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2014 - 2015 Pupil Premium Allocation, Spending and Impact Report

The 2014 - 2015 Pupil Premium Allocation, Spending and Impact report can be downloaded here or read by scrolling down.

Picture 1

Impact Review

 

our Pupil Premium allocation amounted to: £74,900

 

Intervention

Main Objective

Cost

Impact

Bug Club Reading

  • To engage reluctant readers.

£1500

Reading

 

Year Group

%age achieving Age Related Expectations by July 2015

%age exceeding Age Related Expectations by July 2015

Point progress from Sep ’14 – July ‘15

1

50%

25%

3.0

3

30%

10%

3.3

4

42%

33%

3.3

5

57%

29%

1.5

 

Jepeca

  • To coach children to be happy, in-control and productive individuals and members of society
  • Provide training for professionals and parents/carers to help support individuals
  • To coach children with: confidence issues, low self- esteem, low feeling of self-worth, bullying, self-harm, behaviour concerns, stress, anxiety, anger, sadness and feeling unhappy.

£7000

Jepeca – full impact analysis report available (summary graph below)

 

Numicon

  • To raise achievement across mathematics

£3000

Maths

 

Year Group

%age achieving Age Related Expectations by July 2015

%age exceeding Age Related Expectations by July 2015

Point progress from Sep ’14 – July ‘15

1

75%

25%

4.5

3

30%

10%

2.1

4

42%

17%

2.9

5

43%

14%

3.2

 

Trips and residentials

  • To ensure pupil premium children can engage in the full programme of activities
  • To develop appropriate social interaction with peers

£1300

All children who wanted to take part in the year 6 residential trip was able to – parents paid the £20 deposit and school paid the balance.

 

Parents of children eligible for pupil premium had the cost of class trips subsidised to enable full participation.

Back on Track Maths Intervention

  • To improve TAs subject knowledge in maths.
     
  • To accelerate the progress of children struggling with maths.
     
  • To develop resources and a structured approach to intervention which can be used more widely in your school to support low attaining children in maths.
     

£850

Pastoral Manager and Pupil Premium Champion employed as pastoral support staff.

  • To reduce the number of exclusions

 

  • To support a higher level of engagement in learning

 

  • To plan and deliver appropriate social and emotional interventions as required

 

  • To make appropriate referrals for alternative provision
  • To provide a programme of social skills

 

£30,500

Reduced number of fixed term (FTE) & permanent exclusions (PEX):

 

2012 - 13

2013 - 14

2014 - 15

FTE

12

13

5

PEX

2

1

1

 

Much improved climate for learning throughout the school and improved engagement in learning.

 

Reduced number of incidents in the school day that become a barrier to learning or a disruption to others accessing their learning.

Intervention Support

  • To equip children with SEN and also eligible for pupil premium with the skills needed to access the curriculum.

£4850

Those eligible for Pupil Premium:

 

Year 1 Phonics (3 children)

performed well below the national percentage for pupils who achieved the expected standard (-33%)

 

Year 2 (7 children)

performed very significantly below overall (3.4) and in all 3 subjects

 

Year 6 (9 children)

performed above the national average for similar pupils overall (0.6), well above in Mathematics (1.7), above in Reading (0.7), well below in Writing (1.6) and well below in EGPS (1.2)

 

Reading

 

Year Group

%age achieving Age Related Expectations by July 2015

%age exceeding Age Related Expectations by July 2015

Point progress from Sep ’14 – July ‘15

1

50%

25%

3.0

3

30%

10%

3.3

4

42%

33%

3.3

5

57%

29%

1.5

 

 

Writing

 

Year Group

%age achieving Age Related Expectations by July 2015

%age exceeding Age Related Expectations by July 2015

Point progress from Sep ’14 – July ‘15

1

75%

25%

3.0

3

30%

-

2.1

4

50%

17%

3.3

5

29%

29%

3.2

 

Maths

 

Year Group

%age achieving Age Related Expectations by July 2015

%age exceeding Age Related Expectations by July 2015

Point progress from Sep ’14 – July ‘15

1

75%

25%

4.5

3

30%

10%

2.1

4

42%

17%

2.9

5

43%

14%

3.2

 

SENCo time with SEN and pupil premium children

  • To establish case studies with children who have SEN and who are eligible for Pupil Premium.
  • To ensure appropriate intervention and support is in place.
  • To work with SEN and Pupil Premium children 1:1 and in small groups to complete assessments to identify need.

 

£8200

Lunchtime Behaviour Support

  • To improve the resources available to children at lunchtimes.
  • To provide training for MDSAs linked to behaviour management and play.

£3000

Reduced number of lunchtime incidents which have also reduced the number of fixed term exclusions.

Inclusion Leader

  • To work with children vulnerable to exclusion by providing in class and lunchtime support.

£2500

Reduced number of lunchtime incidents which have also reduced the number of fixed term exclusions.

Parent Support Advisor (PSA)

  • To create a positive link between home and school.
  • To work with families who are experiencing unsettling times.
  • To work with families on child protection plans or who are at child in need level.
  • To work with families who have a poor attendance record.

£1800

Improved attendance from 91% (July 2013) to 96% (July 2015).

 

Reduced involvement needed from social care because of early help intervention by the PSA:

 

Life Education Bus

  • To provide support for children in the following areas:

how the body works, the importance of healthy diet and exercise, safe use of medicines, the risks of tobacco, alcohol and non-prescription drugs and emotional wellbeing (including bullying.)

£700

The school has achieved Healthy School Bronze Award from Wiltshire Council for its work in improving children overall health (physical and mental).

 

Nurture Resources

  • To provide the pastoral team with the necessary resources to carry out the planned intervention programmes.

£5000

Improved climate for learning throughout the school and an increasing engagement in learning.

Alternative Provision

  • To access alternative provision and provide children vulnerable to exclusion with alternative provision to help re-engage them in learning.
  • To access:

Equine assisted learning

WOLT – forest school

Greatwood Horse Power

 

£4000

Reduced exclusions and reengagement in learning for children vulnerable to exclusion.

 

Case study evidence available for individual children.

 

Total

£74,900

 

 

 

 

2014 - 15 Impact Data

 

Year 1 Phonics

 

 

  • The Disadvantaged Pupils performed well below the national percentage for pupils who achieved the expected standard    (-33%)

 

Key Stage 1

 

  • The FSM pupils (7) performed very significantly below overall (3.4) and in all 3 subjects
  • The Disadvantaged Pupils (7) performed very significantly below overall (3.4) and in all 3 subjects

 

Key Stage 2

 

  • The FSM pupils (9) performed above the national average for similar pupils overall (0.6), well above in Mathematics (1.7), above in Reading (0.7), well below in Writing (1.6) and well below in EGPS (1.2)
  • The Disadvantage Pupils (9) performed above the national average for similar pupils overall (0.6), well above in Mathematics (1.7), above in Reading (0.7), well below in Writing (1.6) and well below in EGPS (1.2)

 

KS1 - KS2 Progress

 

In Reading 89% of FSM pupils (8/9) made expected progress of which:

  • 100% made expected progress from KS1 L1 (2/2) - well above the national percentage (14) and in line with non FSM
  • 67% made expected progress from KS1 L2C (2/3) - well below the national percentage (-18) and well above non FSM (67)
  • 100% made expected progress from KS1 L2B (1/1) - just above the national percentage (4) and in line with non FSM
  • 100% made expected progress from KS1 L2A (3/3) - just above the national percentage (1) and in line with non FSM
  • 100% made better than expected progress from KS1 L1 (2/2) - well above the national percentage (36) and in line with non FSM
  • 33% made better than expected progress from KS1 L2C (1/3) - well above the national percentage (14) and well above non FSM (33)
  • 0% made better than expected progress from KS1 L2B (0/1) - well below the national percentage (-36) and in line with non FSM
  • 67% made better than expected progress from KS1 L2A (2/3) - just above the national percentage (3) and well above non FSM (67)

 

In Writing 89% of FSM pupils (8/9) made expected progress of which:

  • 67% made expected progress from KS1 L1 (2/3) - well below the national percentage (-28) and well above non FSM (67)
  • 100% made expected progress from KS1 L2C (2/2) - above the national percentage (9) and well above non FSM (50)
  • 100% made expected progress from KS1 L2B (4/4) - just above the national percentage (2) and in line with non FSM
  • 0% made better than expected progress from KS1 L1 (0/3) - well below the national percentage (-60) and in line with non FSM
  • 0% made better than expected progress from KS1 L2C (0/2) - well below the national percentage (-11) and in line with non FSM
  • 0% made better than expected progress from KS1 L2B (0/4) - well below the national percentage (-34) and in line with non FSM

 

In Mathematics 89% of FSM pupils (8/9) made expected progress of which:

  • 50% made expected progress from KS1 L2C (1/2) - well below the national percentage (-27) and well above non FSM (50)
  • 100% made expected progress from KS1 L2B (2/2) - above the national percentage (6) and well above non FSM (50)
  • 100% made expected progress from KS1 L2A (5/5) - just above the national percentage (1) and in line with non FSM
  • 0% made better than expected progress from KS1 L2C (0/2) - below the national percentage (-9) and in line with non FSM
  • 50% made better than expected progress from KS1 L2B (1/2) - well above the national percentage (23) and well above non FSM (50)
  • 60% made better than expected progress from KS1 L2A (3/5) - in line with the national percentage and well above non FSM (10)
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