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Pupil Premium

Coley Primary School's Pupil Premium Strategy 2018-19

Coley Primary School's Pupil Premium Strategy 2017-18

Coley Primary School's Pupil Premium Strategy 2016-17

Congratulations on our disadvantaged pupil results

What is pupil premium?

The pupil premium is Government funding for the specific purpose of improving the attainment and progress of pupils from low-income families. Children who have received free school meals over the past 6 years qualify for pupil premium funding. It is also available for pupils that have been ’looked after’ for more than 6 months.

Schools are able to spend pupil premium funding as they see fit. However, they will be held accountable for how they have used the funding to support children from low income families.

Coley Primary School tracks pupil progress and attainment on a termly basis (X6 per year). We also measure the success of our pupils against national and local data particularly at the end of each key stage to ensure we have high expectations and an accurate picture of our pupil’s learning.

 

Allocation 2015-16

£60,720

To close the gap between pupil premium students and non-pupil premium students this year, we have decided to use the pupil premium for the following: 

  • 2 year Talk for Writing project
  • Reading Recovery Teacher for Yr1 and other identified children in need across the school.
  • Better Reading Partners, this programme follows on from Reading Recovery support and a- z reading in Year 1.
  • 2 year Blogging project to impact on writing attainment and to improve pupil engagement.
  • Every child counts, we are training a member of staff to be able to deliver this programme to support children who need additional support in maths.
  • To bridge the gap for low income families to enable extra-curricular activities and school excursions to take place for all learners.             
  • We have also spent money on specific resources to help children make accelerated progress, as identified by their class teacher.
  • ELSA and Social Skills support from a trained LSA
  • Additional HLTA hours to support intervention

 

 

Allocation 2014-15

£64,000

To close the gap between pupil premium students and non-pupil premium students this year, we have decided to use the pupil premium for the following: 

 

  • One-to-one Tuition for year 6 pupils from a qualified teacher-supporting Literacy and Maths, and further supporting children as identified on a termly basis.

  • Reading Recovery Teacher for Yr1 and other identified children in need across the school.

  • Better Reading Partners, this programme follows on from Reading Recovery support and a- z reading in Year 1.

  • Additional reading resources to support reluctant readers.

  • 2 year Blogging project to impact on writing attainment and to improve pupil engagement.

  • Every child counts, we are training a member of staff to be able to deliver this programme to support children who need additional support in maths.

  • Development of our Foundation Stage (Reception) outside space.

  • To bridge the gap for low income families to enable extra-curricular activities and school excursions to take place for all learners.             

  • We have also spend money on specific resources to help children make accelerated progress, as identified by their class teacher.

Impact in 2014-15

Pupil premium children made more progress than Non-Pupil premium children in reading (12% better), and writing (7% better) and maths (12% better). We need to further close the gap when comparing our pupil premium children with the national average for non-pupil premium children. Key stage 2 SAT results were supported by 1:1 tutor and good quality first teaching.

 

Other specific support included:

  • Further support was given to help meet the Phonic screening target, with additional adult support for identified pupils resulting in 87% achieving the expected threshold (Target 74%)
  • Our Reading Recovery teacher has supported Year 1 and 2 with guided reading groups and applied phonics as a result the children have made good progress.
  • Racing to English resources being purchased and LSA support given to identified children. As a result children made rapid progress in acquiring language skills and confidence levels also improved.
  • Better Reading Partners, the Reading Recovery teacher was able to train LSAs and bridge the gap for children finishing the Reading recovery programme and returning to class.
  • ABC to read volunteers were able to be bought in to work with identified children leading to improved confidence and reading practice. Children therefore made progress in their reading levels and went up reading book band too
  • 100% Reading recovery children made accelerated progress in reading and writing as a result of the programme
  • 100% Maths Counts children made accelerated progress as a result of the programme
  • Resources were well used including our reluctant reader books
  • All children were able to access school excursions etc. through additional contributions made by the school.
  • The children have been inspired to write with the introduction of Blogging this year which has given the children a real purpose and audience for their writing. We have seen a greater number of reluctant writers willing to blog! Children are also commenting on each other’s blogs and helping children develop their writing skills further.
  • We have purchased an additional iPad which has also motivated children in their learning.

 

Allocation 2013-14

£51,300

This year we have decided to use the pupil premium for the following:

 

  • One-to-one Tuition for year 6 pupils from a qualified teacher-supporting Literacy and Maths.

  • Employed X3 additional L.S.As to deliver interventions in KS1 and 2 focusing on needs identified through Pupil progress meetings.

  • Reading Recovery Teacher for Yr1 and other identified children in need across the school.

  • Additional materials to support learning at home in Years 2 & 6.

  • To bridge the gap for low income families to enable extra-curricular activities and school excursions to take place for all learners.

  • We have also spent money on specific resources to help children make accelerated progress, as identified by their class teacher.

Impact

  • Pupil premium children made more progress than Non-Pupil premium children in reading (8% better), and writing (13% better) and equal to non-pupil premium children in maths.

  • Value added score of 101.7(101.8 Maths, 100.8 Reading, 102.0 Writing)

  • Key stage 2 SAT results were excellent as a result of the support given with 1:1 tutor and good quality first teaching.

  • 100% Reading recovery children made accelerated progress in reading and writing as a result of the programme

  • Resources were well used and supported children well at home and for preparation for SATs, also reported in Pupil voice questionnaires

  • All children were able to access school excursions etc. through additional contributions made by the school.

Other specific support included:

  • Further support was given to help meet the Phonic screening target, with additional adult support for identified pupils resulting in 66% achieving the expected target (Target 67%)

  • Racing to English resources being purchased and LSA support given to identified children. As a result children made rapid progress in acquiring language skills and confidence levels also improved.

  • Handwriting and fine motor skill resources were purchased, LSA’s trained in hand massage, as a result children were given additional support resulting in improved presentation, letter formation, fine motor skills and stamina in writing.

  • Better Reading Partners, the Reading Recovery teacher was able to train LSAs and bridge the gap for children finishing the Reading recovery programme and returning to class.

  • ABC to read volunteers were able to be bought in to work with identified children leading to improved confidence and reading practice. Children therefore made progress in their reading levels and went up reading book band too.