Skip to main content

Impact of the Use of Pupil Premium Funding in Our School

Ofsted in April 2015 commented that

“Pupils make rapid progress in all year groups. By the time they leave the school, standards in reading, writing and mathematics are much higher than the national average”

“The pupil premium funding is used very successfully to accelerate pupil progress and ensure that standards at the end of Year 2 are high for all groups of pupils.”

 

Pupil Premium Strategy Impact Overview 2018-2019

 

Academic year or years covered by statement

2018-19

( from 2018 as this is the academic year for the last published data)

Pupil Premium Allocations

2017- 2018

2018- 2019

 

£55, 440

£55, 440

Publish date

12th July 2021

Review date

Not applicable

New strategy document for 2021- 2022 written July 2021

Statement authorised by

Danielle Kellond – Acting Head Teacher

Pupil premium lead

Stephanie Lock – Assistant head Teacher

Governor lead

Millie Southworth

Disadvantaged pupil performance overview for last academic year for which results were published (2018- 2019 Academic Year)

Strategy Aim

To remove or minimise the negative gap between DPP and other pupils, against school and national measurements,  in all nationally measured summative assessments

 

Outcome

 

End of Key Stage One- Expected and above

Published end of KS1 School and National Data 2019

 

Reading

Writing

Maths

Whole Cohort

93%

93%

93%

Other Children ( i.e. non DPP)

97%

96%

97%

DPP

76%

84%

79%

Difference- School Other and DPP

21%

12%

18%

National Other

78%

73%

79%

This cohort had high levels of inward pupil mobility within the DPP cohort, many of whom join in the latter stages of Year 2

There were children with persistent and significant SEN with the DPP cohort who made good individual progress but did not meet national benchmarks

The percentage of DPP Children who achieved expected or above was better in our school than all other children nationally in reading and writing and equal in maths

 

Phonics Screening Check

Published School and National Data 2019

Whole Cohort

88%

Other Children ( i.e. non DPP)

87%

DPP

100%

Difference- School Other and DPP

 Plus 13%

National Other

74%

 

The percentage of DPP Children who achieved the expected standard  was better in our school than all other children in our school, and nationally.

 

 

Early Years Foundation Stage profile

Good Level of Development

Published School and National Data 2019

Whole Cohort

96%

Other Children ( i.e. non DPP)

95%

DPP

100%

Difference- School Other and DPP

 Plus 4%

National Other

84%

 

The percentage of DPP Children who achieved the expected standard  was better in our school than all other children in our school, and nationally.

 

 

 

 

 

 

Strategies used to promote attainment and progress for disadvantaged pupils for  2018-2019

Strategy

Activity/ Outcome

Class sizes are kept small with high levels of teaching assistant support to enable effective delivery of evidence based strategies by the staff who know the children best.

Average class size 20

All classes had a TA ( in four classes this TA is trained to HLTA level)

All teachers produced termly documentation on support provided for each individual child.

Staff training on metacognition.

 

File icon: pdf Pupil Premium Strategy Impact Overview 2018-2019.pdf [pdf 121KB] Click to download