|0.6 Teacher to deliver 1:1, small group and in-class support KS1||27,000|
|0.3 Teacher to deliver 1:1, small group support in FS||7,750|
|10 hrs CA additional support in FS to increase focussed support by T and TA||6,000|
|0.4 Teacher to deliver Literacy and Numeracy skills to Y5 chn||17,500|
|0.3 Teacher to deliver Literacy skills through Art and DT projects in R and KS1, specifically Creative Writing||11,250|
|After school interventions, 1:1 and small group,||27,000|
|Funding for school trip, enrichment activities||8,000|
|Development of FS outdoor+boys provision||2,500|
|Staff training relevant to FSM needs||3,000|
PUPIL PREMIUM SPEND, 2015-16, ASSESSMENT OF IMPACT
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 targeted for 1:1 and small group support, including after school interventions, showed good academic progress over the year. Indeed, our after-school provision developed further; targeting. Pupil Premium children across all year groups, and was extended to fund transport for some families, and crèche provision for any siblings to help us to support families in easily accessing this additional provision.
Teachers reported the children to be more confident in the classroom and that their concentration and work rate improved. All Pupil Premium children were working at age expected in our Y6 SAT results and all Pupil Premium children passed the Y1 phonics screening check.
All 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 Romans, the Anglo-Saxons, Energy, 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 Project X and Big Write Literacy schemes.
Work is always ongoing with these pupils and the impact of these additional measures will be assessed and developed as appropriate in the year 2016-17.