PUPIL PREMIUM SPEND, 2016-17, ASSESSMENT OF IMPACT
90% of Pupil Premium children were working at age expected in both our Y2 and Y6 SAT results in Reading, Writing and Mathematics and 91% of Pupil Premium children passed the Y1 phonics screening check. 57% of Pupil Premium achieved a Good Level of Development (2) at the end of Reception, although all children made expected or better than expected progress from their starting points on entry to Nursery. Progress scores for Pupil Premium children from KS1-2 were: Reading 0.58 (national 0.33), Writing 4.13 (national 0.1), Maths 4.11 (national 0.2).
The large majority of Pupil Premium children involved in the Year group class split made expected or better progress in Reading, Writing, and Maths over the year, and the vast majority were working at age expected levels in Reading, Writing, and Maths at the end of the academic year.
Similarly, the large majority of pupils across all year groups targeted for 1:1 and small group support by our additional teaching staff, and those who attended after school interventions, showed accelerated academic progress over the year. The Homework “Club” aspect of this provision was particularly effective as it engaged children through a collegiate atmosphere that helped to develop self-confidence and learning skills.
All EYFS Pupil Premium children who were targetteted for additional Speech and Language provision, in liaison with our Speech and Language Therapists, made very good progress in their focussed speech programmes and made good progress overall.
Teachers reported that all of these children to be more confident in the classroom and that their concentration and work rate improved.
Once again, all Premium pupils received funding for school educational visits; each Year Group had at least one educational experience (in or out of school) each half-term; these covered the topics: the Vikings, South America, STEM, and Our Local Area. All children were observed to have gained a great deal of learning and knowledge from these experiences. The visits provided effective inspiration and stimulus, which especially informed the writing skills of the children. The experiences have had a positive impact on their self-esteem. This continues to foster a more positive attitude in the classroom.
Funding for staff training has been particularly directed to funding training for TAs, and the implementation of new knowledge gained can been shown to have impacted positively upon the children with whom these TAs work, in terms of both academic progress and self-esteem/attitude to work; this can particularly be seen in relation to the Word Wasp and Multi-Sensory phonics Literacy schemes and in relation to specific ASD-friendly training.
Work is always ongoing with these pupils and the impact of these additional measures will be assessed and developed as appropriate in the year 2017-18, particularly with reference to support for Pupil premium children in Y1 who did not leave reception with a Good Level of Development (2).