support.

Lower KS2

Teacher (1.6) full year

 

TA Support (60 hours)

 

 

 

£75,363

 

£27,660

Targeted intervention for PP children to accelerate progress and raise attainment in Years 3 and 4.

 

Additional support for identified children in Year 3 through the Achievement For All programme.

 

To support PP children with social, emotional and behavioural needs (1:1 withdrawal, nuture groups, in and outside of class).

 

Supporting learning in a poor attaining cohort that is also a ‘bump’ year group of

3 classes.

 

Supporting learning of a challenging cohort through 1:1, group work.

 

 

Upper KS2

Teacher (1.5) full year

 

TA Support (40 hours)

 

 

£70,272

 

£61,303

 

Targeted intervention for PP children to accelerate progress and raise attainment in Years 5 and 6.

 

Y6 streaming to accelerate progress and raise attainment in RWM, improve behaviour, reduce disruption and provide a more targeted curriculum support.

 

To support PP children with social, emotional and behavioural needs (1:1 withdrawal, nurture groups in and outside of class). This cohort is a particularly challenging group with 3 pupils in Serf placements.

 

To support PP children with severe social, emotional and behavioural needs to access the SATS and the curriculum as a whole.

 

Support for LA PP in reading and spelling 1:1.

 

 

 

SLCN

TA Support (14 hours KS1)

 

TA Support (18 hours KS2)

£6,679

 

£9,759

To support PP children with speech, language and communication needs to access/engage with the curriculum using provided strategies and pre-learning vocabulary.

 

Raising self-esteem and confidence.

 

Development of comprehension and expressive language skills.

 

Learning Mentors

Full time (27 hours)

£12,226

Support of PP children with insufficient social skills & social challenges.

 

Raising esteem & confidence with 1:1 support.

 

1:1 support in and out of class with PP children who display severe social, emotional and behavioural difficulties.

Speech and learning interventions.

 

Support of transition to High Schools.

 

Network and meeting with outside agencies (Cams, Cafs, social workers).

 

Engagement of parents in school.

 

Supporting LAC

 

Supporting children who have suffered trauma, attachment, bereavement etc.

 

Assistant Headteacher & Phase Leader

(0.2) Data analysis and pupil progress monitoring

£15,487

Rigorous analysis of half termly data.

 

Identification of trends, groups of children inc PP, SEN, LAC, EAL etc.

 

Intervention groups identified and organised and progress monitored.

 

Reporting of pupil progress to SMT.

SHINE & Educational

Psychologist support

 

SLT input and OT assessments & Educational Psychologist assessments

 £12,000

Speech and language support. Assessments made and support targeted. TAs carry out the support.

Support for Special Order Guardianship of pupils

Learning mentor

£2000

Supporting learning.

 

Social and emotional support delivered by learning mentords.

Curriculum Enrichment

All staff

£2,262

Allottment club

Garden area

Subsidised theatre, zoo and other educational visits.

Total

 

 

£401,420

 

 

 

 

2015/16 Impact Summary

 

Year 6 – Outcomes compared to National

  • Combined Reading/ Writing and Maths for DAPs exceeded National Average for DAPs by4%

  • Outcomes in writing for DAPs in line with National for DAPs

  • Maths outcomes for school DAPs exceeded DAP National Average by 17%

  • GPS outcomes for DAPs exceeded National Average by 1%

  • Maths progress exceeded National DAP Progress by 1.36

  • Maths progress for DAPs exceeded national for all pupils by 1.88

  • Maths DAPs exceeded national for all pupils by 4%

 

Year 6 - Outcomes compared to school non DAPs

 

  • Combined R/W/M – ARE DAPs exceed ARE non DAPS by 1%

  • Writing ARE Daps exceeded non ARE Daps by 6%

  • Progress in writing DAPS exceeded NDAPs by 0.28

  • Progress in maths average scale score for DAPS exceeded non DAPS by 0.1

  • More Y6 DAPs in the middle prior attainment group achieved ARE than non-DAPs in writing

  • More Y6 DAPs in the middle prior attainment group achieved ARE than non-DAPs in reading

  • More Y6 DAPs in the lower prior attainment group achieved ARE than non-DAPs in reading

 

 

Achievement against FFT Projections

 

  • R/W/M combined ARE exceeded projected outcomes by 5%

  • Reading exceeded projected ARE by 8%

  • Writing exceeded projected ARE by 24%

  • Maths exceeded projected ARE by 28%

  • GPS exceeded ARE projections by 10%

  • Average scaled scored for reading exceeded projections by 0.34

  • Average scaled score for maths exceeded projections by 0.03

 

 

 

Year 2

 

Achievement against GLD outcomes

 

  • Reading exceeded projected outcome by 1%

  • Maths exceeded projected outcome by 5%

 

Tracker data @ July 2016

 

  • The data collected in July suggests that:

  • 51.22% of our PP children are on track in reading, compared to 42.86% non PP

  • 58.54% of our PP children are on track in maths, compared to 50% non PP

  • The % of DAPs achieving the expected standard in phonics by the end of Y2 was in line with the National average

         

Other Year Groups

 

Year 1

 

  • The % of DAPs achieving the expected standard in phonics was in line with the than National average

 

Year 4

 

  • The data collected in July suggests that:

  • 62.5% of our PP children are on track in reading, compared to 61.11% non PP

  • 65% of our PP children are on track in writing, compared to 55.56% non PP

 

Year 5

 

  • The data collected in July suggests that:

  • 70% of our PP children are on track in maths, compared to 45% non PP

  •  

EYFS

 

  • The % of pupils achieving at least expected in C & L was higher for School DAP than National

  • The % of pupils achieving at least expected in PSED was higher for School DAP than National

  • The % of pupils achieving at least expected in UTW was higher for School DAP than National

  • The % of pupils achieving at least expected in EA & D was higher for School DAP than National

  • The % of pupils achieving at least expected in PD was higher for School DAP than National

 

 

 

 

 

Teaching and Learning

 

  • KS2 Phase Leader role strategically improved quality and consistency of teaching and learning with a focus on DAPs

  • Additional TA support enabled focussed interventions for DAPs to enable access to the wider curriculum and statutory assessments

  • Additional Learning Mentors worked closely with identified DAPs with specific emotional engagement difficulties to access the wider curriculum, whole class teaching and statutory assessments. Identified pupils engaged more positively, improved historical attendance and improved behaviours.

 

Management

 

  • Rigorous analysis of half termly data.

  • Identification of trends, groups of children inc PP, SEN, LAC, EAL etc.

  • Intervention groups identified and organised and progress monitored.

  • Reporting of pupil progress to SMT.