Pupil Premium Review 2016 - 2017

2016 - 2017 Pupil Premium Funding Action Plan and Outcomes

1. Quality Of Teaching For All

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Item/Action Cost Desired Outcomes Outcome For Children Eligible For Pupil Premium Funding
Increased staffing to address shortfall in English and Mathematics skills.

Purchase resources to develop English and Mathematics skills – Guided Reading materials;

Numicon
Talk4Writing materials and test papers

Specific training in place to ensure teachers are able to teach maths and English to the best of their abilities.

Ensure teaching engages and motivates all children, but in particular PP children.

Ensure children have a say in what they want to learn.

Provide opportunities for reading aloud and discussing books, explicitly extending pupils' spoken vocabulary and the use of structured questioning to develop reading comprehension.

Introduce a structured approach.
£8050 Progress rates of disadvantaged pupils at the end of FS2, KS1 and KS2 are closer in line with non-disadvantaged pupils.

The proportion of pupils achieving the expected standard in reading, writing, maths is closer in line to non-disadvantaged.
Additional staff worked with pupils using:

Catch-up Literacy
Toe by Toe
Numicon

Pupils made good progress.

Training was provided in using THRASS. 100% of pupils in Year 1 achieved the Phonics standard.

Training was provided in Catch up Literacy.

Reading progress improved.

Reading and comprehension opportunities have increased pupils love of reading End of KS2 progress in Reading was above National.

Pupil voice informed Medium Term Planning engaging pupils in their learning.

Numicon and Talk4Writing resources were purchased and distributed throughout the Academy.

2. Targeted Support

Item/Action Cost Desired Outcomes Outcome For Children Eligible For Pupil Premium Funding
Identify barriers to learning of disadvantaged children through 1:1 discussions with them.

Test children using GL assessment diagnostic tests to identify gaps in knowledge and understanding.

Identify pupils who require intervention and teach to address gaps in knowledge and understanding.

Organise 1:1 sessions and small group teaching for some pupils to support their progress in English and Mathematics
£5400 Progress rates of disadvantaged pupils at the end of FS2, KS1 and KS2 are closer in line with non-disadvantaged pupils.

The proportion of pupils achieving the expected standard in reading, writing, maths is closer in line to non-disadvantaged
GL Assessments have been purchased and gaps identified 1:1 and group interventions have been put in place. These are specific and have addressed gaps in knowledge and understanding across the Academy.There are no disadvantaged pupils in FS2 and Year 2.

At the end of KS2, in Reading the proportion of disadvantaged pupils reaching the expected standard is well above national. In Mathematics, the proportion of disadvantaged pupils reaching the expected standard is similar to national. In SPAG, 80% of disadvantaged pupils reached the expected standard which is significantly higher than national. In Writing only one of the five disadvantaged pupils reached the expected standard whilst all the others did making significantly wide disadvantaged gap.

3. Other Approaches

Item/Action Cost Desired Outcomes Outcome For Children Eligible For Pupil Premium Funding
First hand experiences have been provided to promote reflective writing.

Visits and visitors are being used to promote aspiration and to motivate learning by broadening horizons.

Specialist teachers in French and music are used to promote positive attitudes and aspiration.

Use TAs to support the more vulnerable children when needed.
£17380 The self-awareness and confidence of disadvantaged pupils has improved. Opportunities for visits and visitors have inspired and motivated pupils to learn. These are subsidised by the academy. The wider curriculum offering, funded through the pupil premium, provides experiences that nurture interests and talents.

Provide free music and French tuition.

Attitudes to learning have improved.

Behaviour throughout the academy has improved.

Children, for whom the school receives pupil premium, leave the academy with ambitions and aspirations not dissimilar to those of their peers.

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Principal Designate

Mandy White

Tollbar MAT Chief Executive

David J Hampson
OBE, BSc, BA.
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