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Pupil Premium

Pupil Premium

 

Each year the school receives a Pupil Premium Grant from the Government. The Pupil Premium (PP) is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement. These include pupils from Reception to Year 6 who are eligible for free school meals (FSM), who have been eligible for free school meals at some time in their primary years (Ever-6), are looked after by the Local Authority or have parents currently in the Armed Forces.

 

Schools can decide how the Pupil Premium is spent as they are best placed to decide what additional provision should be made for the individual pupils within their care. At St Edmundsbury CEVA we support all our pupils. We are committed to ensuring that the teaching and learning opportunities meet the needs of all pupils, in particular those who are disadvantaged. These pupils can often have low expectations or self-esteem. Where this is identified, particular attention is paid to this aspect of their development alongside the careful and rigorous tracking of their academic progress.

 

A key priority is to narrow and eliminate any gaps in the performance of disadvantaged pupils and that of other pupils. We do this by providing high quality classroom teaching supported by interventions to target disadvantaged learners, as and when required.

 

The School Leadership Team and Governing Body monitor the impact of all spending and interventions including the Pupil Premium. Mrs Lesley Barlow is the Governor assigned specifically to the task of monitoring the impact of the Pupil Premium Grant.

 

Measuring the impact of Pupil Premium Grant spending 2016/17

 

At St Edmundsbury, we rigorously monitor and evaluate the impact of Pupil Premium funding on identified pupils at our half termly Pupil Progress meetings. This information is discussed at Governing Body level and a detailed analysis undertaken by the Headteacher and Pupil Premium Governor.

 

Over the year the number of pupils eligible for PP funding rose from 40 to 53, which amounted to 20.2% of the total school roll.

 

During the year the school introduced a number of interventions to support children develop their literacy, communication and maths skills, which were carefully monitored to ensure they had a positive impact on pupil attainment and progress.

 

Standardised termly tests showed that, compared with the previous year, there was a slight decrease in maths (54% to 51%) but an increase in reading (46% to 59%) for PP children in Years 1-6.

 

The Hodder Progress Score, which enables progress to be monitored term-by-term and year-by-year, showed positive progress in both subjects. In mathematics 80% of children made progress throughout the year and 87% progressed in reading.

 

At the end of Year One the percentage of pupils working at the expected level for Phonics exceeded the national level by 3%: School 84% National 81%. PP children achieved at similar levels to their peers.

 

Breakfast Club benefitted identified children with a healthy breakfast and calm, nurturing environment. This had a positive impact on punctuality and behaviour resulting in children being ready to start the school day.

 

Staff training on ‘Thrive’ emotional resilience behaviour support developed the skills of teachers and teaching assistants in understanding and dealing with children with social and emotional issues.

Achievement at the end of Key Stage 1

 

Pupil

Premium

results

School

disadvantaged

School non-

disadvantaged

School

gap

National

disadvantaged

National non-

disadvantaged

Gap to

national

disadvantaged and non-

disadvantaged

Reading

90%

79%

+11%

63%

78%

+27% +12%

Writing

80%

75%

+5%

54%

71%

+26% +9%

Maths

70%

79%

-9%

62%

78%

+8 disadvan

-8 non-dis

 

  • KS1 results were very positive with PP children (disadvantaged) achieving higher results than the non-disadvantaged children in school in reading and writing. In maths they were 9% lower than the non-disadvantaged pupils.
  • In relation to national, our disadvantaged children were well above the standards achieved in reading, writing and maths.
  • In both reading and writing the school disadvantaged is well above the national result for the non-disadvantaged pupils.

 

Achievement at the end of Key Stage Two

 

Pupil

Premium

results

School

disadvantaged

School non-

disadvantaged

School

gap

National

disadvantaged

National non-

disadvantaged

Gap to

national

disadvantaged and non-

disadvantaged

Reading

56%

83%

-27%

59%

77%

-3% -21%

Writing

56%

83%

-27%

65%

81%

-9% -25%

Maths

22%

61%

-39%

63%

80%

-41 disadvan

-58 non-dis

 

  • These results are very disappointing although there were some mitigating circumstances regarding this group of pupils.
  • 67% of all Year 6 children joined the school from Year 2 onwards meaning foundations were not in place on arrival.
  • The year was disrupted by the prolonged illness of the Year 6 teacher.
  • This was the school’s first Year 6 and interventions were clearly not effective for all pupils but PP especially.

 

The Governors are clear that the progress of pupils in receipt of PP funding needs to improve further, bringing it in line with both national and other pupils within the school. The 2017/18 action plan supports this drive for improvement. Achievement in maths across the whole school is a priority for 2017/18.

St Edmundsbury CEVA Pupil Premium Fund Action Plan

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