2013-14

In the Academic year 2013/ 14 the percentage of students eligible for Pupil Premium is 36.5%. The national average was 26.6%. There are 26.7% FSM children in Year 1; 40% FSM children in Year 2; 30% in year 3; 58.1% in Year 4, 48.3% in Year 5 and 34.4% in Year 6 a total of 74 FSM children. There are no services children and one Looked After child in the school at the present time. The % of FSM changes throughout the year as financial circumstances change for the children and their families. An action plan is drawn up in each cohort to address the identified needs of the children and to establish a time frame for monitoring the impact of the provision.

 

At St Peters we have used the funding to raise attainment, attendance and engagement through a variety of programmes and activities:

  • Breakfast club
  • Accelerated reading and phonics
  • better reading (with staff)
  • Provision of a % of the Teaching Assistant time in each cohort to support FSM children

In addition to this we have a family support worker whose work is targeted towards the children with FSM. Each cohort has at least one full time teaching assistant and these provide a weekly percentage of the additional provision provided to raise attainment.

 

Some children whose families are in receipt of FSM and are struggling financially receive financial support with school trips. Uniform has also been provided when required. The end of KS2 data for children at St Peter’s shows children in receipt of FSM achieved well in comparison to the national figures at Level 4

 

 

Data Highlights from Summer 2014

Level 4% PP school and national

and APS national

2012

2013

L4

2013

APS

2014

L4

2014

APS

School  PP % Reading

 

75%

27

100%

30.6

National % Reading

 

89%

29

School  PP % Writing

 

88%

26.3

100%

28.2

National  % Writing

 

74%

25.9

85%

27.9

School  PP % English, Grammar, Punctuation and Spelling

 

75%

29.3

70%

27.6

National % English, Grammar, Punctuation and Spelling

 

62%

26.2

76%

28.6

Schools PP % Maths

 

88%

88%

30.0

100%

28.2

National % Maths

 

75%

77%

27

86%

29

School PP% Reading, Writing and MathsCombined

 

75%

28.3

100%

28.8

National  % Reading, Writing and MathsCombined

 

64%

26.7

79%

28.7

 

The gap between Pupil Premium children and All is less on reading, writing and maths

 

Key Stage 1 2014 ( 22 FSM children out of 65)         NB: FSM means Free School Meals

• Year 1 Phonics – 67% of FSM compared with 76% of non-FSM

Reading 92% (87%) of FSM achieve L2+ – an increase of 14% from 2013 (FSM achieved APS of 16.8 compared to 16.6 non FSM)

Writing 83% (81%) of FSM achieve L2+- an increase of 5% from 2013 (FSM achieved 16.2 APS compared to 15.6 non FSM)

Maths  100% (90%) of FSM achieve L2+- an increase  of 22% from 2013 (FSM achieved 17.6 APS compared to 16.2 non FSM)

 

Key Stage 2 2014 (10 FSM children out of 31)

Increase in number of FSM children achieving L4+ in Reading, Writing and Maths

Reading: 100% of FSM children achieved L4+ which was higher than 2013

Writing: 100% of FSM children achieved L4+ which was higher than 2013

Maths: 100% of FSM children achieved L4+ which was higher than 2013

 

 

Total Pupils on roll 240 pupils
Total Pupils eligible 74
Amount received per pupil £953
Total amount received 2013/2014 £70,522

 

Strategies showing impact to date include:

 

  • Quality targeted Interventions such as better reading and Personalised Reading booster groups have enabled an increase in the percentage of FSM pupils who achieve a Level 4 in both English and Mathematics.

 

  • The continuation of our Breakfast Club provision which continue to promote sustained talk, opportunities to develop vocabulary and enhance pupils’ readiness to learn.

 

Plans for future funding include

Based on evidence from school and research about effective use of the Pupil Premium we are planning to use the following strategies to use the Pupil Premium allocation in our school budget for 2014-2015

This will include:

 

  • Reading support; Target Pupil Premium funded children for support with reading through the use of intervention such as better reading, rapid reading, rapid phonics and the literacy circle.

 

  • A review of the role of Teaching Assistants in supporting all pupils

 

  • Impact analysis; Evaluation of refined Year group Pupil Premium tracking to ensure it is allowing for closer checks to be made on the progress of those pupils known to be eligible for support through the pupil premium

 

  • Review staffing capacity for quality support within classes for all Pupil Premium children in response to increased mobility and increased numbers of Pupil premium children in some classes.

 

  • Subsidise Educational visits