Skip to content ↓

Snaith Primary School

Pupil Premium Funding REVIEW 2017-18

Impact and Statutory Data

PUPIL PREMIUM BUDGET

Pupil premium is additional funding for schools to support them in raising the attainment of disadvantaged pupils of all abilities and to diminish the difference between them and their peers.

For 2017/18 the Government have allocated £1320 per pupil for deprivation, £300 per pupil for service children and £1900 per pupil for post looked after children.

Total Funding 2017/18 

£54,560

Number on Roll

312

Number of Pupil Premium children

34

BARRIERS TO LEARNING INCLUDE: 

  • The amount of support that is available at home.
  • Language and communication skills.
  • A lack of self-confidence, low aspiration including attendance.
  • Sometimes behavioural difficulties and needs.
  • Complex family situations that affect how well a child flourishes. (This can sometimes be for a short period of time but can also be long running and stressful for the child.)
  • Multiple aspects of disadvantage including specific learning difficulties, special educational needs.

Attendance Data

 

Attendance 2017/18

Persistent absence 

(missing 10% or more of sessions)

Pupil Premium (30)

93.2%

5.5%    (18 children)

Non Pupil premium (296)

96.6%

4.1%    (12 children)

All pupils (326)

96.2%

20%     (6 children)

Statutory Data

 

School Pupil Premium Data 2018

All Children Nationally 2018

GLD

(4 chn)

75%

72%

 

Y1 Phonics  

(3 chn)

66%

82%

Y2 Phonics  

(6 chn)

100%

91.9%

End of KS1

(4 children) 

 

Reading - 75% expected+ 

Writing - 50% expected+ 

Maths - 50% expected+ 

Reading - 76% expected+

Writing -70% expected+

Maths - 76% expected+

End of KS2  

(2 children)

Whilst these figures are not statistically relevant due to there only being 2 children, both attained expected or above in RWM with 1 out of the 2 attaining the higher scale score.

 

Maths average scaled score of 108.5

Reading average scaled score 108.5

GPS average scaled score – 110.5

Maths average scaled score nationally 105.4

 

Reading Average Scaled Score nationally  106.1

 

GPS average scaled score nationally– 107.2

In-house Data

  GLD Reading Writing Maths

 

    Expected+ Exceeding Expected+ Exceeding Expected+ Exceeding

End of Y1 

Out of 39 (New child started)

  74% 23% 77% 21% 77% 15%
  GLD Reading Writing Maths

4 children 

Pupil Premium 3  

FSM                    1

Exp + Exc Expected+ Exceeding Expected+ Exceeding Expected+ Exceeding
    75% 0% 50% 0% 50% 0%
  Reading Writing Maths

End of Y3  

(45 – 1 child started last week Y3) results based on 44 

Expected + Exceeding Expected + Exceeding Expected + Exceeding
84% 34% 77% 20% 86% 36%
  Reading Writing Maths
  Expected + Exceeding Expected + Exceeding Expected + Exceeding
Pupil Premium  2 Children  1 more joined start of Y4

2/2

100%

1/2

50%

2/2

100%

0

0%

2/2

100%

0

0%

  Reading Writing Maths

End of Y4  

Percentage for 51 children 

1 of whom is SEND 

Expected + Exceeding Expected + Exceeding Expected + Exceeding
78% 37% 71% 22% 82% 33%
  Reading   Writing   Maths  
  Expected + Exceeding Expected + Exceeding Expected + Exceeding
Pupil Premium   13 Children  61% 15% 61% 8% 61% 23%

 

Reading

Writing

Maths

End of Y5  

49 children 

Expected +

Exceeding

Expected +

Exceeding

Expected +

Exceeding

38/49

76%

10/49

20%

39/49

80%

13/49

26%

41/49

83%

5/49

10%

Pupil Premium   8 Children 

Reading

Writing

Maths

Expected +

Exceeding

Expected +

Exceeding

Expected +

Exceeding

5/8

63%

1/8

13%

6/8

75%

1/8

13%

4/8

50%

0

0%

Impact and effectiveness

Aims

Action

Cost (Rounded)

Impact measure and effectiveness

To improve aspirations, confidence, self motivation and intrinsic reward.

Growth Mindset training for all staff. Principles to be employed with children through classroom practice and direct teaching.

£1,600

There have been raised aspirations which were indicated by pupil surveys and this is also shown in good and outstanding progress from starting points. 

To develop fluency and enjoyment of reading. Key focus groups Y4 & 5

Catch up literacy programme – in line with the curriculum 2014

£5,000

4 targeted children in year 5 all made accelerated progress from working towards to expected or from expected to exceeding. 

 

4 targeted children from year 4 made good progress maintaining their prior attainment levels. 

To Improve spelling and handwriting

Key focus children Y3-Y5

‘No-nonsense spelling’ scheme

Targeted small group intervention auctioning programme created from EEF research – key focus on hearing and speaking segmented words combined with writing

£4,000

Scheme, delivery of intervention.

All children have improved their spelling and handwriting and this is shown in the quality of the work in presentation books

Beat Dyslexia Spelling intervention

In house data from the beat dyslexia program shows substantial progress. This is reflected in the children’s confidence to write and there is an improvement  their spelling ability. 

 

To develop children’s mathematical skills through an inclusive programme and same day interventions

Staff training and resource materials for ‘Shanghai maths’

 

Staff to support delivery of same day interventions

£3,000 training/cover costs.

£1,500 supporting materials

£4,000 to facilitate same day interventions.

All children including, those with disadvantage, have made good or excellent progress in maths  

 

See data tables above. 

 

To ensure that children with multiple disadvantage have accurate diagnostic assessment leading to specific targets  with accurate and focused provision

Purchase of a range of diagnostic assessment, including PHAB, communication and language and Boxall profiling.

Training of all teaching staff to carry these out.

Staffing costs to assess and deliver provision.

£2,000 from

 

 

 

£1,000

 

£6,000

 

(The additional costs of this focus will be shared with the SEN budget)

The diagnostic assessments have led to fine tacking and target setting which has supported children with multiple disadvantage having clear targets set leading to good and outstanding progress. 

.

To provide IT based packages to support learning in a fun and interactive manner, in the classroom and at home.

Purchase of licences for:

Nessy

Mathletics

£5000

Children have benefited from the IT packages purchased and this is shown in their progress and attainment. 

To support learning in the classroom

Supporting salaries

£15,000

Children have been engaged in lessons which have moved at a fast pace and learning maximised,

Children have benefited from quick and effective feedback leading to maximising pupil progress against learning objectives.

To ensure children continue to have access to a broad and balanced curriculum including extra-curricular learning in non core subjects to ensure that children of disadvantage have a well-rounded education and extended opportunity.

This includes:

Music tuition

Educational trips and visits.

£3000

Children have taken part in all aspects of school life offered to them, raising self- confidence, aspirations. Trips, performances and music tuition has led to rich experiences

To provide aspiration and challenge clubs

Lego

Blog club

Sporting clubs

Reading club

Fit and fun club

£500 to cover resource costs. (low due to staff undertaking this in their own time.)

Children have benefited from lunch time and after school clubs providing them with varied activities and experiences. 

To ensure that children with welfare needs are well supported.

Access to ELSA support time

Est. £3000

This may rise in response to children’s needs.

Children have increased their motivation and concentration thanks to the access to ELSA. This has meant they are better focused and happy to learn in lessons, thus supporting progress. 

To continue to develop the schools robust tracking and monitoring system.

Administrative costs

£1,500

This has allowed the school to effectively monitor and track children’s progress and attainment and then highlight any gaps that children need diminishing.