Ferry Lane Primary School

Transcription

1 Ferry Lane Primary School Pupil Premium Grant Expenditure Financial Year What is the Pupil Premium Grant? The Pupil Premium is a government grant, introduced in April 2011, that targets extra money at pupils from deprived backgrounds. Research shows that these pupils generally underachieve compared to their peers. The premium is given to schools so that they can provide additional support for these pupils and ensure they reach their potential. The Government calculates how much Pupil Premium money each school receives by looking at the number of children at the school who are registered for free school meals, and at the number of children in local authority care. These are used as general indicators of deprivation. The school then receives a fixed amount of money per pupil registered for free school meals or in care. The Government is not dictating how schools should spend this money, but schools have to show that they are using it effectively to narrow the achievement gap between children from deprived backgrounds and others. School performance tables will now include information about the attainment of pupils from deprived backgrounds compared with their peers. How does the school use this money? The school uses the Pupil Premium grant to run targetted interventions (some ongoing, some new) for pupils from vulnerable groups, and Governors ensure that the needs of socially disadvantaged pupils are adequately addressed. Children's progress is monitored through termly meetings between the school's senior management and class teachers, and governors receive reports on the results. The Governors of the school recognise that not all pupils who receive free school meals will be socially disadvantaged. They also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. The Governors reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

2 The Senior Leadership Team will maintain an ongoing programme of support for socially disadvantaged pupils, which will be overseen by the Governors Curriculum Committee. The school's Governing Body will continue to monitor teaching and learning throughout the school to make sure it meets the needs of all pupils, including those from deprived backgrounds. Ferry Lane Primary School: Pupil Premium Grant Expenditure (Financial Year Apr 14- Mar 15) It is important to understand that the G is allocated and spent in accordance with the financial year which is not aligned with the academic year. This means that the use and impact of G for the financial year crosses two academic years, the summer term of academic year , and the Autumn and Spring terms of academic year This report includes performance data for disadvantaged pupils at the end of KS1 and KS2 in summer It should be noted that the performance of disadvantaged pupils at end KS1 & KS2 in summer 2015 will have also been impacted on through part usage of financial year G. Overview of the school Number of pupils and pupil premium grant (G) received (April 2014 March 2015) Amount of G received per pupil (April 2014 March 2015) 1300 Total amount of G received 125,400

3 Summary of G spending 2014/15 Objectives in spending G: To accelerate progress of disadvantaged/vulnerable pupils, especially those at risk of underachieving Summary of spending and actions taken: 1) 1:1 & small group tuition 2) 1:1 reading Recovery tuition 3) Salary cost of HLTA providing support to Y5 & Y6 pupils 4) Purchase of new reading scheme books 5) Purchase of laptops, charging trolley, computing scheme and training 6) Whole Class Instrumental tuition ) Booster class support 8) Extra time literacy programme 9) Extended release time for detailed pupil progress meetings 10) Training to improve quality first teaching 11) Shared teaching release 12) Abacus training 13) Counselling (1 day per week) 14) Additional Educational Psychologist hours 15) Purchase of new School tracking software & staff training 16) Subsidising of Residential School Journey and trips 1) Subsidising of Breakfast club provision Total Expenditure targetted at disadvantaged/vulnerable pupil groups 125,400 % of pupils known to be eligible for free school meals FSM Ferry Lane 52.8% 48.3% 46.0% 26.% 26.6% 26.0% The following data indicates the performance of (Pupil Premium) and N (Non Pupil Premium) children in the 2014/15 academic year.

4 KS1 2014/15 Attainment Achieving L2+ N N Speaking & Listening Science At L2+ in KS1 children perform better than their counterparts ly except in. The school gap between and N children is smaller than except for and. Overall using the Average Point Score comparison the gap between and N children has closed by 0.5 points from 2013/14. Achieving L3+ N Speaking & Listening Science 6 23 N All As a school attainment at L3+ is below for both groups except for where extra teaching support was provided in the summer term. Whilst the figures are low compared to they represent an improvement on previous years. The N children performed better in reading whilst children did better in. The gap between the two groups would be wider ly except in.

5 Y1 2014/15 Phonic Data Achieving Expected Standard N All children passed the phonics test placing the school well above the figure. We were 12% below the figure for N children which represents 2 children. The 6 children who failed to reach the standard were N children and all received additional support through the year, making excellent progress and only just fell short of the pass mark. They are all likely to pass the resit in Y2. R 2014/15 Pupils achieving GLD (Good Level of Development) Achieving Expected Standard N In Reception we were less than 1 pupil below the figure achieving GLD for children and 1 pupil below for N children. The gap between and N children is wider than by %. All groups made good progress and achieved the challenging target set at the start of the year.

6 KS2 2014/15 Achievement Data Attainment Achieving L4+ N N Grammar, Punctuation & Spelling Combined (R,W,M) 0 Attainment of children exceeds that of their counterparts and their N classmates in all areas. The N cohort was 10 children, one child thus represents 10%. Of these ten children 3 children (30%) were on the SEN register, 1 child had been on the register (10%), 1 child had behaviour issues, 1 child arrived with no English and 1 child arrived in Y5. This represents a total of 0% of the N cohort. Conversely the cohort had only one child with an SEN history and was a more academically able group of children. As a single form entry school we are much more susceptible to such cohort variation. (2013) N N Grammar, Punctuation & Spelling Combined (R,W,M) Achieving L5+

7 Again children outperform figures at L5+ (except for which is at a similar level) whilst N children do less well compared to and their peers. Performance in in particular was low for both groups compared to performance in other areas. Progress Expected and Better than Expected (BtE) progress for both groups compares well to figures in all areas with the exception of BtE for N children in. 2 Levels of Progress N N Expected progress of children is better than as is the progress of N children except for where the difference is less than one child. 3 Levels of Progress N N Better than Expected progress of children is better than (All children) for and one child less for and. The progress of N children is better than in, similar for and lower in.