Total Number of Children on Poll

436

Total Amount of PPG Received

£31,449

Total Number of Children Eligible for PPG

33

Amount of PPG received per Child

£953

Type of Support Provided by PPG  - 2013 - 2014

• To provide additional small groups which are strategic and targeted to identified pupils and aim to reduce gaps in basic Literacy and Mathematics skills.
• To provide teaching and learning aimed specifically at accelerating progress made by identified children to at least that expected for their age.
• If eligible children have been identified as able, gifted or talented extra support and teaching will be provided to ensure those children meet their full potential.
• To ensure that all pupils including those who are socially disadvantaged have the opportunities to partake in extra curricular activities.
• To provide social and emotional support for identified pupils to increase their engagement with their learning.
• To provide any resources/ equipment that are aimed at raising standards across the curriculum.

Curriculum Support Provided by PPG - 2013 - 2014

• Providing additional small groups which are strategic and targeted to identified pupils and aim to reduce gaps in basic Literacy and Mathematics skills.
• Providing teaching and learning aimed specifically at accelerating progress made by identified children to at least that expected for their age.
• 1:1 support provided by Teaching Assistants to assist and support access to the curriculum.
• Purchasing effective equipment, resources and materials aimed at raising standards, particularly in reading, writing and mathematics.

Curriculum Subject Areas Supported by PPG

• Literacy
• Numeracy
• EPR
• PE
• ICT

Impact of PPG on Children and Standards of Attainment

2013-2014

TA trained to deliver maths intervention to eligible pupils.

Increase in access to literacy lessons, and increased output from targeted pupils. Writing progress has been good or outstanding for FSM pupils this year. Staff using widget software to increase participation for key children.

Two pupils who would not have been able to attend a residential trip were able to with this funding and thoroughly enjoyed them and were able to complete follow up work from the trips.

Over the course of the academic year, 21 FSM children had a club funded through PPG.

Room completed, impact of this room will be evaluated over the next year.

1:1 phonics – 67% of FSM pupils passed phonics test (25% last year)

LLSS – 2 FSM pupils eligible

Both made 6 APS in reading last year, and 4 APS in writing last year.

1^st class@ number and success@arithmetic interventions – all FSM pupils who did this interventions made at least 4 APS in maths this year.

Maths small group Y5 – 4 pupils eligible, 75% made 4 APS last year.

Maths 1:1 in Y2 – 2 pupils eligible. 1 made 8 APS last year; 1 made 6 APS last year.

Writing small group Y4 – 2 pupils eligible, both made 4 APS in writing last year.

Writing small group Y5 – 3 pupils eligible, 67% made 4 APS in writing last year.

2 FSM pupils accessed this support last year, and both pupils made at least 4 APS in all subjects, with both making at least 6 APS in writing and maths.

The % of FSM pupils achieving age related expectations in maths increased from 67% to 100% this year which is a positive impact of the smaller groups.

However the overall APS of FSM pupils lowered and the gap between FSM and non FSM pupils widened at the end of KS2, which was not expected. In light of this, a different way of grouping maths in Y6 will be introduced from September 2014.

Governors pupils premium working party set up and has met termly.

Staff feedback and accountability meetings (PPMs) have shown that staff are fully committed to increasing the attainment of FSM pupils.

Staff meetings held to update on PPG.
All statutory requirements regarding pupil premium funding have been met by Inclusion Leader.

Summary of Impact of PPG

Over the course of the last academic year, we have used the Pupil Premium Grant in a variety of ways as detailed above. A significant amount of the funding has been set aside for staffing and staffing to run specific interventions, and it is our opinion that this is generally having a very positive impact on pupil progress for the targeted individuals. Many of these interventions will continue next year, and teaching assistants will have access to ongoing CPD in order to develop their practise in the delivery of particular interventions.

The impact of a couple of interventions has been minimised by the need for certain children to be catered for due to the severity of their social and emotional needs, and this will be addressed in the coming year through the implementation of the sensory/nurture room. 

The impact of creating smaller ability groupings in maths in Year 6 has not been as effective as other interventions and this will be discontinued with effect from September 2014 and a new model trialled.

Next steps for 2014/2015 (Projected funding of £42,900)

• Recruitment of 0.5 Numbers Count teacher to work 1:1 with targeted pupils in years 1 -3 to increase their attainment in maths.
• Investigate provision for more able FSM children to accelerate progress and attainment to outstanding in all subjects.
• Continue to invest in staffing and continuing professional development (with resources)
• Continue to monitor impact of interventions and adjust as necessary.
• Ensure pupil, parent and staff voice is heard and is considered when making provision and spend decisions.