Measuring the impact of Pupil Premium Grant spending
Overarching impact of pupil premium resources across the school:
• % improvements in attendance: specifically our ‘vulnerable’ groups, due to attendance incentives, and close monitoring by Inclusion Team
• 2 ‘one day’ exclusions. This has reduced from 8 in 2014-15 and 15 in 2013-14
• Measured increase in well being which was monitored by class teachers and SLT
• Increased % Parent satisfaction: Parent (Whole school) questionnaires, Feedback following parent consultation evenings
Learning Mentors have been able to work with pupils across the school on a variety of issues that impacted upon pupil learning behaviours. Learning Mentors/ Sports coaches have worked with targeted children in PEC (Participation Enjoyment Confidence) to engage children in learning. Targeted children in Y6 received coaching and mentoring support from key members of staff to remove barriers to learning .
Majority of TAs trained to deliver Better Reading Partnership, 5 months average progress in word reading following a 10 week programme.
The appointment of a Maths Consultant, Maths training for teachers and TAs and additional maths resources throughout the year has improved Quality First teaching in Mathematics and reduced the attainment gap in KS1 and majority of KS2.
The creation of additional Maths Learning Groups in Y4, Y5 and Y6 group has enabled smaller classes for pupils working at and below age appropriate expectations. Teaching was personalised to the narrow band of levels in each learning group. Pupi l progress at regular intervals across the year.
Forest School training (adults) and regular Forest School experiences for Foundation Stage and targeted children throughout the school impacted on wellbeing and learning behaviours.
Transport provided for children has ensured high levels of attendance at school.
Bus Club targeted children and ensured that all pupils had equal access to high quality extra-curricular learning experiences and extended school provision. School contribution to minibus ensured lower cost of trips to families.
Educational visit subsidy has ensured all pupils had equal access to high quality learning experiences. Residential trip subsidy offered children the experience of a residential place on a multi-activity trip.
Play therapist worked with vulnerable children and families throughout school which improved attendance. The Play Therapist in collaboration with the Inclusions Team were able to signpost further intervention when required.
Date of next review: September 2017