To aim to ensure Identified children This objective was achieved for all pupils except Booster groups delivered by a teacher was successful; to be £8500 pupil premium to below and just in for one pupil in writing. 89% success rate. carried over next year. [Academic meet ARE by end of ARE. year] KS1. Booster groups Earlier identification to be implemented and actioned to Reading PP children 100% against Non-PP [teacher], small group maximise the success rate. – work, targeted children Reading 64% ARE & 18% greater depth. planning; use of TA’s and school resources. Writing PP children 66% ARE against Non-PP – Team teaching. children 45% below ARE, 36% ARE & 17% greater depth Close liaison with SEND lead and through pupil Maths PP children 100% against non-PP below – progress ARE 36%, 55% at ARE & 9% at greater depth. management meetings. [PP children 3, Non PP children 10] Other approaches Desired outcome Chosen Estimated impact: Did you meet the Lessons learned Cost action/approach success criteria? Include impact on (and whether you will continue with this approach) pupils not eligible for PP, if appropriate. To provide wider Structured This was met. The children were all able to access Wider range of opportunities was very successful and will £56 000 opportunities/inclusion conversations with everything that the school offered such as: trips, continue. for pupil premium parents. visitors, music lessons, residential visits, Introduction to nurture to younger children had a positive [Academic children. Nurture consolations. counselling, play therapy, breakfast club to name impact and expanded and further developed. year] Identification SEMH but a few. PP children are equipped and ready to learn. needs through the Nurture provision has impacted on the behaviour Breakfast club has positively impacted on some PP Graduated Pathway. and readiness to learn. attendance and this needs to be further addressed children’s Pupil voice, they have School has created a creative and inclusive through parental engagement. a valid input to what curriculum which has allowed a wide range of their needs are. tasks and experiences for all children to enjoy and Sourced resources. provide greater depth of learning. Use of PP funding. PP children were provided with support, resources and opportunities wider than the academic parameters. PP children are equipped and ready to learn. Barriers to learning are identified and actioned. Building positive relationships with all parents via the and at the ‘meet greet’ morning welcome school gates.
To aim to ensure pupil premium to meet ARE by end of KS1. Identified children below and just in ARE. Booster groups [teacher], small group work, targeted planning; use of TA’s and school resources. Team teaching. Close liaison with SEND lead and through pupil progress management meetings. This objective was achieved for all pupils except for one pupil in writing. 89% success rate. Reading PP children – 100% against Non-PP children Reading 64% ARE & 18% greater depth. Writing PP children – 66% ARE against Non-PP children 45% below ARE, 36% ARE & 17% greater depth Maths PP children – 100% against non-PP below ARE 36%, 55% at ARE & 9% at greater depth. [PP children 3, Non PP children 10] Booster groups delivered by a teacher was successful; to be carried over next year. Earlier identification to be implemented and actioned to maximise the success rate. £8500 [Academic year] Other approaches Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost To provide wider opportunities/inclusion for pupil premium children. Structured conversations with parents. Nurture consolations. Identification SEMH needs through the Graduated Pathway. Pupil voice, they have a valid input to what their needs are. Sourced resources. Use of PP funding. This was met. The children were all able to access everything that the school offered such as: trips, visitors, music lessons, residential visits, counselling, play therapy, breakfast club to name but a few. Nurture provision has impacted on the behaviour and readiness to learn. School has created a creative and inclusive curriculum which has allowed a wide range of tasks and experiences for all children to enjoy and provide greater depth of learning. PP children were provided with support, resources and opportunities wider than the academic parameters. PP children are equipped and ready to learn. Barriers to learning are identified and actioned. Building positive relationships with all parents via the ‘meet and greet’ morning welcome at the school gates. Wider range of opportunities was very successful and will continue. Introduction to nurture to younger children had a positive impact and expanded and further developed. PP children are equipped and ready to learn. Breakfast club has positively impacted on some PP children’s attendance and this needs to be further addressed through parental engagement. £56 000 [Academic year]
Pupil-premium-strategy-statement.docx