Pupil Premium

At Telferscot every child enjoys the best opportunities to succeed.

 

At Telferscot Primary School we:

  • Ensure that teaching and learning opportunities meet the needs of all of the pupils regardless of background
  • Ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
  • Improve provision for socially disadvantaged pupils - we recognise that not all pupils who receive free school meals will be socially disadvantaged and also that not all pupils who do not receive free school meals will be socially advantaged.

Consequently, we recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

Pupil Premium Grant will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

The range of provision at Telferscot includes:

  • Providing small group work with an experienced teacher focussed on overcoming gaps in learning
  • 1:1 support with a teacher or TA
  • Additional teaching and learning opportunities provided through trained Teaching Assistants or Teachers particularly in reading and mathematics
  • Before or after school booster classes
  • Funding trips and after-school clubs to enrich the pupils education.

All our work through the pupil premium will be aimed at accelerating progress moving children to at least age related expectations.

R= Reading W= Writing M=Maths

 

Report on Pupil Premium Spending 2017-2018 and impact on Attainment and Progress

Reception

8 pupils were in receipt of pupil premium

Attainment Progress

Summer 18 GLD*

All children made progress from their starting points: 6 disadvantaged pupils made 4 or more steps of progress in Reading. 5 disadvantaged pupils made 4 or more steps of progress in Writing. 7 disadvantaged pupils made 4 or more steps of progress in Maths.

The progress of disadvantaged children was in line with their non-disadvantaged peers for Reading, slightly ahead of non-disadvantaged for Maths and slightly behind non-disadvantaged for Writing.

R

62.5%

W

37.5%

M**

62.5%

*Good Level of Development **M is Numbers

Impact and Interventions commentary

All of the disadvantaged children received support in the form of small group work, differentiated phonics groups and additional input for Literacy and Maths.

1 disadvantaged pupil arrived mid-year and made expected progress in Reading and Maths and below expected progress in Writing.

3 families had poor attendance and received support around these issues from the school and Local Authority.

1 child has SEND which impacts development in Literacy.

2 children are categorised as Looked After Children and have received PSED support from school.

 

Year 1

10 pupils were in receipt of pupil premium

Attainment Progress
 

Summer 17

Summer 18

All children made expected progress in Writing and Maths and in Reading 8 were within expected, 1 below and 1 above. 90% of disadvantaged pupils met the pass mark threshold for the Phonics Screening Check. This is higher than their non-disadvantaged peers.

R

90%

100%

W

100%

100%

M

90%

90%

Impact and Interventions commentary

Four of the children have SEND and some families have benefitted from family learning/support programme including one family with highly individualised support. There has been a high level of SENCo support, senior teacher input and small group work to support learning. This support has improved outcomes for these children from their starting points.

Year 2

8 pupils were in receipt of pupil premium

Attainment Progress
 

Summer 17

Summer 18

The average progress of disadvantaged children was similar to that of non-disadvantaged children when comparing children without additional needs. The average attainment of disadvantaged children is lower. Of the five disadvantaged children working below ARE; one is working pre-key stage and has SEND, one is working half a year below Age Related Expectation (ARE), has SEND and low attendance, one has on average a day off school every week, one has below-satisfactory attendance, and one just joined Telferscot in the last academic year.

R

38%

50%

W

38%

38%

M

25%

63%

Impact and interventions commentary

Input has included small group sessions, senior teacher led interventions, 1:1 work, teaching assistant, SEND referrals and specific interventions. Family learning engagement was lower and programmes are only just starting to impact.

Families have had input around their attendance, with meetings with the school and Local Authority where appropriate.

Year 3

8 pupils were in receipt of pupil premium

Attainment Progress
 

Summer 17

Summer 18

The average progress of disadvantaged children was similar to that of non-disadvantaged children when comparing children without additional needs. The average attainment of disadvantaged children is lower. Of the five disadvantaged children working below ARE; one is working pre-key stage and has SEND, one is working half a year below ARE, has SEND and low attendance, one has on average a day off school every week, one has below satisfactory attendance, and one just joined Telferscot in the last academic year.

R

75%

75%

W

75%

75%

M

63%

63%

Impact and Interventions commentary

Input has included Maths groups taught by senior staff and attendance support that has included work on relationships and family support. Work with our

Year 4

13 pupils were in receipt of pupil premium

Attainment Progress
 

Summer 17

Summer 18

The progress of disadvantaged children in the last academic year was similar to their peers. Of the four disadvantaged children working below ARE, three have low attendance. The other child is working just half a term below ARE in one subject. There is a lower proportion of disadvantaged children working above ARE however two children are working just half a term below the “above ARE” category.

R

62%

77%

W

54%

85%

M

54%

85%

Input and Interventions

Significant number of children are SEN and have had continued support for learning in the school. One child has had considerable attendance issues since starting school and the learning gaps have widened considerably. Support included has been access to clubs, external school activities, nurture groups and 1:1 family and pupil support as well as 1:1 academic support.

Year 5

13 pupils were in receipt of pupil premium

Attainment Progress
 

Summer 17

Summer 18

Disadvantaged children made similar progress to their peers in the last academic year. All disadvantaged children without additional needs are working at ARE. Two disadvantaged children are working just half a term below the “above ARE” category.

R

62%

62%

W

46%

62%

M

62%

77%

Input and Interventions

Input has included maths groups taught by senior teachers and booster groups to catch up progress. 2 children have EHCP plans and 3 others have significant barriers to learning with SEMH needs. Funding has been allocated for additional support for extracurricular activities, clubs, uniform and nurture activities.

 

Year 6

9 pupils were in receipt of pupil premium

Attainment / Progress Progress
 

Summer 17

Summer 18

Disadvantaged children made slightly better progress than their peers in the last academic year. All disadvantaged children without additional needs are working at ARE. Two disadvantaged children are working within half a term of the “above ARE” category.

R

56%

67%

W

56%

56%

M

67%

89%

Input and interventions

Several of these families have had years (or many hours) of family support that has included booster sessions, breakfast and after school and support from Behaviour/Learning Consultant. Two were later joiners and one with an Education, Health and Care Plan (ECHP) who has made significant progress. Funding has supported interventions including 1:1, access to smaller classes, maths groups, literacy interventions, clubs and uniform.

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