Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
The Pupil Premium is funding in addition to the school’s budget. Schools are free to decide how to allocate this funding to best support the raising of attainment for the most vulnerable pupils. In 2020 the school received approximately £71,285 in Pupil Premium allocations for 52 children
In the year 2020/21 the pupil premium will be been used in a variety of ways.
- Intervention teaching assistants in KS1 and KS2.
- Additional TA hours to support intervention programmes throughout the school and booster sessions for Y6 pupils with a qualified teacher.
- Support and advice for families around the areas of attendance and punctuality by the school’s Parent Support Officer.
- Wider opportunities class music sessions in Year 6.
- Mindful sessions to support disadvantaged pupil's emotional health and well-being.
- Support for educational visits, shows and visiting theatre companies to broaden children’s experiences, to keep costs down to ensure they remain affordable.
- Invest in rewards to ensure attendance of disadvantaged pupils remains above 95%
Examples of impact include:
- Attendance – Attendance of pupil premium was 95.2% in 2018/19 which was higher than for the whole school.
- Music – in 2019/20, 31 children from Key Stage 2 have had opportunities to experience group and individual music tuition.
- Early Years Foundation Stage Profile – In 2019 100% of pupil premium children achieved a good level of development.
- Phonics screening – In 2019 the percentage of Year 1 children achieving the expected level was 60% and the figure for pupil premium children was 80%. The national figure for all children was 82%.
- KS1 Assessments – In 2019, 60% of pupil premium children achieved expected levels in reading writing and maths. This was above the percentage for other children in the cohort and above the national average which was 50%.
- KS2 SATs – In 2019 Progress for pupil premium children was in line with progress in the cohort in reading and maths and better for writing. It was better than the national average for disadvantaged children in both reading and maths.