Pupil Premium

Pupil Premium Funding at Blakeley Heath Primary School

Pupil Premium is a government funded initiative to promote the achievement of children who have been in receipt of free school meals at any point in the last six year period, or have been in Local Authority Care.

Blakeley Heath Primary School aims to use Pupil Premium funding to raise attainment and increase the progress of pupils; particularly in reading, writing and maths.

The school has a strong intervention structure in place which meets the need of individuals or groups of learners.

The school is allocated a provisional sum of £47 500 for the 2016– 2017 academic year.

 

Planned expenditure for 2016/2017

At Blakeley Heath Primary School, Pupil Premium Funding is used mainly to support learning in reading, writing and maths ensuring there is additional TA/HLTA support within the classroom. In addition support is provided through targeted interventions for individuals and groups of children alongside pre-teaching or consolidation tasks.

Nature of Support Impact
Phonics support.

Additional TA for phonics teaching

Continued improvement in phonics achievement.
Purchase of Accelerated Reader package and linked resources to support reading across Key Stage 2 Number of children reading regularly increases. Assessments provide accurate data to target individuals not making expected progress.
Targeted support for reading through implementation of catch up reading resources led by HLTA Pupils make accelerated progress in reading and a more positive approach to reading activities.

 

PIRA resources.

PIRA test taken each term and data analysed to identify children who are not making expected progress.

Gaps in knowledge identified and closed.

Through tracking and analysis, children are identified for support and appropriate interventions implemented.
PUMA resources.

PUMA test taken each term and data analysed to identify children who are not making expected progress.

Gaps in knowledge identified and closed.

Through tracking and analysis, children are identified for support and appropriate interventions implemented.
Cath Up Maths Intervention. Training for TA to implement program for identified children. Accelerated progress for children and a more positive approach to maths achieved.
Writing Intervention.

Additional activities to consolidate or pre- teach skills linked to children’s targets.

 

Children develop independent writing skills which will enhance their learning across the curriculum and achieve their full potential. Increase the number of children attaining age related expectations and above.
Year 6 additional targeted support.

HLTA in Year 6 to support English, maths and reading sessions.

Close the attainment gap in maths, reading and writing and increase the percentage of pupils achieving age related expectations and above.
1:1 intervention programmes.

Additional teacher to lead 1:1 support for identified children in Y6.

Accelerate progress and close gap at end of year expectations.
Targeted nurture activities for small groups and individuals led by TA. Social and emotional gains
Bug Club   Y1 – Y6.

 

Engage more children in reading for enjoyment which should increase the number of children attaining age related expectations and above. Access provided at home as well as in school
MYMaths – Y1-Y6 Engage more children in maths for enjoyment which should increase the number of children attaining age related expectations and above. Targeted activities planned for all children. Access provided at home as well as in school
Funding towards educational visits and after school activities.

 

Assistance with educational visits and residential activities to enrich the curriculum and to ensure that no child misses out due to financial hardship.

 

Impact of Pupil Premium Funding 2015-2016

In the Year 1 phonics check, the number of disadvantaged pupils that met the expected standard was above the national figure.

In Year 2 assessments, the number of disadvantaged children working at the expected standard in reading, writing and maths was above the national figure.

In Year 6 SATs (Standard Assessment Tests) the number of disadvantaged pupils who met the expected standard in reading, writing and maths combined was 40% which was broadly in line with non-disadvantaged children.