Torpoint Nursery and Infant School - Pupil Premium Impact

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	12^th 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.

Pupil Premium Strategy Impact Overview 2018-2019.pdf

[pdf 121KB]