Pupil premium grant expenditure - Report and Impact 2015/16

Background and Spending

Overview of the school

Number of pupils and pupil premium grant (PPG) received

Total number of pupils on roll - 460

Total number of pupils eligible for PPG (including ever FSM.) - 80 children + 83 children so 163 children in total

Amount of PPG received per pupil - 74 children  at £1320 = £97680, + 6  LAC / SGO eligible £1900 = £11400, + £360  EYFS PP x 6 children)

Total amount of PPG received - Actual £109,440

Total amount spent - £114,180

PPG remaining - £4,740

  1. To provide intensive support for identified  new, tracked and ‘Wellbeing for Learning’ (WfL) pupils.
  2. To enrich learning experiences by providing wider curriculum opportunities for pupils within PP Group

Nature of support planned and delivered ofr 2015/16

  • Pastoral- supporting emotional support to benefit from the Oldfield ethos and be successful in their lives. Can also be support  for parents;
  • Curriculum – supporting academic progress and attainment & wider learning;
  • Professional – supporting teachers and other staff to enable accelerated learning;
  • Other – involvement in multi-professional team approaches.

Summary of spending and actions taken:

  • Child Wellbeing Leader £32,000 (28%)
  • Place2Be £20,000 (of the total cost of £24,664 as Place2Talk Impact cannot be easily measured) (18%)
  • Achievement for All (AfA) to remove barriers to learning: £17,000 (costed below) (15%)
  • One-third of the cost of an educational psychologist for training, assessment and advice: £8,000, (7%)
  • OT and Speech and Language therapy and advice not funded through SEND £8,000 (7%)
  • TA interventions and teacher release including AfA strategies £17,000 (15%)
  • EMA new arrivals (new HLTA hours) £7,000 (6%)
  • Booster maths and English Y6 total 80 hours £4,000 Teacher release in Y2: £2,000 (5%)

Wider learning:

  • CLUBS: TA additional hours £6,680; Engineering £6,000; Family Learning EAL £3,500 (14%)

Total spend: £114,180

Curriculum focus of PPG spending 2015/2016

1. To provide intensive support for new, tracked and ‘Wellbeing for Learning’ (WfL)pupils:

  • Teacher: Booster English to beyond expected with 10 different children for 16 weeks
  • Teacher: Booster English to expected standard with 10 pupils for 30 weeks
  • Teacher release: 10 Y5 pupils with a focus on English for 2 terms
  • Teacher release KS1 and KS2 Structured conversations (50 hours)
  • Phonics and Reading EYFS and KS1
  • Catch-up literacy in KS2
  • Social skills for identified pupils.
  • EAL/EMA: new arrivals intensive support YR-Y6
  • Educational Psychologist as necessary N-Y6
  • Occupational therapy as necessary N-Y6
  • Speech and Language interventions as necessary N-Y6

2. To enrich learning experiences by providing wider curriculum opportunities for pupils on free school meals:

  • Curriculum Clubs: Homework clubs x2
  • Clubs: interactive storytelling/reading, photography, engineering: Y3, Y4, then Y1 and Y2.
  • Breakfast club (and social skills) 5 children totally or partially subsidised
  • Art and craft club: total of 2x5 weeks for 20 different pupils in Years 2 and 3
  • ICT/MLE Club: 3 x 9 weeks

Measuring the impact of PPG spending

The progress of all pupils is checked every 6 weeks and interventions evaluated and adapted accordingly.

Progress of children receiving PPG is formally monitored twice a year in February and July.

In 2013 Year 6 SATs (16 FSM children)

  • % pupils with FSM (+children who are looked after CLA) making 2 levels of progress in Reading = 94% (National avg = 89% Difference: school is +5)
  • % pupils with FSM (+children who are looked after CLA) making 2 levels of progress in Writing = 100% (National avg = 93% Difference: school is +7)
  • % pupils with FSM (+children who are looked after CLA) making 2 levels of progress in Maths = 94% (National avg = 90% Difference: school is +4)

In 2014 Year 6 SATs (15 children: 6 FSM; 4Ever6; 5WfL)

  • % pupils with FSM (+children who are looked after CLA and disadvantaged) making 2 levels of progress in Reading = 93% (National avg 2013 = 89%
  • % Difference: school is +4) % pupils with FSM (+children who are looked after CLA disadvantaged) making 2 levels of progress in Writing = 100% (National avg 2013 = 93% Difference: school is +7)
  • % pupils with FSM (+children who are looked after CLA disadvantaged) making 2 levels of progress in Maths = 93% (National avg 2013 = 90% Difference: school is +3)

In 2015 Year 6 SATs (18 children: 8 FSM;6 Ever6; 4WfL)

  • % pupils with FSM (+children who are looked after CLA and disadvantaged) making 2 levels of progress in Reading = 83% (National avg 2014 = 89%
  • % Difference: school is -6%) % pupils with FSM (+children who are looked after CLA disadvantaged) making 2 levels of progress in Writing = 94% (National avg 2014 = 93% Difference: school is +1)
  • % pupils with FSM (+children who are looked after CLA disadvantaged) making 2 levels of progress in Maths = 47% (National avg 2014 = 90% Difference: school is 43%)

In 2016 Year 6 SATs (26children: 8 FSM;19 Ever6; 19WfL)

National scoring changed this year. Overall the children who took SATs in 2016 made excellent progress from KS1 ( +0.7 Reading, + 2.7 Writing and + 1.8 for maths). Progress measures of pupil premium pupils compared with non-pupil premium pupils will therefore also be published..

Attainment for pupil premium children (PPG) very closely matched peers for the new scaled scores:

  • Grammar punctuation and Spelling : PPG attained 105 Peers 104
  • Reading: PPG attained 100 Peers 101
  • Maths: PPG attained 102 Peers 104
  • Writing as a percentage PPG 73% attained or exceeded expectations Peers 76%

Progress score from Y2 to Y6 based on KS2 SATS comparing Fsm/ Ever 6 children and Non fsm/E6 and PPG vs Non PPG.

    Reading Writing Maths
FSM + E6 22 -0.07 0.2 0.6
Not FSM / E6 35 1.6 4.4 2.6
Gap   -1.67 -4.2 -2
PPGroup incl WfL AfA 26 0.3 1 0.7
Non PPG 31 1.5 4 2.6
Gap   -1.2 -3 -1.9

The gap in Reading and Maths is similarly low and for writing far too low so therefore fsm/E6 pupils sharp school-wider focus to reduce the gap. As the gap is reduced in test scores between PPG and Non PPG children, this indicates that the strategy for spending on wider than eligible is helpful especially in writing. No apparent difference in impact in maths

This detail is displayed as a series of tables and to review these download your personal copy of these details, please follow the PPG Spending Plan 2015/16 link here. The document will open in a new tab and is in pdf format.

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