STRATEGIC USE OF PUPIL PREMIUM TO IMPROVE OUTCOMES FOR PUPILS – 2012-2013
‘Pupil Premium’ is a special government grant to ensure that children with the highest economic needs have additional opportunities to achieve.
(Qualifying children have parents or carers who have received benefits at some point during the last 6 years.)
It is for schools to determine how to spend these additional funds to make the biggest difference – to maximise impact on the children’s Reading, Writing and Mathematics results.
Our Governors are interested in hearing parents and carers views on what would help their child.
All the programmes funded benefit the children in school who are underperforming, assessments are undertaken prior to choosing children to target, to ensure that those most in need are chosen. All children then benefit as the spread of achievement in the year group is narrowed and the gap is narrowed for the whole year group.
Measuring The Impact Of PPG Spending
HortonPark Primary Schoolmeasures the impact of interventions by:
- Tracking all children’s progress carefully and discussing their needs on a regular basis.
- Measuring children’s success at the end of each key stage, and particularly key stage 2, against national measures.
- Monitoring children’s success in accessing additional educational and pastoral support
Allocation for 2012/2013 £114,009.00
|Every Child a Reader – UPS teacher (0.6)|
Y2/Y1 Intensive ‘catch –up’ individual reading programme with parental involvement and regular review with class teacher
(Reduced due to sickness absence)
|4 children completed the programme (due to sickness absence )
7 children continuing the intervention 1314
All made faster progress than the national average over this period:
3 children made 4 points progress in reading
1 child made 5 points progress.
4 maintained the rate of progress after the programme was completed
|Every Child Counts – UPS teacher (0.6)|
Y1/Y2 Intensive ‘catch-up’ individual mathematics programme with parental involvement and regular review with class teacher
|£26,613||6 children completed the programme, 12 children had related support
12 children from year 2 also numeracy boosters.
All except 1 made faster progress than the national average for the duration of the programme
|WAVE 3 Specialist Teaching Assistant Support|
Included is cost of SENCo time to manage the programme
|£17,613||10 children had individual daily basic skills support
2 children made accelerated progress in Reading
1 child made accelerated progress in Writing
14 Y2 children received additional phonics teaching
|1:1 and small group intervention lessons|
Y6 HLTA full time
|22,258.00||29 Children included
19 children were also offered Saturday booster classes.
100% of targeted children made 2 levels of progress from KS1 to KS2
|Nurture group forReception class and Key Stage 1|
Included is cost of SENCo time to manage the programmeFS and KS1
20 children from Reception A and Reception B accessed this provision
13 made 2 stages progress in PSE and were integrated into class successfully
5 will have reduced support 1314 - full integration by December 13
2 (SEN+/Statement) will require support 1314
16 children from Year 1 accessed this provision
11 made 1 level progress and have integrated into class successfully
5 children continue to have support
2 children (SEN+/statement) from Year 2 continue to require this PSED support enabling successful school life
|Speech, Communication and Language Therapist employed by school for weekly sessions with children and close liaison with staff||4,500.00||23 children assessed during 2012/2013
10 children have progressed 4 points in S&L and have been discharged.
13 children continue to have support 1314:
8 children to review in Autumn term 2013/2014
5 children to continue 2013/2014. In addition:
4 children from Reception Year accessed an early interaction group which continues 1314 until review 10.13
|Experienced New to English teacher for children with limited fluency in English||1,504.00||22 children assessed and assessments shared with class staff
5 children progressed 3 sub levels in reading.
4 children progressed 3 sub levels inwriting.
10 children progressed 1 sub level in reading
10 children progressed 1 sub level in writing
6 children progressed 1 sub level in reading
6 children progressed 1 sub level in writing
3 children in R made good progress in Reading and Writing
(5 children left during the year but were all making good progress – al least 1 average point per term))