• Aylesford_Header_Image_7

Pupil Premium Expenditure

Pupil Premium provides funding for:

  • Raising the attainment of disadvantaged pupils of all abilities to reach their potential
  • Supporting children and young people with parents in the regular armed forces

Pupil Premium per pupil for the year 1 April 2016 to 31 March 2017 is as follows:

  • £1,320 for every pupil in year groups Reception to year 6 recorded as Ever 6 FSM
  • £1,900 for every Looked-After Child (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English Local Authority
  • £1,900 for every pupil who has ceased to be looked after by a Local Authority in England and wales because of adoption, a special guardianship, a child arrangements order or a residence order
  • £300 for every pupil in year groups reception to year 11 recorded as Ever 6 Service Child or in receipt of a child pension from the Ministry of Defence

The grant may be spent in the following ways:

  • for the purposes of the school i.e. for the educational benefit of pupils registered at the school
  • for the benefit of pupils registered at other maintained schools or academies
  • on community facilities e.g. services whose provision furthers any charitable purpose for the benefit of pupils at the school or their families, or people who live or work in the locality in which the school is situated

To apply for free school meals parents/carers can click on the following link found on our website.

 http://www.kent.gov.uk/education-and-children/schools/free-school-meals

 

Grant received for the Academic Year 1 September 2015 to 31 August 2016 totaled £101,730

Grant for the current Academic Year from 1 September 2016 until 31 March 2017 is £52,710.  Grant for the remainder of the current academic year will be notified following the January 2017 census.

At Aylesford Primary School most of the grant is spent on additional Teachers and Teaching Assistants providing support including intervention strategies.  The School has subscribed to PiXL and the PiXL approach is now being used in all year groups.  The School is confident this approach identifies gaps in knowledge to inform teaching will help to ensure that pupils reach their potential. The relevant approach enables diagnostic therapies to be put in place as a result of the additional teachers, resources and strategies derived from PiXL.

The School does not ask for voluntary contributions towards the cost of schools trips and activities for pupils eligible for pupil premium.

The School meets relevant specific costs for pupils eligible for pupil premium including play therapy and after school club places.

The cycle of pupil progress meetings, data collection and the monitoring and tracking of attainment will be used to inform progress and enable the early identification of need, support and appropriate interventions.

Spending is planned carefully to ensure it is spent to maximum effect. This involves making informed decisions about spending by:

  • Ensuring spending is directly linked to gaps in attainment
  • Make use of data to ensure effectiveness of interventions
  • Ensure that teaching is good or better.

All staff know who the pupil premium children are and who are focus children. Three times a year data is gathered to scrutinise pupil progress and consider the impact of interventions and future support that may be required. Progress of vulnerable groups is compare to the progress of all pupils.

Money is used to benefit all pupil premium pupils.

Assessment and monitoring systems are reviewed and revised to support improvement in the quality of teaching and interventions in order to maximise impact.

 

2015-2016

Key Stage

Item/Project

Cost

Objectives

Expected Impact

Impact – July 2016

EYFS

5 pupils

Targeted support for EYFS pupils to raise number of pupils achieving/exceeding national expectations

  • Speechlink
  • Language Link
  • Provide intervention for pupils to address underachievement
  • PSED Support

£7000

Improve speech

Improve basic language skills and build vocabulary

Build basic literacy and numeracy skills

Build social and emotional skills so children are more ready to learn

Increased % of pupils at age appropriate for speech

Increase % of pupils age appropriate for language

Increase % of pupils achieving a good level of development

Increase confidence and appropriate social interaction

Pupil Premium 46 % at beginning of year age appropriate for speech – end of year 80%

38 % at beginning of year age appropriate for Understanding – end of year 80%

87% achieved a good level of development

KS1

20 pupils

Targeted support – providing focused 1:1 and small group teaching to close the gap in core subject areas and raise the number of pupils achieving the expected standard or above.

 

  • Extra support in class
  • Provide interventions to address underachievement provided by TA
  • Provide interventions to address underachievement provided by T
  • RWI 1:1 Intervention
  • Reading 1:1
  • Speech and Language

£20070

Ensure quality first teaching

 

Effective intervention to provide targeted support to:

 

Address underachievement

 

Improve achievement in Reading, Writing and Maths to ensure pupils achieve age appropriate or above.

 

Increase % achieving phonic screening  and ensure those in Year 2 ahieve phonic screening.

Increased attainment in English and Maths

 

Increased percentage achieving phonic test score in Year 1

 

Increase percentage of Year 2 achieving phonic test score.

 

Increased % of pupils achieved expected or above national expectations in Year 2 SATS.

KS1 outcomes for reading, writing and Maths were above national

 

% of Disadvantaged pupils at greater depth higher than all pupls in Reading and Maths

 

92% of Year 2 disadvantaged pupils passed phonic screening. Nationally 86%

 

Year 1 4/9 (44%) disadvantaged pupils passed phonic screening

KS2

46 pupils

Targeted support providing focused 1:1 and small group teaching to close the gap in core subject areas and raise the number of children achieving the expected standard or above.

  • Extra support in class
  • Provide interventions to address underachievement provided by TA
  • Provide interventions to address underachievement provided by T
  • Year 6 – targeted support for small group of children by T
  • Year 6 – targeted support for small group of children by HLTA
  • Year 6 after school weekly booster session by T

£46090

Ensure quality first teaching

Effective intervention to provide targeted support to:

Address underachievement

Improve achievement in Reading, Writing and Maths to ensure pupils achieve age appropriate or above

Development of Maths and English skills through gap analysis addressing misconceptions, gaps in knowledge and SATS revision

Development of maths and English skills through 1:1, small group targeted support

Increased active learning

 

Increased attainment and progress in English and Maths

Increased confidence

Increased attitudes to learning

Increased % pupils achieving expected and above national expectations in Yr 6 SATS.

KS2 outcomes for reading, writing, maths above national

Disadvantaged pupils achieving scaled score of 100+

Reading 44%

GPS 56%

Maths 67%

Low attaining disadvantaged pupils do better than National in Writing and Maths

In Yr6 disadvantaged pupils made greater progress than all pupils

Reading –all8.8, disadvantaged 11.1

Writing – all 9.2

disadvantaged 11.2

Maths –all 9.2 disadvantaged 10.4

 

 

 

Key Stage

Item/Project

Cost

Objectives

Expected Impact

Impact – July 2016

Whole School

Educational Trips

£7470

Ensure all pupils have equal opportunities

 

Extend learning beyond the classroom

 

Enrich children’s learning

All disadvantaged attended school trips

Good learning outcomes

Enrichment activities

£4535

To provide extend learning opportunities

 

 

Enrich children’s learning

Increased confidence and good learning outcomes

Isle of Wight – residential visit

£1200

Extending experiences and building confidence.

 

Families offered financial support if necessary.

 

Increased self confidence

 

Greater independence. Improved social skills

8/9 attended residential.

 

Impact on self confidence

Play Therapy

£4680

Build social and emotional resilience so that pupils are able to learn effectively

 

Increased confidence

 

Improved social interaction

Increased confidence and good learning outcomes

Counsellor

£1000

Build social and emotional resilience so that pupil are able to learn effectively

Increased confidence

 

Improved social interaction

Increased confidence

Smooth transition to secondary school

 

PIXL

£1000

Contribution to PIXL

 

Development of Maths and English skills through gap analysis addressing misconceptions, gaps in knowledge and SATS revision.

Increased confidence

 

Increased attitudes to learning

 

Increased % pupils achieving expected and above national expectations in Yr 6 SATS

In Yr6 disadvantaged pupils made greater progress than all pupils

Reading –all8.8, disadvantaged 11.1

Writing – all 9.2

disadvantaged 11.2

Maths –all 9.2 disadvantaged 10.4

 

 

Targeted Support providing 1:1 and small group support to close learning gaps in core subject areas and rasie the number of children achieved expected or above.

As detailed above

Data and provision maps reviewed four times a year to ensure appropriate interventions

 

Staff to know their pupil premium pupils and to monitor their progress carefully

Children’s gaps are closed as a result of focused teaching.

 

Pupil premium pupils make progress that is in line with other pupils

Interventions closely evaluated and reviewed 4 times a year.

 

 

BEAM

£565

To provide BEAM before school run by TA to improve targeted pupils core stability and gross motor skills

Improved core stability and gross motor skills.

Impact on core stability and gross motor skills

Welfare - Uniform

£1000

Provide uniform for those parents experiencing financial difficulties

Improved pupil self esteem

Pupils dressed in school uniform

SATS revision resources for Yr2 and Yr 6

£500

Improve achievement in Reading, GPS and Maths to ensure pupils achieve age appropriate or above.

Increased confidence

 

Increased % pupils achieving expected and above national expectations in Yr2 and Yr6 SATS.

 

 

 

KS1 outcomes for reading, writing and Maths were above national

 

 

KS2 outcomes for reading, writing, maths above national

 

 

Maths Manipulatives

£3500

To develop maths skills

 

 

Increase % of pupils working at age appropriate or above

 

Age Appropriate or Above July 2016

Yr 1 74%

Yr 2 68%

Yr 3 59%

Yr 4 56%

Yr 5 56%

Yr 6 79%

DEAR Time Books

£3000

To improve achievement  and progress in Reading

 

Increase amoun of suitable reading material

Increased % of pupils working at age appropriate or above.

 

More positive attitude to reading

Age Appropriate or Above July 2016

Yr 1 72%

Yr 2 71%

Yr 3 71%

Yr 4 62%

Yr 5 44%

Yr 6 79%

 

 

Analysis of Outcomes 2015-2016

EYFS

The percentage of free School Meal pupils in the Foundation Stage that achieved at least expected in Literacy and Maths in 2015 was above National.

 

 

Reading

Writing

Number

Shape, Space, Measure

FSM

School

National

School

National

School

National

School

National

 

78

62

56

56

67

64

78

69

 

 

Good Level of Development 2016

School

National

Disadvantaged (4)

86.5%

69.3%

25%

 

Phonics

Expected Standard

School

National

Disadvantaged School

Disadvantaged

National

Year 1

74%

81%

44%

70%

Year 2

93%

91%

92%

86%

 

Key Stage 1

 

All

Disadvantaged

Not disadvantaged

Disadvantaged Gap

 

School

National

School

National

School

National

School

National

Reading

80

74

75

62

83

72

-8

-10

Reading+

10

23

17

13

6

26

+9

-13

Writing

70

66

58

52

78

69

-20

-17

Writing+

33

13

0

7

7

15

-7

-8

Maths

80

73

67

60

89

76

-22

-16

Maths+

10

18

17

10

6

20

+9

-10

 

In Reading the percentage of  disadvantaged pupils achieving the expected standard or above, who left the Foundation Stage as expected, is above the percentage for non disadvantaged pupils.

Foundation Expected

Reading

School Disadvantaged

100

National Other

87

 

The percentage of Disadvantaged pupils in Key Stage 1 who left the Foundation Stage as Emerging was the same as non disadvantaged pupils nationally in Writing and better than non disadvantaged pupils nationally in Mathematics.

Foundation Emerging

Reading

Writing

Maths

School Disadvantaged

33

33

50

National Other

39

33

40

 

Attainment for disadvantaged pupils who achieved exceeding at the end of the Foundation Stage is in line with the attainment of non-disadvantaged pupils nationally in Reading and better than non-disadvantaged nationally in Maths..

 

Foundation Exceeding

Reading

Maths

School Disadvantaged

67

100

National Other

66

61

 

Key Stage 2 Progress

Disadvantaged pupils make average progress or better than those with similar prior attainment particularly in Writing and Maths.

 

Reading

Writing

Maths

Score

-3.92

1.12

0.98

CI +/-

4.09

3.92

3.3

 

Low attaining disadvantaged pupils make greater than average progress compared to pupils with similar starting points.

Low Prior Attainment

Reading

Writing

Maths

Score

-2.76

13.86

7.89

CI +/-

12.27

12.38

10.45

 

Key Stage 2 Attainment

 

All

Disadvantaged

Not disadvantaged

Disadvantaged Gap

 

School

National

School

National

School

National

School

National

Reading

71

66

50

52

83

72

-33

-20

Reading+

15

19

0

10

21

30

-21

-20

GPS

74

72

60

60

79

78

-19

-18

GPS+

32

22

10

13

42

26

-32

-13

Writing

88

74

80

63

78

69

+2

-6

Writing+

18

15

0

9

25

18

-25

-9

Maths

79

70

70

57

89

76

-19

-19

Maths+

18

17

0

8

25

20

-25

-12

RWM

65

53

50

38

71

60

-21

-22

RWM+

6

5

0

2

8

7

-8

-5

 

The performance of disadvantaged pupils throughout the school is generally in line with others within the school.

 

2016-2017

2016=2017 Pupil premium will continue to be based on the projects listed in the table as these investments had a positive impact on pupil outcomes.

Key Stage

Item/Project

Cost

Objectives

Expected Impact

EYFS

 

Targeted support for EYFS pupils to raise number of pupils achieving/exceeding national expectations

 

  • Speechlink
  • Language Link
  • Provide intervention for pupils to address underachievement
  • PSED Support

£4000

Improve speech.

 

Improve basic language skills and build vocabulary

 

Build basic literacy and numeracy skills

 

Build social and emotional skills so children are more ready to learn

Increased % of pupils at age appropriate for speech

Increase % of pupils age appropriate for language

Increase % of pupils achieving a good level of development

 

Increase confidence and appropriate social interaction

 

KS1

20 pupils

Targeted support – providing focused 1:1 and small group teaching to close the gap in core subject areas and raise the number of pupils achieving the expected standard or above.

  • Extra support in class
  • Provide interventions to address underachievement provided by TA
  • Provide interventions to address underachievement provided by T
  • RWI 1:1 Intervention
  • Reading 1:1
  • Speech and Language

£12520

Ensure quality first teaching

Effective intervention to provide targeted support to:

Address underachievement

Improve achievement in Reading, Writing and Maths to ensure pupils achieve age appropriate or above.

 

Increase % achieving phonic screening  and ensure those in Year 2 ahieve phonic screening.

Increased attainment in English and Maths

Increased percentage achieving phonic test score in Year 1

Increase percentage of Year 2 achieving phonic test score.

 

Increased % of pupils achieved expected or above national expectations in Year 2 SATS.

KS2

Targeted support providing focused 1:1 and small group teaching to close the gap in core subject areas and raise the number of children achieving the expected standard or above.

  • Extra support in class
  • Provide interventions to address underachievement provided by TA
  • Provide interventions to address underachievement provided by T
  • Year 6 – targeted support for small group of children by TA
  • Year 6 – targeted support for small group of children by AHT
  • Year 6 Easter School for small group of identified pupils (10 hours) by T, AHT

£19690

 

 

 

 

Ensure quality first teaching

Effective intervention to provide targeted support to:

Address underachievement

Improve achievement in Reading, Writing and Maths to ensure pupils achieve age appropriate or above.

Development of Maths and English skills through gap analysis addressing misconceptions, gaps in knowledge and SATS revision.

Development of maths and English skills through1:1, small group targeted support.

Increased active learning

Increased attainment and progress in English and Maths

Increased confidence

Increased attitudes to learning

Increased % pupils achieving expected and above national expectations in Yr 6 SATS.

 

Key Stage

Item/Project

Cost

Objectives

Expected Impact

Whole School

Educational Trips

£6500

Ensure all pupils have equal opportunities

 

Extend learning beyond the classroom

Enrich children’s learning

 

Enrichment activities

£2500

To provide extend learning opportunities

Enrich children’s learning

 

Isle of Wight – residential visit

£1000

Extending experiences and building confidence.

 

Families offered financial support if necessary.

Increased self confidence

 

Greater independence. Improved social skills

 

Play Therapy

£4500

Build social and emotional resilience so that pupils are able to learn effectively

Increased confidence

 

Improved social interaction

 

PIXL

£1000

Contribution to PIXL

Development of Maths and English skills through gap analysis addressing misconceptions, gaps in knowledge and SATS revision.

Increased confidence

Increased attitudes to learning

Increased % pupils achieving expected and above national expectations in Yr 6 SATS

 

Targeted Support providing 1:1 and small group support to close learning gaps in core subject areas and rasie the number of children achieved expected or above.

As detailed above

Data and provision maps reviewed four times a year to ensure appropriate interventions

 

Staff to know their pupil premium pupils and to monitor their progress carefully

Children’s gaps are closed as a result of focused teaching.

 

Pupil premium pupils make progress that is in line with other pupils

 

Welfare - Uniform

£500

Provide uniform for those parents experiencing financial difficulties

Improved pupil self esteem

 

SATS revision resources for Yr2 and Yr 6

£500

Improve achievement in Reading, GPS and Maths to ensure pupils achieve age appropriate or above.

Increased confidence

 

Increased % pupils achieving expected and above national expectations in Yr2 and Yr6 SATS.

 

 

In 2016-17, we will use a range of data to analyse impact of spending:

  • End of Key Satge data
  • Year1 phonic outcomes
  • EYFS data
  • Current school data
  • Intervention analysis
  • Outcomes of observations, work scrutiny, learning walks
  • Stakeholder feedback
  • Pupil views