Premium (Pupils)

Impact of Pupil Premium Spending

The school has a rigorous system of Self Evaluation allowing for progress to be accurately monitored. Any dips in performance are identified and appropriate interventions and strategies put in place to address this and ensure improvement and progress.

  • A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent’s and pupil’s voices
  • Assessment Data is collected half termly so that the impact of interventions can be monitored regularly
  • Assessments are closely moderated to ensure they are accurate
  • Teaching staff and support staff attend and contribute to pupil progress meetings each half term and the identification of children is reviewed
  • Regular feedback about performance is given to children and parents
  • Interventions are adapted or changed if they are not working
  • Two governors, Mrs Barnwell and Mrs Daley, are responsible for monitoring the impact of the pupil premium and do so through termly data review meetings with the Deputy Headteacher/Head of Teaching and Learning.  The governor Curriculum Committee also monitors the impact of the grant termly.

 

2018/2019

Based on the success of the spending of the previous years funding, this year the money is again being spent on:

Pupil Premium Grant 2018 - 2019 = £15,500
ExpenditureComments
Staffing - Teaching£0
Staffing - Support£12,121.251 - 1 curriculum intervention
Training £0
Resources£50Pupil support, uniform etc.
Specialist Equipment£0
Professional Services£250Speech and language
Trips£500Residential and day trips
Other£1,000Music and enrichment activities
Balance B/fwd 2018 - 2019£4,569.25
Balance C/fwd 2019 - 2020£6,148.00

We also use our in house data tracking system (Pupil Asset) alongside SATs & Phonics test results to monitor and judge the impact upon attainment and progress.

Barriers to educational achievement faced by eligible pupils at the school:

  • Low attainment on entry to the school
  • Low aspirations
  • Poor attitudes to learning
  • Ruralisation and high local unemployment