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Streethouse Junior, Infants & Nursery School

Pupil Premium

Pupil Premium Statement 2017 -18 

 

The Pupil Premium is additional funding to help schools close the attainment gap between children from low-income and other disadvantaged families and their peers. If a child is eligible for Free School Meals (FSM) at any point over the past 6 years or has been continuously Looked After for at least 6 months (LAC) the school receives an amount per child within their budget. A provision is also made for children who have a parent in the armed services

Streethouse School is committed to enabling all children to gain an excellent education. We recognise that children from disadvantaged backgrounds can face particular challenges and welcome the Pupil Premium as an important way to support them. Our approach ensures that all aspects of the school, support children from disadvantaged backgrounds, by providing targeted support when it is needed. Pupil premium represents a significant proportion of our budget and we are committed to ensuring it is spent to maximum effect.

 

We believe that there is no “one size fits all” so it is essential that we identify individual barriers in order to provide personalised targeted support, so that all our children can flourish.

We provide a culture where staff believe in all children and there are “no excuses” for underperformance. All PP children benefit from funding, not just those who are underperforming.

We set high expectations and share good practice within school.

 

We have a positive school atmosphere in which children’s differences are recognised and valued as full members of the school community; developing confident and independent learners.

 

What do we expect to see:

Targeted additional support strategies of which result in every child, however financially disadvantaged being able to have full access to our curriculum and all our extra-curricular experiences. All children in the target group who are currently underperforming because of the impact of their disadvantaged background will make improved progress leading to the closing of attainment gaps.

 

Key Stage 2 Results 2017

Percent Expected Standard in Reading, Writing and Maths

BEWARE SMALL COHORT   1 pupil = 7%

 

 National all

School all

    National PP

 

     School PP

Reading

71%

73%

53%

73%

Writing

76%

67%

64%

63%

Maths

75%

80%

58%

         75%

combined

61%

67%

63%

         63%

 

Year 6 Pupil Premium Funded children Average Scores

 

School PP

School all others

 

Gap

Reading

100.5

105.5

       5.0

Writing

t/a

t/a

 

Maths

103.3

107.7

      4.4

 

                                                           Last year the grant was £62,040   Impact:

 

  • 6 out of 8 disadvantaged pupils achieved the expected standard in Reading, writing and maths   (3  pupils being SEN but still made at least expected progress from starting point)  Cohort = 15 pupils
  • Two Pupil Premium pupils achieved the higher standard in maths, and  one in writing
  • 67% of our Y6 pupils achieved the expected level in reading , writing and  maths combined compared to the National figure of 61% (63% disadvantaged)
  • 75% disadvantaged pupils achieved the expected standard in Reading, GPS and  maths , all above National
  • Pupils in KS1 made between 6 months and 13 months progress in a targeted reading intervention over a 12 week period.
  • 71% of disadvantaged pupils met the Y1 phonics threshold
  • All 3 disadvantaged pupils achieved KS1 reading, writing and maths standard (100%)
  • Pupils in KS 2 made between 7 and 9 months progress in reading interventions over 15 weeks
  • The gap between Pupil Premium data and non-pupil premium data has closing across year groups from last academic year
  • Parents are attending workshops and using strategies to support their children in early reading and phonics
  • It is noted that pupils are more “ready” to learn after early morning interventions and pupils accessing interventions with the Learning Mentor are more confident/more eager to access their learning in class

Pupil Premium budget 2017-2018

£63,360

Actions

Desired impact

Spend

 

Pastoral support for vulnerable disadvantaged children. Interventions and support programmes are provided, such as musical interaction and lego therapy, social skills groups and Fit to Learn

 

Supporting vulnerable children to be successful learners and to attend daily.

 

Interventions which target social and emotional learning  seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.

 

Evidence provided by the Education Endowment Federation show on average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).

 

Overall, studies of oral language interventions consistently show positive benefits on learning, including oral language skills and reading comprehension. On average, pupils who participate in oral language interventions make approximately five months' additional progress over the course of a year.

 

£13,550

 

Subsidising of visits, Breakfast Club

 

All children have access to regular visits, experiences and Breakfast. What would otherwise be prohibitive costs are not an obstacle to visits taking place.

We have found Breakfast club attendees more “ready to learn “

 

£1500

 

Stay and Play weekly sessions

 

ESA runs weekly session for parents and their children to engage and identify vulnerable families and provide support. Activities to do at home through early intervention and time to signpost support where needed

 

£2,000

 

Providing Parent Support Worker for target families

 

Parent support worker works within the Nursery setting to identify families and pupils for early intervention in behaviour strategies so pupils are emotionally ready to learn.

Improve engagement with parents and support through parenting sessions tailored to their needs

£5000

 

Providing additional interventions through trained Support assistants in reading, phonics and maths interventions – Reciprocal Reading, Numicon Maths, Letters and Sounds, Precision teach

 

Disadvantaged children targeted for specific intervention and personalised learning as and when children require it. Through either 1:1 support or during a small group work.

Improved attainment and progress; improved confidence, deepened understanding; supporting mastery of skills.

 Intervention resources purchased.

 EEF evidence states on average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. These approaches appear to be particularly effective for older readers (aged 8 or above) who are not making expected progress.

Successful reading comprehension approaches carefully select activities for pupils according to their reading capabilities, and ensure that texts provide an effective, but not overwhelming, challenge.

£9,725

 

Weekly Sport Mentoring programme to engage learners and target personal skills

 

 

  Pupils are targeted for a personailsed input

Interventions which target social and emotional learning  seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.

 

Evidence provided by the Education Endowment Federation show on average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).

 

 

£3,040

 

Daily Target Breakfast Clubs (KS1 and KS2) in Reading and Maths with free breakfast with fully trained staff and pastoral support

 

Disadvantaged children targeted for specific intervention and personalised learning as and when children require it. Through either 1:1 support or during a small group work pre-school so the impact on missing quality first teaching is minimized.

 

 

£7.020 staffing plus breakfast £2,925

Total

£9,945

 

Premier Reading Programme

 

Improved attainment and progress; improved confidence, deepened understanding; supporting mastery of skills.

 Intervention resources purchased.

 EEF evidence states on average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. These approaches appear to be particularly effective for older readers (aged 8 or above) who are not making expected progress.

Successful reading comprehension approaches carefully select activities for pupils according to their reading capabilities, and ensure that texts provide an effective, but not overwhelming, challenge.

 

        £500

 

Daily nurture group targeting vulnerable pupils

 

Target SEN Pupil Premium pupils have Improved attainment and progress; improved confidence, deepened understanding; opportunity to work on specific suggested programmes and targets from other professionals eg SALT, LSS, EPS, OT

 

 

£2,000

 

Acquiring effective materials and resources aimed at raising standards

 

Resources targeted in Literacy eg Reading scheme books, Guided reading books, programme, Premier Reading Programme, Spellodrome to engage and improve skills

 

Maths based targeted resources eg Mathletics web based to engage and improve skills

Engage parents in home access to support their children in home study which is web based rather than paper based

 

£5,500

 

Providing additional IT resources to engage learners  - laptops and ipads

 

Giving pupils opportunity to use ICT based learning  and to engage reluctant learners

£1,500

 

Providing monthly workshops for  parents on early engagement in reading and speaking and listening skills

 

Staff work alongside parents and their pupils to model good practice with early skills.

 The EEF evidence suggests that early years intervention is beneficial. On average, early years interventions have an impact of five additional months' progress, and appear to be particularly beneficial for children from low income families.

 

£600

 

Workshops & performances

 

Through providing exciting experiences for  pupils who would not have opportunities to enrich the curriculum and engage learning

Eg Theatre, magicians, Circusology workshops, Author visits, Sports Inspire days

 

     £2500

 

Forest School 7 week programme to engage learners and target barriers to learning

 

 Pupils are targeted for a personailsed input

Interventions which target social and emotional learning  seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.

 

Evidence provided by the Education Endowment Federation show on average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).

 

 

       £2000

 

Staff training in specific interventions and strategies including refresher training

 

Ensure the interventions which are delivered are of  high quality and well-resourced to ensure the pupils make the appropriate progress and feel valued

 

      £4000

 



Pupil Premium Statement 2016-17

 

The Pupil Premium is additional funding to help schools close the attainment gap between children from low-income and other disadvantaged families and their peers. If a child is eligible for Free School Meals (FSM) at any point over the past 6 years or has been continuously Looked After for at least 6 months (LAC) the school receives an amount per child within their budget. A provision is also made for children who have a parent in the armed services

Streethouse School is committed to enabling all children to gain an excellent education. We recognise that children from disadvantaged backgrounds can face particular challenges and welcome the Pupil Premium as an important way to support them. Our approach ensures that all aspects of the school, support children from disadvantaged backgrounds, by providing targeted support when it is needed. Pupil premium represents a significant proportion of our budget and we are committed to ensuring it is spent to maximum effect.

 

We believe that there is no “one size fits all” so it is essential that we identify individual barriers in order to provide personalised targeted support, so that all our children can flourish.

We provide a culture where staff believe in all children and there are “no excuses” for underperformance. All PP children benefit from funding, not just those who are underperforming.

We set high expectations and share good practice within school.

 

We have a positive school atmosphere in which children’s differences are recognised and valued as full members of the school community; developing confident and independent learners.

 

What do we expect to see:

Targeted additional support strategies of which result in every child, however financially disadvantaged being able to have full access to our curriculum and all our extra-curricular experiences. All children in the target group who are currently underperforming because of the impact of their disadvantaged background will make improved progress leading to the closing of attainment gaps.

 

Key Stage 2 Results 2016

Percent Expected Standard in Reading, Writing and Maths

BEWARE SMALL COHORT   1 pupil = 9%

 

 National all

School all

    National PP

 

     School PP

Reading

66%

73%

71%

63%

Writing

74%

73%

79%

63%

Maths

70%

73%

75%

         63%

combined

53%

73%

60%

         63%

 

Year 6 Pupil Premium Funded children Average Scores

 

School PP

School all others

 

Gap

Reading

107.4

106

       +1.4

Writing

t/a

t/a

 

Maths

107.4

108

      -0.6

 

Last year the grant was £62,040   Impact:

 

  • 5 out of 8 disadvantaged pupils achieved the expected standard in Reading, writing and maths   (3  pupils being SEN but still made at least expected progress from starting point)  Cohort = 11 pupils
  • One Pupil Premium pupil achieved the higher standard in reading and maths. (making outstanding progress)
  • 73% of our Y6 pupils achieved the expected level in reading , writing and  maths combined compared to the National figure of 53%
  • Pupils in KS1 made between 6 months and 13 months progress in a targeted reading intervention over a 12 week period.
  • Pupils in KS 2 made between 7 and 9 months progress in reading interventions
  • The gap between Pupil Premium data and non-pupil premium data has closing across year groups from last academic year
  • Parents are attending workshops and using strategies to support their children in early reading and phonics
  • It is noted that pupils are more “ready” to learn after early morning interventions and pupils accessing interventions with the Learning Mentor are more confident/more eager to access their learning in class

 

Pupil Premium Budget
2016- 2017

£69,240


Actions


Desired impact


Spend

 

Learning mentor supports vulnerable disadvantaged children. Interventions and support programmes are provided, such as musical interaction and lego therapy, social skills groups and Fit to Learn

 

Supporting vulnerable children to be successful learners and to attend daily.

 

Interventions which target social and emotional learning  seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.

 

Evidence provided by the Education Endowment Federation show on average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).

 

Overall, studies of oral language interventions consistently show positive benefits on learning, including oral language skills and reading comprehension. On average, pupils who participate in oral language interventions make approximately five months' additional progress over the course of a year.

 

£19,720

 

Subsidising of visits, Breakfast Club and Holiday Clubs

 

All children have access to regular visits, holiday clubs experiences and Breakfast. What would otherwise be prohibitive costs are not an obstacle to visits and experiences taking place.

We have found Breakfast club attendees more “ready to learn “

 

£1500

 

Subsidising of after- school clubs.

 

All children regardless of income or background have the opportunity to attend a club throughout the year

Sport participation is engaging in sports as a means to increase educational engagement and attainment.

 Improved outcomes have been identified in English, mathematics and science learning by the Education Endowment Federation for sport extra-curricular activities.

 

£1,710

 

Providing Parent Support Worker for target families

 

Parent support worker works within the Nursery setting to identify families and pupils for early intervention in behaviour strategies so pupils are emotionally ready to learn.

Improve engagement with parents and support through parenting sessions tailored to their needs


£5000

 

Providing additional interventions through trained Support assistants in reading, phonics and maths interventions – Reciprocal Reading, First Maths, Letters and Sounds

 

Disadvantaged children targeted for specific intervention and personalised learning as and when children require it. Through either 1:1 support or during a small group work.

Improved attainment and progress; improved confidence, deepened understanding; supporting mastery of skills.

 Intervention resources purchased.

 EEF evidence states on average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. These approaches appear to be particularly effective for older readers (aged 8 or above) who are not making expected progress.

Successful reading comprehension approaches carefully select activities for pupils according to their reading capabilities, and ensure that texts provide an effective, but not overwhelming, challenge.


£9,725

 

Weekly Sport Mentoring programme to engage learners and target personal skills

 

 

  Pupils are targeted for a personailsed input

Interventions which target social and emotional learning  seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.

 

Evidence provided by the Education Endowment Federation show on average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).

 

 

£3,040

 

Daily Target Breakfast Clubs (KS1 and KS2) in Reading and Maths with free breakfast with fully trained staff and a Learning Mentor

 

Disadvantaged children targeted for specific intervention and personalised learning as and when children require it. Through either 1:1 support or during a small group work pre-school so the impact on missing quality first teaching is minimized.

 

 

£9120

 

Premier Reading Programme

 

Improved attainment and progress; improved confidence, deepened understanding; supporting mastery of skills.

 Intervention resources purchased.

 EEF evidence states on average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. These approaches appear to be particularly effective for older readers (aged 8 or above) who are not making expected progress.

Successful reading comprehension approaches carefully select activities for pupils according to their reading capabilities, and ensure that texts provide an effective, but not overwhelming, challenge.

 

        £500

 

Daily nurture group targeting vulnerable pupils

 

Target SEN Pupil Premium pupils have Improved attainment and progress; improved confidence, deepened understanding; opportunity to work on specific suggested programmes and targets from other professionals eg SALT, LSS, EPS, OT

 

 

£2,000

 

Acquiring effective materials and resources aimed at raising standards

 

Resources targeted in Literacy eg Reading scheme books, Guided reading books, programme, Premier Reading Programme, Spellodrome to engage and improve skills

 

Maths based targeted resources eg Mathletics web based to engage and improve skills

Engage parents in home access to support their children in home study which is web based rather than paper based

 

£5,500

 

Providing additional IT resources to engage learners  - laptops and ipads

 

Giving pupils opportunity to use ICT based learning  and to engage reluctant learners

£1,500

 

Providing monthly workshops for  parents on early engagement in reading and speaking and listening skills

 

Staff work alongside parents and their pupils to model good practice with early skills.

 The EEF evidence suggests that early years intervention is beneficial. On average, early years interventions have an impact of five additional months' progress, and appear to be particularly beneficial for children from low income families.

 

£600

 

Workshops & performances

 

Through providing exciting experiences for  pupils who would not have opportunities to enrich the curriculum and engage learning

Eg Theatre, magicians, Circusology workshops, Author visits, Sports Inspire days

 

     £2500

 

Forest School 7 week programme to engage learners and target barriers to learning

 

 Pupils are targeted for a personailsed input

Interventions which target social and emotional learning  seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.

 

Evidence provided by the Education Endowment Federation show on average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).

 

 

       £2000

 

Staff training in specific interventions and strategies including refresher training

 

Ensure the interventions which are delivered are of  high quality and well-resourced to ensure the pupils make the appropriate progress and feel valued

 

      £4000

 


The PPG allocation for 2015/16 is targeted to narrow the gap for Pupil premium Pupils by accelerating progress in reading and writing and to provide pupil premium children with the same opportunities as other children.

 

The grant £69,600 will be spent as follows:

  •       Providing monthly workshops for  parents on early engagement in reading and speaking and listening skills
  • Providing additional interventions through trained Support assistants in reading, phonics and maths interventions – Reciprocal Reading, First Maths, Letters and Sounds
  • Daily Target Breakfast Clubs (KS1 and KS2) in Reading and Maths with free breakfast with fully trained staff and a Learning Mentor
  • Providing subsidised places at Breakfast Club, Holiday clubs and travel on visits
  • A Learning Mentor to work on supporting pupils to overcome barriers to learning including intervention in social skills, therapeutic activities, Fit to Learn and resilience.
  • Acquiring effective materials and resources aimed at raising standards, particularly in Literacy eg Reading scheme books, Guided reading books, Mathletics web based programme, Premier Reading Programme
  • Providing additional IT resources to engage learners  -laptops and ipads
  • Sport Mentoring programme to engage learners and target personal skills
  • Forest School 7 week programme to engage learners and target barriers to learning

 

The PPG allocation for 2014/15 was targeted to narrow the gap for Pupil premium Pupils by accelerating progress in reading and writing and to provide pupil premium children with the same opportunities as other children.

 

The grant was £65,000 was spent as follows:

  • Providing monthly workshops for  parents on early engagement in reading and speaking and listening skills
  • Providing additional interventions through trained Support assistants in reading, phonics and maths interventions
  • Daily Target Breakfast Clubs (KS1 and KS2) in Reading and Maths with free breakfast
  • Providing subsidised places at Breakfast Club, Holiday clubs and travel on visits
  • A Learning Mentor to work on supporting pupils to overcome barriers to learning
  • Acquiring effective materials and resources aimed at raising standards, particularly in Literacy eg Reading scheme books, Guided reading books
  • Providing additional IT resources to engage learners
  • Sport Mentoring programme to engage learners

 

The impact of the PPG for 2014/15:

  • 80% of disadvantaged pupils achieved 2 levels of progress in reading and Maths, 90% in writing in Year 6 end of Key Stage assessments.(Cohort of 10 pupils)
  • 50% of Pupil Premium pupils achieved 3 levels of progress in writing, 30% in  Maths and 10% in reading (making outstanding progress)
  • 84% of pupils achieved L4 in reading, and 89%in maths and writing and 79% achieved L4 in all 3 subjects.
  • Pupils in KS1 made between 6 months and 13 months progress in a targeted reading intervention over a 12 week period.
  • Pupils in KS 2 made between 7 and 9 months progress in reading interventions
  • The gap between Pupil Premium data and non-pupil premium data has closing across year groups from last academic year
  • Pupils accessing interventions with the Learning Mentor are more confident/more eager to access their learning in class
  • It is noted that pupils are more “ready” to learn after early morning interventions
  • Parents are attending workshops and using strategies to support their children in early reading and phonics

 

The PPG allocation for 2014/15 is targeted to narrow the gap for Pupil premium Pupils by accelerating progress in reading and writing and to provide pupil premium children with the same opportunities as other children.

 

The grant £65,000 will be spent as follows:

  • Providing monthly workshops for  parents on early engagement in reading and speaking and listening skills
  • Providing additional interventions through trained Support assistants in reading, phonics and maths interventions
  • Daily Target Breakfast Clubs (KS1 and KS2) in Reading and Maths with free breakfast
  • Providing subsidised places at Breakfast Club, Holiday clubs and travel on visits
  • A Learning Mentor to work on supporting pupils to overcome barriers to learning
  • Acquiring effective materials and resources aimed at raising standards, particularly in Literacy eg Reading scheme books, Guided reading books
  • Providing additional IT resources to engage learners
  • Sport Mentoring programme to engage learners
  • Forest School 7 week programme to engage learners and target barriers to learning

 

The PPG allocation for 2013/14 was targeted to narrow the gap for Pupil premium Pupils by accelerating progress in reading and writing and to provide pupil premium children with the same opportunities as other children.

 

The grant £41,400  was  spent as follows:

  • Providing workshops for  parents on early engagement in reading
  • Providing additional resources for the Outdoor Learning environment in Early Years
  • Providing additional interventions through trained Support assistants
  • Daily Target Reading Breakfast Clubs (KS1 and KS2)
  • Providing subsidised places at Breakfast Club and Holiday clubs
  • A Learning Mentor to work on supporting pupils to overcome barriers to learning
  • Acquiring effective materials and resources aimed at raising standards, particularly in Literacy eg Reading scheme books, Guided reading books
  • Providing additional IT resources to engage learners

 

The impact of the PPG for 2013/14:

  • 100% of pupils achieved 2 levels of progress in writing and Maths, 91% in reading in Year 6 end of Key Stage assessments.
  • 36% of Pupil Premium pupils achieved 3 levels of progress in writing, 27% in  Maths and 18% in reading (making outstanding progress)
  • 73% of pupils achieved L4 in all areas of reading, writing and maths.
  • Pupils who  achieved a Level 6 in Maths  were entitled to Pupil Premium funding (2 levels above age related expectations)
  • Pupils in KS1 made between 6 months and 13 months progress in a targeted  Reading intervention over a 12 week period.
  • The gap between Pupil Premium data and non-pupil premium data has closed across all year groups from last academic year.

 

Pupils accessing interventions with the Learning Mentor are more confident/more eager to access their learning in class

 

Pupil Premium

 

The pupil Premium Grant (PPG) is an allocation of funding provided to schools to support specific groups of children who are vulnerable to possible underachievement. These include children who are entitled to Free school Meals or who have been entitled over the last five years, those looked after by the Local Authority and children of armed forces personnel.

 

The PPG allocation for 1213/14 is targeted to narrow the gap for Pupil premium Pupils by accelerating progress in reading and writing and to provide pupil premium children with the same opportunities as other children.

 

The grant £41,400  will be spent as follows:

Providing workshops for  parents on early engagement in reading

Providing additional resources for the Outdoor Learning environment in Early Years

Providing additional interventions through trained Support assistants

Daily Target Reading Breakfast Clubs (KS1 and KS2)

Providing subsidised places at Breakfast Club and Holiday clubs

A Learning Mentor to work on supporting pupils to overcome barriers to learning

Acquiring effective materials and resources aimed at raising standards, particularly in Literacy eg Reading scheme books, Guided reading books

Providing additional IT resources to engage learners

 

The PPG allocation for 1012/13 was targeted to narrow the gap for Pupil premium Pupils by accelerating progress in reading and writing and to provide pupil premium children with the same opportunities as other children.

 

The grant £27,600 will be spent as follows:

  • Providing workshops for  parents on early engagement in reading
  • Providing additional interventions through trained Support assistants
  • Providing subsidised places at Breakfast Club and Holiday clubs
  • Supporting the cost of a Learning Mentor to work on supporting pupils to overcome barriers to learning resulting from their deprivation
  • Acquiring effective materials and resources aimed at raising standards, particularly in Literacy.

 

The impact of the PPG for 2012/13:

  • 100% of pupils achieved 2 levels of progress in Reading  and Maths, 82% in Writing in Year 6 end of Key Stage assessments.
  • 45% of Pupil Premium pupils achieved 3 levels of progress in Reading, Writing and Maths (making outstanding progress)
  • 100% of our Year 6 pupils got Level 4+ in Reading, 73% in Writing and 01% in Maths.
  • Pupils who  achieved a Level 6 in Writing and Maths  were entitled to Pupil Premium funding (2 levels above age related expectations)
  • Our Year 6 cohort Average Points Score in Reading, Writing and Maths was above National Scores.
  • Pupils in KS1 made between 6 months and 13 months progress in a targeted  Reading intervention over a 12 week period.
  • The gap between Pupil Premium data and non-pupil premium data has closed across all year groups from last academic year.

 

Pupils accessing interventions with the Learning Mentor are more confident/more eager to access their learning in class

 

 


 

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