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Review of Pupil Premium Spend 2016/17
IMPACT OF DISADVANTAGED FUNDING 2016/17
The following table shows our historic pupil premium figures.
|
Year |
Total Pupil Premium Funding |
|
2016/17 |
£55,844 initial budget. £60,495 allocated |
|
2015/16 |
£46,200 |
|
2014/15 |
£33,800 |
|
2013/14 |
£21,000 |
At Snaith Primary School disadvantaged pupils generally make at least good progress from their starting points. Where any child makes less than good progress the school is quick to action support and interventions to ensure that differences diminish, welfare needs are met and positive progress is enabled and accelerated.
Impact of Pupil Premium Funding for 2016-17
|
Total Funding 2016/17 |
£60,495.00 |
|
Number on Roll |
308 |
|
Number of Pupil Premium children |
34 |
Statutory data
Attendance of pupils
Free School Meals = 94.7% Pupil Premium = 95.21% All pupils = 96.83%
|
Number of children |
School Pupil Premium Data 2017 |
All Children Nationally 2017 |
|
|
GLD |
3 |
67% attained |
(69% 2016) (2017 not yet available) |
|
Y1 Phonics |
4 |
100% achieved the standard |
(81% 2016) (2017 not yet available) |
|
Y2 Phonics |
3 |
100% achieved the standard (Nb. Children who didn’t pass have Educational Health Care Plans/Statements of Need) |
(81% All children nationally 2016) (83% Non Disadvantaged Nationally 2016)
(2017 not yet available) |
|
End of KS1
|
3 |
100% Reading exp. standard 67% Writing exp. standard 67% Maths exp. standard |
(74% All Nat.) (78% Non Dis Nat. 2016) (65% All Nat.) (70% Non Dis. Nat. 2016) (73% All Nat.) (77% Non Dis. Nat 2016)
(2017 not yet available) |
|
End of KS2 |
9
50% MidPhaseEntry 60% multiple disadvantage Welfare/SEND
|
67% Reading, 78%Writing, 33% Maths 78% GPS 33% Combined
Pupil premium progress National for all = 0 Reading Sch = 1.10 (National non disad. 0.33) Writing Sch = 4.85 (National non disad. = 0.17) Maths sch = -0.09 (National non disad. = 0.28) |
NATIONALLY ALL (NON DISAD) 71% (77%)Reading 76% (81%) Writing 75% (80%) Maths 77% (82%) GPS 61% Combined |
|
|
Results / impact |
Interventions / support |
|
Reception |
See data above. |
RWI phonics Small group maths focused interventions.
|
|
Year 1 |
3 out of 4 children achieved ARE in reading with 1 out of 4 children achieving GDS. Phonics percentages for disadvantaged pupils in year 1 were 100% Pupil premium attainment is above non pupil premium with good and outstanding progress
|
Read/write inc phonics intervention – targeted group work Handwriting intervention |
|
Year 2 |
See statutory data above. |
Rocking Readers Write away together Phonics intervention 1:1 reading sessions |
|
Year 3 |
Pupil premium children data: 62% of children are at ARE or GDS. Progress from 92% of children making good or better progress from their Y2 in Reading and writing and 100% in Maths.
Children with multiple disadvantages e.g SEND who did not attain ARE have shown progress on PIVAT scores.
In addition there have been Improved social behaviours and welfare needs well supported.
|
Maths intervention Lunchtime homework club Reading intervention Writing intervention Nessy ELSA Daily phonics session Handwriting intervention 1:1 support for SEN children More able pupils – high aspirational challenges through teaching to the top Blog Club Mathletics Club |
|
Year 4 |
4 out of 8 children achieved ARE in reading, writing, maths
2/8 children are making slower than expected progress and will be a high priority for support and intervention in the next academic year. Particular focus on aspiration.
|
Reading intervention Maths intervention Spelling intervention 1st class at number Nessy More able pupils – high aspirational challenges through teaching to the top Blog Club Mathletics Club |
|
Year 5 |
100% pupil premium children achieved ARE in reading, writing and maths. 50% achieved GDS in reading 100% achieved GDS in maths
Pupil premium attainment is well above in maths with outstanding progress. Attainment is broadly in line in reading and writing with good progress to secure and outstanding progress for the more able pupil premium exceeding.
|
Reading intervention Write away together More able pupils – high aspirational challenges through teaching to the top Blog Club Mathletics Club |
|
Year 6 |
See statutory data above. |
Read write inc intervention Maths intervention Write away together 1:1 Reading intervention ELSA Small group focus maths boosters Blog Club Mathletics Club
|
In addition to data evidence identified above…
Children in receipt of Emotional support demonstrated greater self-confidence, focus in class and improved attitudes to learning (Evidence from - Lesson Observations/books)
Children were proud of their achievements – openly discussing the developments they had made and were clear about their own areas of progress and areas for development. (Evidence -discussions with pupils)
Any issues of attendance were addressed through careful liaison with the family – leading to increased engagement and willingness to learn.
Liaison with outside agency support – ensured children’s safeguarding needs were met and that children could attend school without worry and therefore could be more focused and ready to access learning.
All children taking part in enrichment activities to broaden their knowledge and experiences gained a greater sense of fulfilment. Eg, The La La Land Comic Relief performance receving recognition and coverage on The National News and Radio Humberside.
