Pupil Premium Report 2015/16
The Pupil Premium is ring-fenced funding from the Government and is allocated to schools to use appropriately to provide additional support for children of low income families who are currently eligible and take up the free school meal service. This funding is also allocated to schools to support children who have been looked after continuously for more than six months. It is important, therefore, that families who are eligible complete and submit the appropriate documentation in order that the funding is received each year.
At Hanslope School the Pupil Premium is primarily for the purpose of raising attainment. Attainment and achievement are closely tracked throughout the school. The performance of individual pupils and groups are very closely monitored to ensure that no one person or group is underachieving.
The School Development Plan clearly identifies the priorities which are being focused on to take the school forward. It highlights priorities and shows how they are to be achieved. Raising standards is a constant focus and has its own action plan. It is within this planning structure that pupil premium expenditure will be targeted. Students who meet the criteria will be supported through our additional resources to achieve maximum impact on their attainment and achievement.
The pupil premium gives us additional flexibility in targeting need for both individuals and groups and extends the scope of our support systems. The ability to respond to short and medium term needs will be key in raising achievement in all year groups.
Number of pupils and Pupil Premium Grant (PPG) received
- Total Number of pupils eligible for the PPG: 22
- Amount received per pupil: £1320
Total amount received in financial year 201516: £29,040
- Teaching Costs (1:1 and small group work) £18,317
- Learning Resources: £298
- School Trips (Subsidy) £1,354
- Lunchtime and Afterschool Clubs Premier Sports: £3,340
- Teaching costs for targeted intervention and summer school: £5,731
Nature of support/provision
During the academic/financial year 20156, the school employed two teachers to provide additional support for our eligible pupils. Dependent on the collective needs and learning styles of the pupils, support included: small group work; one to one and targeted intervention.
The organisation of our teaching and related timetables has meant that we have been able to release teaching staff to lead targeted intervention activities. Funding was also used to run a one day ‘Summer School’ at the end of the summer holidays to help prepare the children for the new academic year.
The funding allowed some children to partake in residential trips and attend after school clubs led by a trained sports coach.
The curriculum objectives varied, dependent on the needs of the individual children.
- Enhancing skills in reading, specifically comprehension and inference.
- Developing sentence structure in writing
- Securing formal written methods in calculation work.
- Preparing pupils for SATs and transition to new academic years and secondary school.
Measuring and evaluating impact of PPG spending
Year 1 Phonics: 100% of pupils eligible for the funding met the standard.
There were no children eligible for funding involved in the end of Key Stage 1 assessments.
End of Key Stage 2 results show that of the 5 children eligible for the funding – 4 achieved above 100 in the standardised scores for reading and all 5 for writing and maths. All 5 also exceeded 100 in the Grammar and Punctuation test.
As the tests and scoring were new and very different to previous measures, we are unable at the present time to show progress measures between Key Stage 1 and 2. We await advice on how this will be done from the DfE .
Planned Programme of support for academic/ financial year 201617
The school’s principal aim is to continue to further narrow any gap between attainment of pupils eligible for this funding and their peers within the school and nationally. We shall also continue to use a small amount of the funding to ensure that they have equal opportunities in extra curricular activities, but will use the vast majority of the funding to finance teaching in small groups and one to one, as we have found this is the best way to support our pupils.