PUPIL PREMIUM 2014 – 2015

April 5, 2017
0.6 Teacher to deliver 1:1, small group and in-class support 27,000
0.2 Teacher to deliver 1:1, small group support in FS 5,500
0.1 Teacher to manage delivery of pre-Nursery parents and toddlers group 2,250
10 hrs CA additional support in FS to increase focussed support by T and TA 6,000
0.6 Teacher to deliver Literacy/Maths skills through Art and DT projects 17,500
Full time Teacher to split Year group into two small classes 27,000
Funding for school trip, enrichment activities 8,000
Development of FS outdoor+boys provision 2,500
Resources 2,000
Ipads for 1:1/small group work 5,000
Ipad storage 1,000
Staff training relevant to FSM needs 3,000




The large majority of Pupil Premium children involved in the Year group class split made expected or better (2 sub levels or more) progress in Reading, Writing, and Maths over the 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. Teachers reported them to be more confident in the classroom and that their concentration and work rate improved.  For example 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.  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. In turn, this has led to a more positive attitude in the classroom.

Nursery and pre-school children involved in the Nursery and Toddler groups have shown improved speech and communication, interaction, and gross and fine motor skills, both in and out of school.

Pupils provided with ipads to use in class have been able to improve their productivity so that they are completing more pieces of work and are able to show their literacy abilities more readily.  This is particularly because the ipads have provided stimulus for fiction writing and research opportunities for non-fiction writing.

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 and self-esteem/attitude to work.

Work is still on-going with these pupils and the impact of these additional measures will be assessed and developed as appropriate in the year 2014-15