The Impact of our Pupil Premium Provision
In 2017-18 there were 67 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/special guardianship order.
In EYFS pupil premium children (14 children out of
a cohort of 68) attained positively and in some cases better than to other
Reading - 71% of PP children were at age related
compared to 82% of the whole cohort.
Writing - 71% of PP attained ARE compared to 78% of
Maths –79% (number) of PP attained ARE compared to
84% of whole cohort.
71.43% attained Good level of Development compared
to 76% for the whole cohort.
RWM combined, 71% of PP children were at age
related in all three areas compared to 78% in 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 3.12 points progress in maths (non PP 2.81),
2.84 points in reading (non PP2.82) and 2.95 points in writing (non PP 2.9).
In year 4 they made 3.12 points progress in maths,
3.36 points in reading and 3.19 in writing. In reading they out-performed their
peers by 0.27 and in writing progress was the same and were 0.04 ahead their
peers in maths. Here it is worth noting that the group in all subjects made
more than the three points expected progress.
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.
Examples of good practice
We continue to work with our enthusiastic group of
volunteers from the Ilminster Rotary Club who, supported by the English subject
lead, work with more able Pupil Premium children in Year 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.
The year 2 children have received extra guided
reading sessions with a focus on comprehension skills.
In KS2 several staff have been trained in
Individualised Literacy Intervention and worked closely with selected children
to help with reading and writing skills together.
For a group of pupil premium children who have a
higher proportion of additional and social and emotional needs, we have ensured
that they have extra emotional support as well as the academic support. Many in
this group are narrowing the gap and are meeting the national expectations.
This has been achieved by using a range of interventions which have included
additional TA support in class and additional guided writing. We have worked
closely with our CISP schools and the year 3 children have benefited from a range
of workshops led by Anne Harvey and Annie Fisher on developing speaking and
listening skills through drama and story as well as writing skills.
Emotional support provided by ELSAs has developed
confidence which has positively impacted on self-esteem and self-worth for
In KS1 maths interventions have been offered in
addition to usual classroom intervention by an extra allocated TA who has been
able to focus on specific skills and assess and fill gaps in understanding.
Able pupil premium children have been involved in maths investigations and
challenges to encoutrage higher order thinking skills.
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
both in class and by teaching assistants with 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 or after school 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
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
Opportunities to learn outside with
Forest School and explore the local area e.g visit to Jurassic Coast
Performing during the town’s
Victorian Christmas Lights event
In addition to the above we complete case studies for
every Pupil Premium child in our school which focus on their own specific needs
and preferences for learning. In this way we ensure continuity for the children
as they move through the school both in expectations of academic attainment and
in their emotional wellbeing.