Pupil Premium – 2019-20 plan  and 2018-19 impact report

The pupil premium is national funding which school receives to help narrow the attainment gap and raise achievement of Children Looked After and those eligible for free school meals. These children are considered the most disadvantaged in schools and the additional funding is directed to addressing these children’s needs.

The use of the premium is a matter for our school but the DFE expects schools to be held accountable for how they support the achievement of these identified children. At Cribden House school the pupil premium is anticipated to be around £45,000 for the next financial year.

In 2019-20 this will be used:

In Numeracy to:

  • Provide a range of one to one interventions such as Education City - Numeracy, Stile Numeracy, Five Minute Box, White Rose
  • PUMA Maths assessment to be used with pupil premium children to identify and address gaps in learning
  • Increase range of Maths IPad apps for targeted children (times tables)

 In Literacy to:

  • Provide a range of one to one interventions such as Education City - Literacy, Penpals handwriting, Phonics Bug Club, Comics for Phonics, Five Minute Boxes, Phased Phonic Boxes
  • PIRA assessment and GAPS for targeted chidlren
  • Grammar Hammer to support gaps in SPAG for targeted pupils

Therapeutic interventions – training, delivery and resourcing

  • Extra support staff for each team to implement interventions and therapies particularly Speech and Language programmes
  • All staff trained to deliver Thrive individual activities and programmes to targeted pupils

 

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Pupil Premium Report 2018-2019 report

In 2018-2019 school received £72100 Pupil Premium to help narrow the attainment gap and raise achievement of Children Looked After and those eligible for free school meals.

2018-2019 Impact of Pupil Premium spending 

Intervention

Impact

Numeracy to:

  • Provide a range of one to one interventions such as Education City - Numeracy, Stile Numeracy, Five Minute Box, Rapid Maths
  • PUMA Maths assessment to be used with pupil premium children to identify and address gaps in learning
  • Increase range of Maths IPad apps for targeted children

 In Literacy to:

  • Provide a range of one to one interventions such as Education City - Literacy, Penpals handwriting, Phonics Bug Club, Comics for Phonics, Five Minute Boxes, Rapid Readers, Rapid Writers, Phased Phonic Boxes
  • Target spelling and grammar with new assessment tools

 

 

Whole school (based on 72 children)

Spoken Language:  89% on track or exceeding expectations   

Reading:                    96% on track or exceeding expectations

Writing:                      86% on track or exceeding expectations

Maths:                        86% on track or exceeding expectations

Non Pupil Premium (27)

Spoken Language:  85% on track or exceeding expectations

Reading:                    96% on track or exceeding expectations

Writing:                      96% on track or exceeding expectations

Maths:                        78% on track or exceeding expectations

Pupil premium children (45)

Spoken language:  91% on track or exceeding expectations

Reading:                    93% on track or exceeding expectations

Writing:                      91% on track or exceeding expectations

Maths:                        91% on track or exceeding expectations

CLA/Adopted children (7)

Spoken Language:  100% exceeding expectations

Reading:                    100% on track or exceeding expectations

Writing:                      100% exceeding expectations

Maths:                        86% on track or exceeding expectations

CLA children (who qualify for enhanced pupil premium) are making much better rates of progress than others in all areas of English but not in Maths, this group of children continue to thrive in our school environment.

Pupil premium children are currently making better progress in Spoken Language and Maths than non-pupil premium children. There continue to be higher numbers of Pupil premium children compared to non-pupil premium and they continue to make excellent rates of progress.

Therapeutic interventions – training, delivery and resourcing

  • Extra support staff for each team to implement interventions and therapies particularly Speech and Language programmes
  • Additional Forest School leader to be trained and released to support across all classes

 

There are extra support staff across school to ensure that 1:1 academic and behavioural interventions on provision plans are delivered daily/weekly as required.

Forest Leader attached to each group for one session per week. Children report high levels of enjoyment and staff confidence levels have improved by working alongside the Forest Leader.

 

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