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“In the last few years, there have been very few disadvantaged pupils, and it is not possible to comment on their attainment without risk of identifying them. However there is a much improved picture of their learning this year and the small numbers supported by extra funding are making good progress, especially in Key Stage 1. Their progress is similar, or better, than that of other pupils in the school, and the gap in attainment between them and other pupils is closing quickly.”
(WESTON-UNDER-PENYARD OFSTED REPORT - DECEMBER 2014)
Pupil Premium web statement September 2018
How much money did we receive 2017-18?
We received receive a total of £ 23,000 PP funding
How did we spend it and why?
We have used it to employ staff and provide training to those staff in order to deliver the approaches listed below. We actively follow and act upon research from EEF which focuses on the effective support for children including those with SEN or who are more able.
We use our funding to ensure that these high quality, impactful approaches are used in every lesson and for every child. We also support PP children with trips and visit , music lessons and priority access to all clubs.
In summary we concentrate on making a difference to all individuals and tailor our approaches to each child, monitoring our approaches, working flexibly to ensure that each child reaches their full potential.
What impact did it have?
19 children across all year groups were entitled to PP funding. The profile of the group is very mixed. Of those 19 children 9 are in year transfers with 4 arriving in the in key stage 2, all of whom have significant SEN.
Overall, PP children made above expected progress in reading (1y2m) writing (1y1m) and maths (1y2m) in 2017-18. The rate of progress needs to continue in order to further close the attainment difference. Individual data is not given here as children could be identified.
How much PP funding will we have in 2017-8 and how will we spend it?
We will receive £26960
What is our PP strategy?
Our strategy is clear- for every child to ‘be the best they can be’ and for us to ensure that happens
What are the barriers for educational achievement faced by PP pupils?
Barriers vary according to individual circumstances, hence our personalised approach. Many barriers for KS2 children include high mobility, lack of assessment of individual/special educational needs, emotional needs, attendance concerns, low levels of basic skill attainment and lack of previous challenge.
How will PP allocation be spent to overcome those barriers?
We will spend it as this year in order to fully close the attainment gap as these approaches are working.
We will spend it using the same approaches as this year but with enhanced staffing support in order to rapidly improve progress for all PP children. In particular IYT/SEND/more able children in order to fully diminish difference in attainment. We will be extending provision by:
How will we measure the impact of our approach?
Impact will be measured on a daily basis by teaching staff. It will be measured weekly by the PP coordinator through talking to children and assessing work. It will be measured half termly by the HT in progress meetings. It will be measured termly by the PP coordinator in a report to the GB where it will also be discussed at standards meetings. The named Governor will evaluate this approach
When we review our strategy?Termly