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Pupil Premium 2014-15

The PPG allocation for 2014/15 is £128,300 and has been targeted at:


Pupil Premium Spending Rationale

Intended Impact

Part time teacher to convert to full time in order to release the Deputy Head / Inclusion Leader from a classroom responsibility.



  • Groups of children will be targeted for intervention and as a result underperformance will be addressed.
  • SEND children will be closely monitored through classroom observations and direct work, in order to ensure that good progress is maintained.
  • Vulnerable children will be supported through additional activities to raise their confidence and self esteem.

A Family Support Worker will be employed to impact positively on the outcomes for specific groups of children.

  • The educational outcomes for vulnerable children will be improved.
  • The emotional resilience of groups of children will improve attitudes to learning.
  • The home – school link will be improved, so that families can better support their children’s learning.

An additional teacher will be employed to reduce class sizes in Year 6.


  • Children in Year 6 will make accelerated progress.

The number of teaching assistants in school will remain at 6.





  • Targeted additional support in Literacy/Numeracy to narrow any gaps within progress and attainment, in order to ensure that all children make good progress.
  • Ensure that children on the SEND register receive the support and intervention they need to make good progress, socially and academically.

A part time teacher to provide intervention and quality PPA cover.



  • Groups of children will be targeted for intervention and as a result underperformance will be addressed.
  • Standards of learning will be maintained for children across the school, throughout the week.

Curriculum and extra curricular areas will be supported financially, including:

  • Author visits
  • Residential educational visit
  • Focus week enrichment activities
  • Individual class visits out and visitors in each term


  • There will be access to learning beyond the classroom and experiences to address social disadvantage; this will promote self-confidence, self-esteem and aspirations for all children.
  • The curriculum will be enriched through a variety experiences, which will engage children with their learning.


The impact of the PPG for 2014/15 was:

Release of Deputy Headteacher

A number of children in Year 6 with social, emotional and educational difficulties were prioritised by the Deputy Headteacher as Inclusion Manager, in order to ensure that they reached their full potential. Of the three most challenging children, all made at least expected progress in reading, writing and maths. Other vulnerable children in the year group were equally successful, owing to the time and expertise given to support their learning and well being.

SEN progress has been closely monitored across the school, through learning scrutinies and classroom visits. Evidence seen in books and end of year levels indicate that the majority of SEN children make good progress from their starting points and that gaps in their learning have been identified and are being addressed.


Family support worker

The Family Support Worker has developed the following areas of good practice:

  • A Friends for Life programme in Year 5 ensured that a group of vulnerable children achieved at least expected and in many cases good progress by the end of the year.
  • Attendance issues were tackled directly, with one persistent absentee improving his attendance and moving out of this category, with a 10% improvement on the previous year. Next year this will be extended to include home visits, alongside a School Attendance Officer.
  • Close work with individual children has led to a number of disclosures; as a result action has been taken to safeguard these children and improve their outcomes at home and at school.
  • The FSW has worked with individual children on issues such as food phobias; these children have gone on to make very good progress in all areas.
  • The FSW supported families in their applications for secondary places. As a result the transition to secondary school has been smooth and successful.


Employment of teaching assistants

  • Lesson observations confirm the important role played by teaching assistants, revealing that children who work directly with the TAs make good progress and are challenged throughout the lesson.
  • SEN and intervention data indicates that good progress is made from their starting points, by specific groups of children across the school.
  • Specific programmes, such as Phonological Awareness Training and Reading Recovery have seen an improvement in basic skills, particularly in Year 3, where children join us with noticeable gaps in their skills base.



  • Following intervention programmes for Pupil Premium children in Year 3, the majority of these children made good progress in reading and the large majority made good progress in writing, leading to a narrowing of the gap in writing.
  • In Year 4 the majority of Pupil Premium children made good progress in reading and as a result their attainment has moved from just below the whole cohort to 5% above. In writing the gap has been significantly narrowed, as a result of good progress being made by the majority of Pupil Premium children.
  • 80% of Pupil Premium children who accessed intervention made the expected progress in all subjects.
  • In Year 6 the average points score for Pupil Premium children indicates outstanding progress across the year in maths and writing


Smaller class sizes in Year 6

As a result of smaller class sizes outcomes were improved across all three classes. 63% of children made outstanding progress in maths over the course of the year. In writing 55% of children made outstanding progress in Year 6; despite a lower figure of outstanding progress in reading (23%) the majority of children made good progress.


Enrichment activities

Each year group engaged in a number of enrichment activities, bringing enjoyment and a breadth of experience to all our children. As a result children were motivated in class, contributing to the good performance of children across the school.

A whole school drive to improve writing was supported by first hand activities such as a World War 2 experience, a Hindu workshop and a Mayan workshop. As a result progress in writing is good across the school.

The residential visit to Derwent Hill was attended by all Free School Meal children who wished to go, providing them with opportunities they would not otherwise have enjoyed.