Your browser version is outdated. We recommend that you update your browser to the latest version.

Translate this page

The school is happy to provide paper copies of all documents and policies free of charge. Please contact either the Head Teacher or the Business Manager if you require this service. For Braille, large print or audio, please contact us.

If you are happy with the education we provide, please take the time to visit Parent View and spend a couple of moments completing the online questionnaire. Simply click on the image below.
Thank you for your continuing support.Parent View - Give Ofsted your view on your child's school

CEOP Internet Safety
 Star alliance logoStar alliance logo

 
 
 
 

Pupil premium grant expenditure:
Report: 2017/2018 (Academic Year)

Overview of the school

Number of pupils and pupil premium grant (PPG) received

Total number of pupils currently on roll for Academic Year 17/18

109 (as at Oct 2017)

Total number of pupils eligible for PPG

26

Amount of PPG received per pupil

£1,320 & £1,900

Total amount of PPG received for Financial Year 17/18

£31242 (as at Oct 2017)

Total amount of PPG received for Academic Year 17/18 (pro rata)

£20828 (2/3rds)

Date of next Pupil Premium Strategy review

September 2018

 

 

 

Nature of support  2016/17

What is Pupil Premium?

Pupil premium is a form of funding which is in addition to main school funding. It is provided to schools for those pupils who are eligible for free school meals (FSM), those with parents in the Armed Forces and those who are in foster care or who have been adopted from care. It aims to address the differences between these children and their peers by ensuring that funding supports disadvantaged pupils.

Principles

  • We are required to publish information online about how we have used the Pupil Premium funding.
  • We endeavour to close the achievement gap by ensuring that any pupil at risk of underachieving is supported to achieve the highest levels.
  • We allocate the Pupil Premium funding to support any pupil who has been identified as being disadvantaged socially. It is recognised that not all children who are socially disadvantaged will be in receipt of Pupil Premium funding.
  • As Pupil Premium funding is limited not all socially disadvantaged children will access interventions covered by the funding at all times.
  • We thoroughly analyse which pupils are underachieving and why.
  • We draw upon evidence from our own and others’ experience to allocate the funding to the activities that we feel are most likely to have an impact on improving achievement.
  • We use achievement data frequently to check whether interventions or techniques are working and make adjustments accordingly.
  • SLT and Governors have a clear overview of how the funding is being allocated and the difference it is making to the outcomes for pupils termly.
  • We ensure that class teachers and support staff know which pupils are eligible for the pupil premium so that they can take responsibility for accelerating their progress.

 

Barriers to achievement faced by pupils in receipt of Pupil Premium at Kellington Primary School

  • Attainment below age-related expectation in reading, writing, phonics and mathematics.
  • Poor social and communication skills and low self-esteem.
  • Challenging behaviour which impacts negatively on personal progress and that of peers.
  • Limited opportunities to experience interesting and engaging activities beyond the school day.

 

How we are using Pupil Premium this year:-

A large proportion of the Pupil Premium funding is used to employ teaching assistants to deliver targeted support in reading, writing and mathematics to vulnerable children, on a 1:1, paired and small group basis. Funding is also used to enable a HLTA to support a small, focused nurture group. A General Teaching Assistant has been employed specifically to provide for learning, behaviour and social and emotional support for vulnerable pupils in Early Years and Key Stage 1. Where necessary, Pupil Premium is used to fund places for individuals at extra-curricular clubs, breakfast club, school trips and residential visits. Uniform vouchers are given to parents of newly identified eligible pupils.

 






Curriculum focus of PPG spending 2016/17

  • Reading, phonics, writing and mathematics through targeted intervention of vulnerable groups in KS1 and KS2.
  • Support for socially, emotionally and educationally vulnerable groups in EYFS and KS1.
  • Small group support to access teaching and learning in lower KS2.
  • Broader curriculum opportunities beyond core subject intervention.

 

Measuring the impact of PPG spending 2016/17

All children in receipt of pupil premium made progress in reading writing and mathematics in 2016/17. In reading 69% of pupils in receipt of pupil premium made expected progress or better and 56% of them made better than expected progress. In writing 75% made expected progress or better and 63% made better than expected progress. In mathematics 94% made expected progress or better and 63% made better than expected progress. This data indicates that the majority of pupils in receipt of pupil premium made accelerated progress during 2016/17 in reading, writing and mathematics. The mathematics progress of pupils in receipt of pupil premium has improved markedly since 2015/16; this indicates that the investment in staff training and resources to supplement the in-class support and small group interventions has been very beneficial. Additional whole school phonics training has taken place and new resources have been purchased to help support those vulnerable children who are currently not making accelerated progress in reading.

End of Key Stage 1 data shows that pupils in receipt of pupil premium attained in-line with their non-disadvantaged peers in reading, and but below them in mathematics and well below them in writing and reading/writing/mathematics combined. Focused small group mathematics support is planned for these children in 2017/18 in addition to a whole school focus on the application of phonics and speaking and listening to enhance writing.

Despite a combination of specific interventions, small group focused work, end of Y6 preparation sessions and 1:1 support the end of Key Stage 2 data shows that pupils in receipt of pupil premium attained below their non-disadvantaged peers in reading, writing, mathematics and reading/writing/mathematics combined. However, owing to the small numbers of pupils involved it is difficult to draw useful conclusions.

 

 

Curriculum focus of PPG spending 2015/16

Reading, writing and mathematics through targeted intervention of vulnerable groups.

Support for vulnerable groups in Early Years and KS1.

Study skills – Super learners, Year 6 end of year/transition preparation.

Supporting social and emotional skills – Nurture and personal, social and emotional programme delivered as part of STAR Alliance.

 

 

 

Measuring the impact of PPG spending 2015/16

All children in receipt of pupil premium made progress in reading writing and mathematics in 2015/16. In reading 76% of pupils in receipt of pupil premium made expected progress or better and 65% of them made better than expected progress. In writing 71% made expected progress or better and 59% made better than expected progress. In mathematics 71% made expected progress or better and 35% made better than expected progress. This data indicates that the majority of pupils in receipt of pupil premium made accelerated progress during 2015/16 in reading and writing. In order to help support those vulnerable children who are currently not making accelerated progress in mathematics or are finding the subject challenging the school has invested in staff training and resources to supplement the in-class support and small group interventions.

End of Key Stage 1 data shows that pupils in receipt of pupil premium attained in-line with their non-disadvantaged peers in writing, and exceeded them in mathematics and reading/writing/mathematics combined. They did not attain as highly as them in reading - further focused work is planned to raise the attainment for this vulnerable group in reading.

End of Key Stage 2 data shows that pupils in receipt of pupil premium exceeded their non-disadvantaged peers in mathematics but despite better than expected in-year progress they did not attain as highly as them in reading, writing and reading/writing/mathematics combined. Careful tracking of pupils at the end of each term and responsive interventions where disadvantaged and vulnerable pupils make insufficient progress aims to improve outcomes for subsequent cohorts.

 

Cookie Policy

This site uses cookies to store information on your computer.

Do you accept?