The Impact of our Pupil Premium Provision
In 2016-17 there were 73 pupils who qualified for Pupil Premium funding. These children included those in receipt of free school meals; children classed as Ever 6; those with forces connections and children who had previously been looked after.
In EYFS pupil premium children (14 children out of a cohort of 76) attained positively and in some cases better than to other children.
Reading - 79% of PP children were at age related compared to 83% of the whole cohort.
Writing - 79% of PP attained ARE compared to 79% of whole cohort.
Maths –93% (number) of PP attained ARE compared to 83% of whole cohort.
71.43% attained Good level of Development compared to 75% for the whole cohort.
Within EYFS we use our pupil premium funding to help deliver three smaller classes (no more than 25 pupils) with two adults to each class. This gives pupils more adult contact time to scaffold communication and learning during continuous provision activities and model the speaking and listening skills that they need to progress.
Across the rest of the school attainment and progress for Children in receipt of Pupil Premium is roughly in line with that of non pupil premium children. At end of KS1 the Pupil Premium group made 2.52 points progress in maths, 2.34 points in reading and 2.56 points in writing.
In year 4 they made 3.3 points progress in maths, 3.06 points in reading and 3.74 in writing. In reading they out-performed their peers by 0.06 and in writing by 0.46 and were 0.12 behind their peers in maths. Here it is worth noting that the group in all subjects made more than the three points expected progress.
A major impact towards this has been careful tracking of these pupils and prioritising these children in our pupil progress meeting conversations. A range of approaches have then been planned to support their academic needs including extra teaching assistant support in class, additional teacher time and a range of intervention programmes. Another major aspect has been the social and emotional development of these leaners through our learning mentor, Forest School and employing our own part time trained Child Therapist. Giving children the opportunity to access all after school clubs and if required breakfast club, has improved attendance (PP attendance all pupils remain at 96%) and confidence and although not fully measurable in data, our professional observation is that these extended opportunities have supported the learning development and potential of our Pupil Premium children.
‘The SEP can again confirm that the school continues to track vulnerable pupils, including pupil premium pupils very well and this has resulted in these pupils achieving good standards.’ External Advisor report Winter 2016
Examples of good practice
A group from the local Rotary group have volunteered to hear readers weekly. Following their DBS checks they have been supported by the English subject lead to work with more able Pupil Premium children in Key Stage 1 developing their higher order comprehension skills. This has proved very successful and the volunteers bring many skills to the group from their previous professions. The children enjoy having the 1:1 contact time and it allows us to support our more able children to achieve even higher targets.
A good example of this is the group of pupil premium children who have a higher proportion of additional and social and emotional needs. Many in this group are narrowing the gap and are meeting the national expectations. This has been achieved by using a range of support and intervention approaches which have included additional TA support in class and additional guided writing. Emotional support provided by ELSAs and through our Child Therapist has developed confidence which has positively impacted on self-esteem and self-worth for learning.
Tracking at the end of Year 3 raised concerns that some pupils receiving pupil premium in Year 3 were not on track to the make the progress they needed to make in mathematics. Targeted additional intervention by teaching assistants and small/individual group additional teacher time to develop understanding of difficult concepts has both impacted on this group’s progress. Year 4 pupil premium pupils were also prioritised for a before school breakfast maths club.
Whole School Impact
Some of our provision has had a whole school focus this year. We are aware that for a proportion of our pupil premium children they do not get the opportunities through lack of transport etc to move away from the local area to experience wider learning opportunities. To develop this we offer a range of experiences to all pupils so that not only our pupil premium children but all the children in the school can access a breadth of opportunities and a more holistic development. Not all of these activities cost money, some are free or may be match funded from other funding schemes e.g. Sports Premium. Activities include:
· Performing in a ‘proper’ theatre for the Year 4 play
· Taking part in Ilminster Children’s Carnival
· Visiting story tellers and poets
· Visitors offering multi-cultural experiences through song, story and rhyme
· Access to annual lessons in the Life Education visiting classroom that support personal, social and health education development.
· Opportunities to learn outside with Forest School and explore the local area e.g visit to Frogmary Green Farm
· Performing during the town’s Victorian Christmas Lights event