Skip to content ↓
Newbold and Tredington C of E Primary School & Day Nursery

Newbold and Tredington

C of E Primary School and Day Nursery

Creating a chance to SHINE everyday

Pupil Premium Funding 2018/19

Pupil Premium 2018/19

Number of pupils and pupil premium grant (PPG) received

Total number on roll in September 2018/19

81

Total number eligible for PPG

6 PP

1 PLAC

Amount of PPG received 

£7920 PP

£2300 PLAC

Total amount of PPG received

£10,220

Next date for PP Strategy review

September 2019

At Newbold and Tredington C of E Primary School we have high aspirations for our children and are determined that all children are given every chance to meet their full potential. The Government believes that Pupil Premium, which is additional to the main school funding is the best way to address the inequalities between children and to ensure that funding reaches the pupils who most need it.

We are accountable for how we use the additional funding to support disadvantaged pupils and have created a Pupil Premium Strategy to enable us to inform parents about the barriers faced by eligible pupils and show how we spend the funding.

Our key aim in using Pupil Premium funding is to diminish the difference between disadvantaged pupils and their peers in terms of their academic attainment, the rates of progress

Summer 2 2019 - ATTAINMENT

 

Reading

Writing

Maths

 

Below ARE

ARE

ARE+

Below ARE

ARE

ARE+

Below ARE

ARE

ARE+

Pupil Premium

7

7

 

0

 

0

7

0

0

7

0

0

Summer 2 2018 - PROGRESS

 

Reading

Writing

Maths

 

Below

3

4+

Below

3

4+

Below

3

4+

Pupil Premium

7

3

3

1

2

4

1

4

1

1

Barriers to future attainment 2018/19:

 

In- school barriers

Desired outcomes and how they will be measured

Success criteria

Actual Outcomes

A

Low levels on entry of PP children in CLL & maths

Improved Communication, Language and Literacy (CLL) skills for pupils eligible for PP in Early Years Foundation Stage.

Further support and interventions with mathematical concepts.

PP Pupil in EYFS make progress from Baseline in line with peers from equivalent starting point.

One child made more than expected progress and achieved an expected ELG by July 2019.
One child made good progress while attending but overall attendance was low (41%)

B

To sustain the good progress made in reading, writing and maths for some PP children

Implement strategies and interventions to ensure that progress in reading, writing and maths.

Progress in July 2019 will be expected or beyond.

Progress for those children with a low attendance was representative of the time in school.
The majority of the children made progress in reading and writing but due to amount missed, maths was lower.

C

Social and emotional development in Early Years is low due to little or no pre school experience

The well being of PP children with emotional and social difficulties is addressed and supported with specific interventions and nurture activities.

Children reach expected in Personal, Social and Emotional Early Learning Goals.

Interventions and the introduction of the Prince William Award contributed to the support of SEMH.
 

External barriers

Desired outcomes and how they will be measured

Success criteria

 

E

Attendance rates for PP children are low. This reduces their school hours and causes them to all behind

Working with EMTAS and parents to encourage attendance and to notify school if they are travelling.

Half termly monitoring of attendance rates and notification to parents if the level falls before the school’s expected target.

Increased individual attendance over the course of the year.

11% of PP children had an attendance of 96%
66% of PP children had an increased attendance rate on 2017/18.
100% of PP/GRT children notified the school as to when they were travelling.

 

Planned Expenditure

 

Desired outcome

Action

Impact

Evidence

A

Enable the children to access the curriculum within the classroom

Additional support in the mornings to help to deliver the curriculum at a point where they can access it.

15 hours of additional support in the classroom split between Sapphire and Emerald to support maths and English teaching.

(September 2018 to July 2019 £6892)

Increase children’s understanding and enable them to make progress in all lessons.

Support for children to fill the gaps in learning due to poor attendance. One child with 36% made expected progress in Reading and writing in the time attended.
Reception GLD 78% (7/9)
1 child absent since 8.1.19 (41% attendance)
88% (7/8)
National 72%

B

Low levels on entry of PP children in reading, writing and maths

Daily reader interventions and inference and deduction training.

 

One to One interventions by LSA (Wednesday afternoon) £927.00

Expected or greater progress throughout the year from children’s starting points

Rigorous and individualised interventions bridge the gaps in learning.

Enjoyment of reading visible from children and confidence in their own ability. Progress gradual but able to blending and segmenting seen improving.

C

Social and emotional development in Early Years is low due to little or no pre school experience

EMTAS provided advice and support and develop the links with GRT families for 67% of PP families

Encourage pre school attendance at nursery and provide children with the opportunity to experience  learning environment.

Support successfully while the children were in attendance.

 

External barriers

     

E

Attendance rates for PP children are low. This reduces their school hours and causes them to all behind

Half termly tracking of attendance of PP children and liaison with EMTAS to communicate the importance of school with GRT families.

Access to activities so the children don’t feel left out:

Residential trip in summer term £400.00

After school Clubs £200.00

School trips £200.00

Uniform budget £360.00

Increase individual attendance rates over the terms and annually.

Improved attendance 17/18 to 18/19 for two children.