Pupil Premium Funding 2018/19 Autumn Term
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 |
January 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 2018 - ATTAINMENT
|
Reading |
Writing |
Maths |
||||||||
|---|---|---|---|---|---|---|---|---|---|---|
|
Below ARE |
ARE |
ARE+ |
Below ARE |
ARE |
ARE+ |
Below ARE |
ARE |
ARE+ |
||
|
Pupil Premium |
4 |
2/4
|
2/4
|
2/4 |
2/4 |
2/4 |
2/4 |
2/4 |
2/4 |
2/4 |
|
Summer 2 2018 - PROGRESS |
||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
|
Reading |
Writing |
Maths |
||||||||
|
Below |
3 |
4+ |
Below |
3 |
4+ |
Below |
3 |
4+ |
||
|
Pupil Premium |
4 |
0/4 |
4/4 |
2/4 |
0/4 |
4/4 |
2/4 |
0/4 |
4/4 |
2/4 |
Barriers to future attainment 2018/19:
|
In- school barriers |
Desired outcomes and how they will be measured |
Success criteria |
|
|---|---|---|---|
|
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. |
|
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. |
|
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. |
|
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. |
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. |
|
|
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. |
Increase in predicted numbers to achieve GLD. Need to increase number of children exceeding GLD in future years. |
|
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. |
|
|
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 £500.00 After school Clubs £500.00 School trips £500.00 Uniform budget £360.00 |
Increase individual attendance rates over the terms and annually. |
|