PUPIL PREMIUM REPORT FOR PARENTS/CARERS 2015-2016

What is Pupil Premium?

Pupil Premium is additional funding given to schools so that they can support their disadvantaged pupils and close the attainment gap between them and their peers.

The purpose of the pupil premium is to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers.

Who is eligible?

The amount of funding we receive is calculated on the number of children we have in school who have claimed free school meals in the last six years (known as Ever 6 FSM measure), the number of looked after children and the number of service children. This money is not allocated directly to each pupil and is not ring-fenced, except in the case of children who are under the supervision of the local authority.

The Government has decided that eligibility will be extended to pupils who have been eligible for Free School Meals at any point in the last 6 years.

As a result in 2014-15 Chase Terrace Primary School received £106,600.For 2015-16 the school has received £108,240.

How it is used?

The school is free to spend the money as they see fit in order to improve provision and outcomes for pupils. To inform our decisions about how to spend the funding, we look at the success of previous initiatives (as evident in data improvements) and select successful strategies from research carried out by the Education Endowment Foundation.

We intend to spend the funding to build on the success of current initiatives (during the last academic year) to continue to improve provision and outcomes for pupils. This will include being used to subsidise:

Strategy / Reasons/Impact
Intervention in KS2 in the form of booster classes. / Over 7 weeks, children in booster groups have improved their standardised score in maths on average by:
Y6 3.8 points
Y5/6 10.5 points
Y5 3.6 points
Better Reading Partners (a 1-2-1 reading programme) / Children receiving this programme have increased their standardised scores by up to 12.5 points (Y3/4) and 11.6 points (Y5/6) on average over a half term.
Teaching assistant support in the classroom / ‘Teaching assistants are briefed well. They make a good contribution to pupils’ learning by working very closely with teachers to ensure groups of pupils, including the most-able, engage successfully in lessons. Teaching assistants work effectively with disabled pupils and those who have special educational needs on improving particular weaknesses in their learning. They help these pupils to be fully integrated in lessons so that they can achieve as well as their classmates.’ OFSTED May 2015
1-2-1 support for some children to focus on areas in which they are making less than expected progress. / On average, children receiving 1:1 maths support have improved their standardised score by 4.5 points since July 2015.
Training for all staff to continue to develop teaching and learning skills across the school / The Education Endowment Foundation suggests that improving pupils’ metacognition will on average increase progress by an additional 8 months. We have focused our training on critical thinking and problem solving skills.
Educational visits and residential trips / ‘The Groovy Greeks theatre trip taught us new things. You have a fun day but learn at the same time.’
‘At Kingswood I improved my teamwork skills.’
‘We did zip wiring and caving which you can’t do at school.’
‘I was a bit worried about climbing but I did it and I was proud of myself.’
Extra -curricular clubs / ‘I play outside of school but the club is good so we can play in competitions.’
We have to work as a team to get better and score goals.’
Breakfast club / To ensure that children are well prepared and confident coming to school.
Uniform
Curriculum enrichment opportunities e.g. author visits/artists / “The visit helped develop our story writing. We learnt about twists.”
“I bought a book and took it straight home to read.”

In the lower school this will be spent on similar forms of intervention and will also include:

Strategy / Reasons/Impact
Extra phonics sessions / In 2015 78% of disadvantaged pupils compared with 66% nationally met the expected standard in the phonics screening check in Year 1.
In 2015 89% of disadvantaged children (compared to 84% nationally) met the expected standard in the phonics screening check in year 2.
Extra support for our phonics programme which results in smaller class sizes for literacy classes every day.
Extra 1-2-1 reading provision, and booster sessions for small groups / In 6 weeks, children have improved their standardised score in reading by 12.4 points on average.
In 6 weeks, children have improved their standardised score in maths by 6 points on average.

This year, in addition, it will also pay for a learning mentor to support children across the school who have additional needs, speaking and listening intervention in Reception and speaking, listening and attention and writing intervention in Nursery.

Nationally children who receive free school meals or are in care do not achieve as well as other children. The grant is intended to ‘Narrow the Gap’ for these children.

Impact

As a school we track the progress of all the children carefully and carry out on-going evaluations of the impact of the teaching, interventions and provision in place.

Key Stage 2 SATs results

The % of children eligible for the pupil premium achieving level 4 and above:

2012 / 2013 / 2014 / 2015
Reading / 47% (Reading and writing combined) / 74 % / 92% / 86%
Writing / 96% / 92% / 85%
Maths / 47% / 87% / 100% / 93%
2012 / 2013 / 2014 / 2015
Disadvantaged Pupils / Other Pupils / Disadvantaged Pupils / Other Pupils / Disadvantaged Pupils / Other Pupils / Disadvantaged
Pupils / Other
Pupils
% achieving Level 4+ in reading / 47% (ENG) / 83% / 74 % / 77% / 92% / 93% / 86% / 100%
% achieving Level 4+ in writing / N/A / N/A / 96% / 90% / 92% / 97% / 85% / 98%
% achieving Level 4+ in maths / 47% / 85% / 87% / 87% / 100% / 100% / 93% / 91%
% making expected progress in reading / 53%
(ENG) / 83% / 78% / 83% / 83% / 100% / 86% / 98%
% making expected progress in writing / N/A / N/A / 87% / 87% / 92% / 100% / 100% / 100%
% making expected progress in maths / 47% / 80% / 87% / 87% / 100% / 100% / 93% / 93%

Closing the gap: