Copmanthorpe Primary School

Pupil Premium

What is the pupil premium?

The Pupil Premium provides additional funding on top of the main funding a school receives. It is targeted at students from disadvantaged backgrounds to ensure they benefit from the same opportunities as students from less deprived families.

From September 2015, the premium was worth £1,320 and is paid to the school in respect of pupils who at any point in the past 6 years have been in receipt of Free School Meals (FSM); £2,300 is paid to the school in respect of any student who has been continuously looked after for the past six months or who has been adopted from care under the Adoption and Children Act 2002 or who has left care under a Special Guardianship or Residence Order; and £300 is paid to the school in respect of students whose parent/parents are currently serving in the armed forces or are in receipt of a pension from the MoD.

How the Pupil Premium is spent is monitored closely with all schools accountable for the impact of the money spent.

Key principles how the pupil premium is spent at Copmanthorpe School:

1. Copmanthorpe School aims to raise achievement for pupils who are eligible for Pupil Premium to at least the level of their peers. The school is aware that this means that some of these pupils must make faster progress than non-eligible pupils and is determined to achieve this.

2. Copmanthorpe School never confuses eligible pupils with low ability and strives to ‘bring out the best’ in this group of pupils and support them to achieve the highest levels.

3. Copmanthorpe School creates an overall package of support aimed to tackle the range of barriers including: attendance, behaviour, external factors, professional development focussing on improving outcomes for eligible pupils, improving the quality of teaching and learning, language acquisition, parental engagement, opportunities for first-hand experiences and development of literacy and numeracy skills.

4. Copmanthorpe School uses assessment systems to track and enable thorough analysis of data (Reading, Writing and Maths) to identify pupils who are under-achieving and why.

5. Copmanthorpe School directs resources and interventions to accelerate progress of eligible pupils and close the attainment gap compared to their peers.

6. Copmanthorpe School uses data to carefully track the impact of targeted spending

(interventions, projects or pedagogy) on attainment and progress of eligible pupils.

7. The Headteacher and Pupil Premium Leader have a clear overview of how funding is allocated and the difference it is making to the outcomes of pupils termly.

8. Copmanthorpe School ensures class teachers, phase leaders and subject leaders know which pupils are eligible for Pupil Premium so they can take responsibility for accelerating progress and accountability is shared across the school.

9. The Governing Body is ambitious for pupils and closely monitors the school’s effectiveness in closing the gap between different groups of pupils.

As specified in the school Charging and Remissions policy, we will fund participation in school visits and extra-curricular activities for Pupil Premium pupils when appropriate.

 

                 Pupil premium strategy statement

2021 – 2022

 

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview

Detail

Data

School name

Copmanthorpe primary School

Number of pupils in school

365

Proportion (%) of pupil premium eligible pupils

5%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021 – 2022

2022 – 2023

2023 - 2024

Date this statement was published

Oct 2021

Date on which it will be reviewed

Sept 2022

Statement authorised by

Mrs Jenny Rogers

Pupil premium lead

Mrs Jeanette France

Governor / Trustee lead

Mrs Antoinette Burroughs

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£28,140

Recovery premium funding allocation this academic year

£2755

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£30,895

Part A: Pupil premium strategy plan

Statement of intent

     All members of staff and the governing body of Copmanthorpe Primary School accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment. We are committed to raising the achievements of pupils who are eligible for pupil premium by ensuring quality teaching so that all children make good or better progress. We will aim to meet the wider needs of our children by supporting and promoting their emotional and physical wellbeing. We want each child to develop a love of learning and to acquire the skills and abilities to fulfil their potential.

Our ultimate objectives are:

  • To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
  • For all disadvantaged pupils in school to make or exceed nationally expected progress rates.
  • To support our children’s health and wellbeing to enable them to access learning at an appropriate level.

 

We aim to do this through

  • Ensuring that teaching and learning opportunities meet the needs of all the pupils
  • Ensuring that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
  • When making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged
  • We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
  • Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

Achieving these objectives:

The range of provision the Governors consider making for this group include and would not be inclusive of:

  • Ensuring all teaching is good or better thus ensuring that the quality of teaching experienced by all children is improved.
  • 1-1 support
  • Additional teaching and learning opportunities provided through trained ELSA’s
  • All our work through the pupil premium will be aimed at accelerating progress, moving children to at least age-related expectations.
  • Pupil premium resources are to be used to target able children on Free School Meals to achieve Age Related Expectations
  • Additional learning support.
  • Support payment for activities, educational visits and residentials. Ensuring children have first-hand experiences to use in their learning in the classroom.
  • Behaviour support

 

 

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Pupil’s basic social and emotional needs may not currently be met and thus they are not in a position to make accelerated progress.

2

Impact of the disruption to schooling due to Covid19

3

Narrowing the attainment gap across Reading, Writing, Maths and Science.

4

Readiness for learning and engagement

5

Lack of opportunities for enrichment

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

Progress in Reading

Achieve national average progress scores in KS2 Reading

Progress In Writing

Achieve national average progress scores in KS2 Writing.

Progress in Maths

Achieve national average progress scores in KS2 Writing.

Pupils learning behaviours allow for all children to thrive.

Children show a readiness for learning and are engaged in sessions. 

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £7000

Activity

Evidence that supports this approach

Challenge number(s) addressed

To use the Rosenshine Principles to research the most effective ways to ensure children remember more and make good progress or better.

 

To ensure PP children have access to quality first teaching.

EEF guide to pupil premium – tiered approach – teaching is the top priority, including CPD

Quality CPD for all staff.

Rosenshines principles in action and Walkthrus  - Guide to instructional coaching. Use of evidence informed teaching strategies

Questioning skills are used to challenge and extend children’s learning.

 

All school leaders to understand the importance of providing meaningful feedback to support pupil progress, building learning and addressing misunderstanding thereby closing the gap between where a pupil is and where the teacher wants them to be.

To ensure that all staff design, deliver and manage a skills and knowledge rich curriculum.

EEF – Cognitive science approaches in the classroom.

Looking at how children learn, how they process and retain information so that we can adapt our approach to teaching and in turn increase effectiveness. Developing an understanding of memory and how to balance cognitive load has the potential to improve outcomes for all children.

The curriculum is balanced, carefully sequenced and allows opportunities for cultural developmen

Themed curriculum days/events engage and deepen the children's understanding of specific topic areas.

Financial support for residentials/visits (when permitted)

 

Lack of opportunities for enrichment due to changes in Covid restrictions.

To build a learning and coaching culture throughout school

EEF – Teaching and Learning – Feedback.

Providing effective feedback is well evidenced and has a high impact on learning outcomes.

Develop the use of the ‘Performance growth’ model for all staff

Coaching culture used to empower staff and children to become their own problem solvers.

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £12000

Activity

Evidence that supports this approach

Challenge number(s) addressed

To ensure summative end of key stage results are at, or exceed, national expectations

 

SLT/HLTA to release staff as required.

 

Releasing AHT to support Yr 6 cohort & reduce pupil/teacher ratio.

 

EEF – Teaching and Learning – reducing class size

Small group tuition targeted at pupils specific needs and allowing teachers to work more intensely with smaller groups. Providing training to staff that deliver small group support is likely to increase impact. Evidence shows that small group tuition is effective and the smaller the better. It can provide greater feedback, more sustained engagement and work which is more closely matched to the learners needs.

Establish small group Maths/English interventions for disadvantaged pupils falling behind age related expectations.

To identify pupils who may require more targeted support.

To upskill support staff with appropriate approaches and pedagogy to teaching interventions.

To provide timely interventions for individual pupils who are, or at risk of, making slow progress.

 

Ensuring enough time for maths team to work alongside TAs delivering interventions

 

For all disadvantaged children in school to make or exceed nationally expected progress rates.

EEF – Teaching and Learning – Mastery learning.

Work with maths hub to embed Teaching for Mastery across all year groups.

 ‘First Class at Number’ used to support small maths intervention groups.

 

Ensure staff use evidence based whole-class teaching interventions.

Use of reading plus to accelerate the reading fluency and comprehension of pupils

 

EEF – Teaching and Learning – Reading comprehension strategies. Effective diagnosis of reading difficulties supports pupils who struggle with decoding words, understanding the structure of the language used and understanding particular vocabulary. Most effective when strategies are taught explicitly and consistently.

Year 5/6 to pilot reading plus program for a 10 week trail – Autumn term

To identify and support pupils with lower comprehension, vocabulary and reading fluency.

 

 

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £12,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

To support and develop positive mental health and wellbeing for all pupil premium children.

EEF – Improving social and emotional learning in Primary schools

Social and emotional learning interventions seek to improve pupil’s interaction with others and self-management of emotions, rather than focussing directly on the academic or cognitive elements of learning.

Effective social and emotional learning can lead to learning gains of up to 4 months.

ELSA support for PP children to transition back into school and then into a new year group 

Senco supporting some PP families

Family events to further children’s relationships with pupils outside of their current year group.

Creation of a pastoral hub where children have access to a breakout space and where they can enter a calm space in a morning to allow ease of transition back into busy classrooms.

Meerkat resilience program

 

 

 

Total budgeted cost: £ 31,000

 

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.

20 – 21 outcomes

Aim

Outcome

Reading

Bug Club purchased for Yrs 1 – 3 targeted approach both during remote learning and when all children returned. Reading levels continued to rise especially with those children who were already fluent readers.

New KS1 and KS2 libraries were set up and resourced however due to Covid restrictions children’s access to them was severely limited.

To ensure summative end of Key Stage results are at or exceed national expectation

No formal end of Key Stage assessments took place again this academic year.

PP children did make good progress in KS2 particularly in reading. 

Booster sessions took place for the year 5 children to support and scaffold their transition into year 6.

 

Supporting individual pupils' self-esteem /pastoral care.

ELSA trained staff were given more time to support pupils. SLT made sure that PP children were carefully monitored whilst remote learning and where appropriate brought into school for face to face teaching 

Enhanced transitions took place in Sept ‘20 to transition children that had been home learning for the previous term back into school. All classes used the ‘Recovery curriculum’ to support the children coming back into school.

Intervention

TA’s and teachers carried out timely interventions although these were restricted due to the Covid procedures in place e.g. no mixing of bubbles.

CPD

Short Zoom CPD sessions provided by PathFinders were well attended by all staff.

Staff also buddied up to trial some strategies using the Walkthru books and Rosenshines principles.

 

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:

Measure

Details

Supporting service children to achieve their potential both within the school setting and the wider community.

JF attending service families meetings with York support group.

Liaising with Becky Dixon – service families liaison officer – circulating monthly newsletters

Support with writing letters/sharing work when parent deployed away from home as required.

What was the impact of that spending on service pupil premium eligible pupils?

Service children continue to make expected and good progress.

 

Pupil premium strategy statement      

Copmanthorpe Primary School 2020/21

School overview

Metric

Data

 School name

Copmanthorpe Primary School

Pupils in school

388

Proportion of disadvantaged pupils

6%

Pupil premium allocation this academic year

£32,830

Academic year or years covered by statement

2020 / 2021

Publish date

Updated may 2021

Review date

July 2021

Statement authorised by

Jenny Rogers

Pupil premium lead

Jeanette France

Governor lead

Antoinette Burroughs

Disadvantaged pupil progress scores for last academic year

  • Please note; all data is taken from 2018/19 academic year due to Covid19 disruptions and cancellations of statutory assessments.

Measure

Score

Reading

Year 1 phonic check: (2 pupil) 100% achieved the phonic standard (+8% achievement gap)

Key Stage 1: (1 pupil)

100% pupil achieved ARE in reading (+ 27% attainment gap)

KS2

reading: 100% achieved ARE (+ 25% attainment gap) + 2.04 progress score (compared to non-pupil premium +0.51) (+ 1.53 progress positive gap)

Writing

Key Stage 1: ( 1pupil).

100% pupils achieved ARE in writing (+43% attainment gap)

KS2

writing: 100% achieved ARE (+ 25% attainment gap) +1.03 progress score (compared to non-pupil premium -0.63) (+0.4 progress gap)

Maths

KS1

100% achieved ARE

33% achieved GD

KS2

100% achieved ARE (+ 17% attainment gap) -1.91 progress score (compared to non-pupil premium +0.98) (-0.93 progress gap)

Strategy aims for disadvantaged pupils

Measure

Score

Meeting expected standard at KS2 RWM

 

Reading

Writing

Maths

100%

 

100%

100%

100%

Achieving high standard at KS2

 

Reading

Writing

Maths

 

 

0%

0%

0%

 

Measure

Activity

To narrow the gap between disadvantaged and non-disadvantaged pupils

 To support individual pupils' self-esteem, attitudes to learning, sense of well-being and enjoyment of school, reducing barriers to learning and improving progress.

For all disadvantaged pupils in school to make or exceed nationally expected progress rates

 To provide timely intervention for individual pupils who are, or at risk of, making slow progress.

Barriers to learning these priorities address

 Ensuring staff use evidence based whole class teaching interventions.

Projected spending

 

ELSA support

TA interventions

Booster sessions

£6000

£3000

£6000

 

Total

£15000

 

 

 

Teaching priorities for current academic year

Aim

Target

Target date

Progress in Reading

Achieve national average progress scores in KS2 reading

July 2021

Progress in Writing

Achieve national average progress scores in KS2 writing

July 2021

Progress in Mathematics

.Achieve national average progress scores in KS2 Maths

July 2021

Phonics

Achieve national average progress scores in PSC

July 2021

Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.

Targeted academic support for current academic year

Measure

Activity

Priority 1

Reading

  •  To create  a welcoming and positive reading environment through the revamp of the library space in KS2 and the creation of a library space in KS1
  • Purchase of ‘Bug Club’ to allow access to quality texts in every home and to enable reading to be monitored during class isolation periods and throughout lockdown.

Priority 2

To ensure summative end of KS2 results are at, or exceed, national expectations for progress

  • To upskill support staff with appropriate approaches and pedagogy to teaching interventions.
  • To identify pupils who may require more targeted support on a daily basis
  • To support individual pupils self-esteem, attitudes to learning, sense of well-being and enjoyment of school, reducing barriers to learning and improving progress

Barriers to learning these priorities address

  • Some pupils have been working remotely for some time over the past 6 months, some being affected by class bubbles isolating and all bar key workers being at home during lockdown.
  • Pupils basic social and emotional needs may not be currently met and thus they are not in a position to make accelerated progress.

Projected spending

 

Staffing costs

Library resources/books

Big club

£10000

£3000

£3000

Total

£16000

 

Wider strategies for current academic year

Measure

Activity

To enhance pupils’ cultural capital by providing a breath of experience.

  • To ensure the curriculum is balanced and carefully sequenced, and the creative curriculum allows opportunities for cultural development.
  •  To have themed curriculum days to deepen children’s understanding of specific topic areas.

To support children transitioning back into school and into a new academic year.

  • Recover curriculum used to support children transitioning back into school and into a new year group after a national lockdown.

Barriers to learning these priorities address

  • Covid19 measures limit visitors coming into school and the breadth of virtual platforms is restricted.

Projected spending

 

Curriculum development

recovery curriculum resources

£1000

£1000

total

£2000

 

Monitoring and Implementation

Area

Challenge

Mitigating action

Teaching

Ensuring staff have access to high quality CPD delivered by Pathfinders and ‘In house’ professional development.

Use of INSET days and twilight sessions.

Core subject leaders to have regular release time - cover provided.

Targeted support

Booster program for writing put in place for year 5 pupils to help prepare them for year 6

Small focussed group support

Wider strategies

Ensuring all children have experience of the wider curriculum through the use of visitors into school, visits to the local areas/use of school grounds or outdoor visits.

To give all children an opportunity to access extra-curricular activities and visits.

 

In the year 2019 - 2020, the school supported 22 children who were eligible for PPG . The total amount of PPG was £29,820

Spent on

Cost

Aim 

Impact

Additional staff for family events

£500

To further children's relationships with pupils outside of current year groups.

 

As a large primary school (398 pupils) it is important that children recognise themselves as part of a whole school community, supporting and collaborating with each other.

 The children have loved being in their ‘Family’ groups. We have 50 different family groups which meet each half term. The groups are led by a year 6 child and have members from each year group. We buddy up the year 5 children with the new EYFS children during the first term so that when they are ready to join the group the youngest children have someone they know in the group.

ELSA support groups throughout the school

£6000

To support individual pupils self-esteem, attitudes to learning, sense of well-being and enjoyment of school, reducing barriers to learning and improving progress.

This has hugely benefitted the children helping to ensure they are ready to learn.

A high proportion of children have accessed this support at some point throughout the year to support their well-being.

This has been particularly important throughout lockdown with our ELSAs, SENDco and SLT keeping in touch with families. Resilience and well-being have shown improvement.

Support for eligible pupils and their families in accessing enrichment activities e.g. swimming/ school visits and residential visits.

£1000

To give all children opportunity to access extra-curricular activities and visits.

Premier sports holiday clubs. Educational and residential visits. All children involved in all educational and residential trips offered to all children as part of the curriculum.

Activity Zone

£3000

To support individuals during lunch time if they are finding the playground over-whelming. Support available during ‘Activity Zone’.

Accessed by all of the children at times throughout the year. Engaging in a variety of activities and setting them up well for the afternoon’s learning.

It has enabled children to feel more secure during free time and have a structure to their activity time. They have had support to make new friends and to raise their self-esteem and confidence.

Den time with ELSA at 1pm

£1000

To support individuals after lunch to be ready and engaged for afternoon sessions.

Children were calm and ready to engage with the afternoon sessions.

Support for pupils at risk of underachieving for a variety of reasons.

Approx. £13000

To provide timely intervention for individual pupils who are, or at risk of, making slow progress.

Due to COVID19 no standardised tests took place, however these interventions have had a positive impact on outcomes and progress throughout key stage 1 and 2. We have also seen an improvement in confidence for children in class as a result of receiving this targeted support.

Theatre Ambassadors 

£1000

To raise self-esteem and give access to cultural experiences

The children loved going on a small group school outing to the theatre. Being able to speak to the actors after the show and reflect on the experience back at school was very worthwhile. Broke down barriers of going to the theatre to see a show, other than a pantomime. Links to music, drama and English.

Small group and 1:1 pupil support with a qualified teacher to boost progress

£4500

To work with particular children with need to boost progress towards targets.

Due to COVID19 no standardised tests took place, however these interventions have had a positive impact on outcomes and progress throughout key stage 1 and 2. We have also seen an improvement in confidence for children in class as a result of receiving this targeted support.

Total 

£29820

 

 

In the year 2018 - 2019, the school received £22,280 in Pupil Premium funding.  Funds have been targeted in the following ways.

Spent on

 

Cost

Aim

 

Impact

Additional staff for family events

£200

To further children's relationships with pupils outside of current year groups.

 

As a large primary school (401 pupils) it

is important that children recognise themselves as part of a whole school community, supporting and collaborating with each other. Family events take place half termly with all children engaging with and learning to work alongside each other across year groups and key stages.


ELSA support groups through the school

£3000

To support individual pupils self-esteem, attitudes to learning, sense of well-being and enjoyment of school, reducing barriers to learning and improving progress.

 A high proportion of children have accessed this support at some point throughout the year to support their well-being. Resilience and well-being have shown improvement.

Support for eligible pupils and their families in accessing enrichment activities e.g. swimming/ school visits and residential visits.

£1000

To give all children opportunity to access extra-curricular activities and visits.

 Premier sports holiday clubs. Swimming sessions, educational and residential visits. All children involved in all educational and residential trips offered to all children as part of the curriculum. Increased holiday activity if attending Premier Sports holiday club. 

Activity Zone

£3000

To support individuals during lunch time if they are finding the playground over-whelming. Support available during ‘Activity Zone’.

Accessed by all of the children at times throughout the year. Engaging in a variety of activities and setting them up well for the afternoon’s learning.

CPD to up skill teachers and TAs in classrooms to provide good Quality First Teaching.

£3000

CPD to upskills teachers and TAs in classrooms to provide good Quality First Teaching.

End of year outcomes for all PP children throughout school:

 

Reading: ARE: 72%  GD 22%

Writing: ARE 78% GD 6%

Maths: ARE 78%  GD 11%

 

1 to 1 counselling

£1000

To support pupils coping with difficult home circumstances.

Two children have received 1:1 support

4X week for 30 mins and have access to

meet and greet as necessary. The

children’s well being and resilience is

monitored and is building. Year 6 child supported to make very good progress and achieve ARE in RWM.

Support for pupils at risk of underachieving for a variety of reasons.

 

£11,080

To provide timely intervention for individual pupils who are, or at risk of, making slow progress.

 EYFS: no disadvantaged pupils

Year 1 phonic check: (2 pupil) 100% achieved the phonic standard (+8% achievement gap)

Year 2 phonic check: no disadvantaged pupils retaking phonic check

Key Stage 1: (1 pupil)

100% pupil achieved ARE in reading (+ 27% attainment gap)

100% pupils achieved ARE in writing (+43% attainment gap)

100% of pupils achieved Greater Depth (+78% attainment gap)

100% achieved ARE in science (5% attainment gap)

Key Stage 2: (2 pupils)

reading: 100% achieved ARE (+ 25% attainment gap) + 2.04 progress score (compared to non-pupil premium +0.51) (+ 1.53 progress positive gap)

writing: 100% achieved ARE (+ 25% attainment gap) +1.03 progress score (compared to non-pupil premium -0.63) (+0.4 progress gap)

maths: 100% achieved ARE (+ 17% attainment gap) -1.91 progress score (compared to non-pupil premium +0.98) (-0.93 progress gap)

GPS: 100% achieved ARE (+ 10% attainment gap)

Total

£22,280

 

 

In the year 2017 - 2018, the school received £23,880 in Pupil Premium funding.  Funds have been targeted in the following ways.

Spent on

 

Cost

Aim

 

Impact

Additional staff for family events

£200

To further children's relationships with pupils outside of current year groups.

 

 Family events take place half termly with all children engaging with and learning to work alongside and support each other across every year group and key stage. The older children have the opportunity to nurture, support and coach the younger children, developing their leadership skills. The younger children are integrated into the whole school community. Learning to collaborate with others and accessing the emotional and social support of a buddy system is important to helping the children recognise themselves as part of a whole school community in a large primary school.

ELSA support groups through the school

£5000

To support individual pupils self-esteem, attitudes to learning, sense of well-being and enjoyment of school, reducing barriers to learning and improving progress.

A high proportion of children have accessed this support at some point throughout the year to support their well-being. Resilience and self-esteem have shown improvement.

Support for eligible pupils and their families in accessing enrichment activities e.g. swimming/ school visits and residential visits.

£1000

To give all children opportunity to access extra-curricular activities and visits.

A small percentage of children have accessed this funding, ensuring no child misses out on extra curriculum opportunities or educational visits.

1 to 1 counselling

£5000

To support pupils coping with difficult home circumstances.

 Two children have received 1:1 support 5X weekly for 30 mins and have daily access to meet and greet as necessary. Support is also in place as and when necessary for their carer. The children’s well-being and resilience is monitored and is continually building. Enhanced transition has also been put in place for one of the children. Attainment towards ARE has improved in all areas

Support for pupils at risk of underachieving for a variety of reasons.

 

£12,680

To provide timely intervention for individual pupils who are, or at risk of, making slow progress.

EYFS: (1 pupil) 100% achieved - GLD

 Year 1 phonics check: (3 pupils) 100% achieved the phonics standard.

Key Stage 1: (1 pupil) 100% achieved ARE in reading, writing, maths and science

Key Stage 2 SAT’s ( 4 pupils)

Reading 100% ARE, writing 75% ARE, Maths 75% ARE, Science 100% ARE.

Progress scores:

Reading (gap +2.6)

Disadvantaged +1.2

Non-disadvantaged -1.4

Writing (+4.5)

Disadvantaged +2.7

Non-disadvantaged -1.8

Maths (+0.7)

Disadvantaged -1.1

Non-disadvantaged -1.8

Compared to non-disadvantaged our KS2 pupils did very well, particularly in writing.

Total

£23,880

 

 

In the year 2016 –2017, the school will receive £28,700 in Pupil Premium funding.  Funds were targeted in the following ways.

Spent on

Cost

Aim

Impact

Additional staff for family events

£200

To further children’s relationships with pupils outside of current year groups.

 

As a large primary school (401 pupils) it is important that children recognise themselves as part of a whole school community, supporting and collaborating with each other. Family events take place half termly with all children engaging with and learning to work alongside each other across year groups and key stages.

Purchasing of IT equipment (hardware and software)

£1000

To support children with fine motor difficulties, removing barriers to writing at length.

Laptops were purchased for children who experienced barriers to writing at length. This enabled them to move towards achieving age related expectations in writing and improving their self esteem and enjoyment of writing.

ELSA support groups through the school

£5000

To support individual pupils’ self-esteem, attitudes to learning, sense of well-being and enjoyment of school, reducing barriers to learning and improving progress.

A high proportion of children have accessed this support at some point throughout the year to support their well-being. Resilience and well-being have shown improvement.

Support for eligible pupils and their families in accessing enrichment activities e.g. swimming/ school visits and residential visits.

£1000

To give all children opportunity to access extra-curricular activities and visits.

A small percentage have accessed this funding, ensuring no child misses out on extra-curriculum opportunities or educational visits.

1 to 1 counselling

£5000

To support pupils coping with difficult home circumstances.

Two children have received 1:1 support 4 X week for 30 mins and have access to meet and greet as necessary. The children's wellbeing and resilience is monitored and is building. Attainment towards ARE has improved in RWM.

Year 6 Play Leader training and Premier Sports Lunch Club

£1500

To improve the lunch time experience.

Play leaders lead games on a daily basis for KS1 children. Premier sports run lunch time clubs and monitor Golden Mile in school.

Support for pupils at risk of underachieving for a variety of reasons.

 

£15,000

To provide timely intervention for individual pupils who are, or at risk of, making slow progress.

EYFS: (1 pupil) 100% achieved GLD (+16% achievement gap)

Year 1 phonic check: (1 pupil) 100% achieved the phonic standard (+21% achievement gap)

Year 2 phonic check: (3 pupils) 100% achieved the phonic standard (+5% achievement gap)

Key Stage 1: (3 pupils) 67% pupils achieved ARE in reading (-16% achievement gap)

33% pupils achieved ARE in writing and maths(-44% achievement gap)

 

100% achieved ARE in science Key Stage 2: (8 pupils)reading: + 0.8 progress score (compared to non-pupil premium - 0.7) (+ 0.1 progress positive gap)

writing: - 8.1 progress score (compared to non-pupil premium -2.4) (-5.7 progress gap)

maths: -2.0 progress score (compared to non-pupil premium -0.2) (-1.8 progress gap)

Total

£28,700

 

 

In the year 2015 –2016, the school received £32,400 in Pupil Premium funding. Funds were targeted in the following ways.

Spent on 

Aim

Impact

Additional staff for family events

To further children’s relationships with pupils outside of current year groups.

 As a large primary school it is important that the children mix cross key stage and get to know each other. Families events take place six times a year and all the children engage and enjoy them. 

1 to 1 support

To further progress of individual children needing more support with language skills-spoken and written.

 End of KS2 outcomes:

reading shows children made more than expected progress, with + 1.05 progress score (compared to non-pupil premium - 0.1)

writing shows children made more than expected progress, with + 2.32 progress score (compared to non-pupil premium + 1.4)

CPD for TAs

ELSA training (bereavement, anger management, attachment difficulties)

To provide support and strategies for working with pupils causing concern.

 A development of skills and abilities impacts positively on ELSA sessions ability to support children.

ELSA support groups through the school

To support individual pupils’ self-esteem, attitudes to learning, sense of well-being and enjoyment of school, reducing barriers to learning and improving progress.

 90% of pupils have accessed this support at some point throughout the year to support their wellbeing. Resilience and self-esteem have shown improvements. 

Support for eligible pupils and their families in accessing enrichment activities e.g. swimming/ school visits and residential visits.

To give all children opportunity to access extra-curricular activities and visits.

 A small percentage have accessed this funding, ensuring no child misses out on extra-curricular opportunities. 

1 to 1 counselling

To support pupils coping with difficult home circumstances.

 Two children have received 1:1 support 4xweek for 30 mins. The children’s wellbeing and resilience has been regulated and is building. Attainment towards ARE has improved in RWM. 

Year 6 Play Leader training

To improve the lunch time experience.

 Play leaders lead games on a daily basis for lower school children 

Support for pupils at risk of underachieving for a variety of reasons.

 

To provide timely intervention for individual pupils who are, or at risk of, making slow progress.

End of KS2 outcomes:

reading shows children made more than expected progress, with + 1.05 progress score (compared to non-pupil premium - 0.1)

writing shows children made more than expected progress, with + 2.32 progress score (compared to non-pupil premium + 1.4)

maths shows children made less than expected progress, with – 4.78 progress score (compared to non-pupil premium + 0.7)