How well do Governors use The Pupil Premium (PP) and Other Resources to Overcome Barriers to Learning Including Reading, Writing and Mathematics?

In year 2015/16 we have had Pupil Premium Funding for children eligible for Free School Meals.  These children attracted £2600 of extra funding each.

From April- July 2015, PP funding was used to deliver 1:1 teaching to pupils needing additional SPAG (Spelling, Punctuation and Grammar).  Cost = £300.  The impact was that pupils reached the expected levels by the end of Year 4 and make good progress between Y2-Y4.

From April 2015- March 2016, PP funding has been used for 4 x 30 minutes weekly of additional phonics teaching for a small group of pupils including those in receipt of PP (approximately £650 annually.  This is to increase the percentage of Y1 pupils who will pass the phonics test in July. 

Small group Maths interventions are being delivered from January to March 2016 (3 x 30 minutes) at a cost of £500.  Resources for the First Class@ Number intervention have cost £180.  This intervention has been shown to have rapid and significant improvements to pupils Maths ‘age’ compared with chronological age.

From 1.1.16 children in receipt of PP funding will be entitled to access Breakfast Club free of charge.  Pupils will receive a nutritious breakfast and 1:1 reading with a TA or older pupil.  We anticipate that this will cost £150.

The remaining £1800 has been used to fund additional TA hours in Class 1 to deliver the Read Write Inc. Literacy programme to three differentiated groups across Reception and Year 1.


What Strategies Are Producing The Best Results?

Read, Write, Inc. is producing good results for children in Reception and Year 1.  Additional, small group phonics is used to for those children who require consolidation of these skills.

Talk Boost is being used very effectively in EYFS.  Children who need the intervention are identified in Pre-School and it is delivered by a trained TA and reinforced in the classroom by the class teacher.  Speech and Language therapy has from LIST has had significant impact this year.

Research (Sutton Trust) shows that effective feedback on learning is one of the most effective methods of improving standards as this helps the children to understand the next steps they need to take.  The Marking Policy was reviewed in February 2016 and is now used consistently by all staff.  Children are now more aware of how they can improve their work, particularly writing, and time is built into the curriculum for regular editing/ up levelling lessons.