The Impact of our Pupil Premium Provision
In 2018-19 there were 69 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 (6 children out of a
cohort of 67) made positive progress with 50% (3 children) attaining in line or
above national expectations for all children.
Reading - 67% of PP children were at age related
compared to 81% of the whole cohort. In September only 17% had been assessed as
Writing - 50% of PP attained ARE compared to 75% of
whole cohort. In September only 17% had been assessed as age related.
Maths –83% (number) of PP attained ARE compared to
82% of whole cohort.
50% (3 children) attained Good level of Development
compared to 75% for the whole cohort.
RWM combined, 50% of PP children (3) were at age
related in all three areas compared to 75% in the whole cohort.
Within EYFS we used 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 2.71 points progress in maths (all 2.99), 2.9
points in reading (all 3.05) and 2.95 points in writing (all 3.09).
In year 4 they made 2.83 points progress in maths, 2.76
points in reading and 2.6 in writing. The progress here was in line with peers
in Mathematics and only just behind in Reading (-0.1) and Writing (-0.2). 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 mentors,
Forest School and use of Early Help support including PFSA and Thrive. Giving
children the opportunity to access all after school clubs and if required
breakfast club, has improved attendance (PP attendance is 95% all pupils is 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
In Yr 3 and 4 specifically targeted intervention
has been provided by a qualified teacher focussing on the needs of PP children
who are just below ARE to provide boost to their understanding.
Art club and crafts clubs prioritise the need of
the PP children.
Harry Potter evening was repeated so that all the
pp children who wanted to participate could do so.
Year 1 and 2 blocked interventions across the year
groups so that children could receive more specifically tailored work for their
needs and used LSAs and teachers from across the years to deliver to groups
outside those from their own class.
AC did lunchtime and in class interventions 1-1 for
his PP children while the student was leading class sessions and he was free to
be able to give some high quality intervention time.
High ability pp children in year 1 are prioritised
for higher level reading comprehension support by the rotary readers.
Uniform is still provided for those pp children who
need it so that they can feel similar to their friends.
PP children were also prioritised in the
engineering group that then went to Bristol to participate in a regional
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 and 2 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.
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.
Extra in class support has been given to this group
of children to try and ensure they are making good progress and they have been
included in interventions where it was felt there was a specific need. Work
scrutiny of their books shows that they more often get support during usual
lesson time. ELSA has been given to some of the group where confidence or home
issues have meant that the children have been struggling emotionally. This has
had a positive impact and children have been more ready to access their
learning. Katie Parrington a qualified teacher has done specific interventions
for grammar, punctuation and spelling.
An allocated TA has provided interventions in KS 1
for maths focussing on the reasoning and language needed. She has also been
able to focus on specific skills and assess and fill gaps in understanding. This
is in addition to in class interventions and extra individual and group support
for the focus children.
At KS 2 Katie Parrington – a qualified teacher has
provided specific support to fill gaps in understanding for both children just
below ARE to give the boost they needed to attain higher and at times for more
able pupils for one off support to clear misconceptions.
Able pupil premium children have been involved in
maths investigations and challenges to encourage higher order thinking skills.
In the Autumn term key stage 2 premium pupils were
also prioritised for a before or after school maths club.
Children in this group were offered ELSA where it
was felt necessary as per above.
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.
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.