Pupil Premium Plan 2017-18
Pupil Premium Impact Report March 2018
Main Barriers for our Pupil Premium Children
Children in our school can face some challenging circumstances. The main barriers to their reaching their full potential is often lack of support at home. Many of our children do not read at home, or complete homework.
Parental involvement in school and their child's learning can be low.
Emotional issues can affect children being ready to learn.
Our children can lack experiences in the wider world.
Speech and Language difficulties are common when our children start in Nursery or Reception. Children can have limited vocabularies.
Our Pupil Premium Plan has been designed in order to try and overcome some of these barriers.
Pupil Premium Impact Report for 2016-17
Pupil Premium Impact report to April 2017
Pupil Premium Plan 2016-17
Pupil Premium Impact of funding 2015-16
Pupil Premium Impact of 2015-16
Across the school PP children made progress of 56.8 points. Non-PP children made 51.8 points. This highlights that school was successful in Closing the Gap for PP children in 2015-16.
We started Early Bird readers and in the measured 3 months children made an average of 8 months progress!
At Homework Club in 3 months children have made an average of 6 months progress.
This is clearly a really beneficial use of our resources and we will continue both of these in next year's Pupil Premium Plan.
Our Education Psychologist was a very good use of resources as she managed to break down barriers to learning for several children and met a lot of 'soft targets' as well as increasing achievement in those children she worked with. We will be keeping her next year too.
Pupil Premium Policy
Impact of work 2014-15
1:1 reading with children did not have a noticeable impact and the work has been stopped for the next academic year
Literacy short term interventions had a huge impact on the Spelling and Reading ages of children involved and this will be rolled out to other staff this year
Homework Club-In Year 6 4 children attended regularly and they had an average combined Reading Writing and maths APS of 11.5 progress in Year 6 (expected 9)
Achievement for All children had a combined APS of 10.4 (expected 9)-programme will continue into second year: In light of the Sutton Trust research we have bought into the Achieving Early programme
Family Support Officer-very positive from feedback from parents, staff and children. Far reaching impact on attendance, emotional well-being and achievement
Use of tablets to target children-children were very positive in the pupil conferences we held in school. This had a particular impact on underachieving boys' attitudes towards school