Pupil Premium Strategy 2018-2019 - Year 4

Pupil Premium Strategy 2018 -19

Y4

NOR

373

Number of pupils eligible for PP funding

170

Percentage of pupils eligible for PP funding

46%

Total Budget allocation

£228,920

Academy Deprivation Index

0.3

Nominated member of AAB

Louise Chappell

AAB PP Review dates

22.11.18

21.03.19

11.07.19

 

Outcomes of Previous Academic year

 

All

PP

Others

Key stage 2 Reading ARE

74%

76%

71%

Key stage 2 Reading GD

15%

11%

20%

Key stage 2 Writing ARE

82%

84%

80%

Key stage 2 Writing GD

23%

18%

29%

Key stage 2 Maths ARE

77%

82%

71%

Key stage 2 Maths GD

12%

5%

20%

 

Pupil Premium - What is Pupil Premium?

Pupil Premium was introduced by the Department for Education (DfE) in 2011, as additional funding for pupils who receive Free School Meals and who are Looked After Children. This is because the DfE have recognised that good education is the key to improving young people’s life chances. This is particularly true for children from low-income families, or who are Looked After Children, research shows that without intervention these children are far less likely to leave schools with good GCSE results than other children. The Pupil Premium, using additional resources from outside the School’s Budget, is intended to address the current inequalities by ensuring that funding reaches the pupils who need it most.

The Pupil Premium has also been introduced for children whose parents are currently serving in the armed forces. This service premium is designed to address the emotional and social well-being of these pupils.

The DfE have stated that schools have the right to spend this funding as they see fit based upon their knowledge of pupil needs.  There is obvious accountability that serves to ensure that the money is used effectively and to the benefit of these key groups.

 

 

 

 

 

What does the data suggest for priorities for the next academic year?

KS2

1.    To continue to narrow the gap between pupil premium children and other in all year groups so they achieve ARE.

2.    To increase the number of pupil premium children achieving greater depth.

3.    Improve the attainment and progress of boys at ARE in all subjects and girls at GD in maths.

Y3

·         26% of the cohort are SEND (10/39ch)

·         48% of boys are working below ARE (10/21). Of those boys 80% (8/10) are SEND

·         83% of girls are working within ARE.

Y4

·         95% of boys were working within the age related curriculum (20/21 ch).

·         88% of girls were working within the age related curriculum (15/17 ch).

** The progress of 2.2 children in reading and writing is a priority to ensure these children spend more time working at ARE independently.

** Challenge for 1 children in reading to ensure they are developing the depth of their answers.

Y5

·         75% of pupil premium children were working within the age related curriculum by the end of the year but 30% are 2.2 children.

·         70% of boys were working within the age related curriculum (19/27 ch) but the 2.2 children are a high priority.

·         3 of the 8 boys not working within ARE are SEND children.   The other 5 boys are a high priority.

·         75% of girls were working within the age related curriculum (15/20 ch) but the 2.2 children are a high priority.

·         2 of the 5 girls not working within ARE are SEND children. The other 3 girls are a high priority.

Y6

·         80% of pupil premium children were working within the age related curriculum by the end of the year however, there is a large gap between the attainment of boys and girls.

·         62% of boys were working within the age related curriculum (19/27 ch).

·         7 of the 10 boys not working within ARE are SEND children. The other 3 boys are a high priority as they should not be more than a year behind.

·         100% of girls were working within the age related curriculum and none are SEND.

 

Behaviour and Attendance

Increased nurture support is required for the Year 3 cohort due to the high number of SEND children and the number of children requiring part time tables or one to one support.

Thrive, parental support and in school nurture work requirements in Y4 – 6 remain high due to the high number of PP children in each year group and the number of open CIN/ CP cases or early help referrals.