Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

The Pupil Premium (PP) is an allocation of additional funding provided to schools to support specific groups of children. Pupil Premium provides schools with funding to challenge underachievement by setting up additional support for our most vulnerable children. The intended effect of this funding is to accelerate progress and raise attainment in schools. 

Academic performance of groups at the end of KS2 - 2018

PA = Prior Attainment

EXS = Expected Standard

Progress for Pupil Premium pupils exceeds the national average in reading, writing, EGPS and maths, as well as progress measures for all subject areas,

Progress summary of pupil premium v all children

Our Key Stage 2 test scores are an area to celebrate as they exceed national expectations and LA figures at ARE in all subject areas. Attainment significantly exceeds the national figures in reading, EGPS, writing and maths. Additionally, significant progress is seen in all subjects. Key Stage 2 test scores exceed national expectations and LA figures at the ‘Higher Standard’ in maths, writing and EGPS, and all are improvements on in-school figures from 2016 and 2017. The attainment of Pupil Premium pupils in reading, writing, EGPS and maths (100% at ARE) exceeds national others. All scaled score averages were above national.

Strengths

• The progress of pupils from Key Stage 1 to Key Stage 2 who achieved ARE is maintained at a standard above the national average.
• The number of pupils achieving the expected standard (ARE – 83%) in R,W,M was 19% above National.
• The number of pupils achieving the higher standard (High – 13%) in R,W,M was 3% above national figures.
• 100% of the Vulnerable group achieved ARE across all subject areas.
• Attainment of all groups exceeded that of the national average, apart from SEN.
• The average standardised score for reading is the highest that it has been since the introduction of the new tests.
• The average score for maths is an increase when compared to last year’s outcomes.

Key Areas for Development

• The group making least progress overall was that of the High PA pupils. HA pupils is an area of focus on this year’s SIP and there will be a focus on what this looks like within the FHT INSET.
• Progress of the higher attaining pupils in reading and maths was the group that made the least progress overall.
• Remain focussed on provision for the vulnerable groups to ensure a continued narrowing of gaps, especially within reading.
• Maintaining progress in light of the new curriculum outcomes.
• Increase the percentage of pupils achieving the higher standard, especially in Reading.
• Implement a strong focus on vocabulary across all subject areas, supporting the development of pupil knowledge.
• Ensure all year groups are facilitating speed-reading activities, to ensure the pupils can read through the SATs paper and answer questions in the allocated time.
• Use texts as a stimulus across all subject areas.
• To increase the pupil’s accuracy with spelling through immersion in vocabulary and a range of teaching strategies in this area.
• To increase the pupil’s fluency and knowledge of times tables.

Key Actions

• Friday mornings include timed tests, which decrease in time division so the children become more proficient in answering questions within time limit.
• Building on the skimming and scanning skills during text led activities.
• Ensure the children are being immersed within a wider variety or text, including classics. The aim of this is to ensure the children are exposed to a wider variety of vocabulary across Key Stage 2.
• To use text to lead Science, History and Geography etc sessions and not just English, supporting vocabulary development and creation of knowledge links.
• Ensure FFT strategies are embedded across Reading sessions and higher order skills are being taught. Vocabulary specific focus across all lessons, to ensure the children have an understanding of language across the curriculum.
• Weekly spellings focus on word groups, which are tested pre and post teaching to measure progress.
• Spelling teaching inputs take place at least 3 times a week and when required are followed up with specific AfL intervention.
• After school writing intervention groups led by teachers across KS2.
• After school reading interventions led by staff in Year 6.
• Daily ‘Switch On’ intervention in Year 3 focussed on early reading skills to ensure that children have mastered the basics in KS2.
• All support staff have received up to date Switch On training, provided by the Local Authority – this is with the aim of providing specific intervention across the key stage.
• Whole class Guided Reading sessions across Key Stage 2.
• Ensure there is a rigid cycle of, assess – analyse – plan – teach – review to ensure there is focussed teaching around identified gaps.
• Implementation of the FFT Reading scheme to support high quality teaching of reading in KS2
• Specific SIP focus in reading with the aim of improving standards at Greater Depth the end of KS2, but still maintaining standards at ARE.
• Four sessions a week focussed purely on reading comprehension, focussing on vocab, retrieval and inference, to prepare children for the reading SAT in 2019 in Year 6.

• Ensure pupils are confident with their times table knowledge, they are using times table rock stars and have sessions timetabled within the week.
• Ensure reasoning questions are taught at least 3 times per week in the Maths journals.