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Pupil Premium Intervention Report Impact Spring Term 2017 - 18

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Pupil Premium Grant (PPG) Impact Report

Spring Term 2018

Report prepared by Richard Davies


   Total Number of pupils on role including Nursery

428 (correct as of 4/12/17)

Total Number of pupils eligible for PPG


Grant amount per child


Total Grant Amount



Objectives of the grant

  • To target under performance and raise standards in all areas for all eligible pupils and ensure that over time, disadvantaged pupils are at least in line with national standards
  • To ensure that all disadvantaged pupils make expected progress and that outstanding progress is 30%+
  • To improve Phonics outcomes for disadvantaged pupils in at Year 1 and 2
  • To diminish the difference between the proportion of disadvantaged and non-disadvantaged pupils in KS1 working at Greater Depth Reading and Writing
  • To further strengthen home school partnerships, resulting in higher aspirations and rapid progress
  • To maintain high levels of attendance for all, but particularly disadvantaged pupils (at National)
  • To enrich learning opportunities, enhance life chances and offer inspirational experiences for disadvantaged pupils





Cost (approx.) per year

Desired Impact


Reasons for choosing this

Impact (RAG) & Next Steps



To purchase a jumper / cardigan (each term) and a PE bag and book-bag for all PPG pupils




Improved Self confidence

Pupils feel part of school community

Pupils feel proud and want to learn

Pupils do not feel disadvantaged 

We believe that wearing school uniform supports the development of our whole school ethos and therefore is supportive of discipline and motivation.

Our aim is to ensure equality and inclusion for all pupils within our school.

Wearing a uniform where it is combined with the development of a school ethos and the improvement of behaviour and discipline, it can improve learning outcomes.

Vouchers for Pupil Premium parents are given out 3 times per year.  All pupils are wearing school uniform. This has a positive impact upon the ethos of the school.

Pupil Learning conversations have shown that children feel part of school community and want to learn.

Subsidising extra-curricular activities, trips

  • A range of after-school clubs
  • Music tuition
  • Trips





Enrichment opportunities to be given which will enhance their life chances and allow them to experience learning in different contexts.

Develop self-confidence by enabling pupils to develop talents

Attendance to above 96% and punctuality improved.

All pupils feel valued and included. 

We believe that enrichment opportunities will enhance pupils’ life chances and allow them to experience learning in different contexts.

By contributing towards trips, we are helping to provide disadvantaged pupils with life-experiences and ensuring inclusion for all.   

We want to ensure that through breakfast club, we offer pupils in a nutritious meal before school, which can contribute towards improving reading, writing and maths results, concentration and behaviour. Attending the breakfast club also has social benefits of the breakfast club environment.


Breakfast club continues to be accessed by Pupil Premium children and has resulted in improved rates of punctuality for some of these. 


School Trips and after school clubs have been subsidised for Pupil Premium children, which has ensured inclusion for all.  



To purchase identified software for use on newly purchased iPads


To improve engagement and motivation

To address individual learning styles

To remove barriers that stop pupils’ from learning

This additional resource will enable PPG EAL learners to work more independently on appropriate tasks and have access to verbal sources of information, including translations to be made. It will also improve motivation and engagement. 



iPads continue to be used for a range of purposes and to support learning.

Pupil voice has indicated a positive impact on the use of iPads

Counselling service

  • 1:1
  • 1 day per week
  • 6 pupils per week
  • 40 mins sessions















Raise self-esteem and provide social & emotional support

Remove barriers to learning in order that pupils make at least expected progress. 






Interventions which target social and emotional learning (SEL) seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning. SEL interventions might focus on the ways in which students work with (and alongside) their peers, teachers, family or community.

On average, SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).Although SEL interventions almost always improve emotional or attitudinal outcomes, not all interventions are equally effective at raising attainment. SEL programmes appear to benefit disadvantaged or low-attaining pupils more than other pupils, though all pupils benefit on average.

Positive impact of counselling as evidenced through;


- Discussions with parents

- Pre and post assessments

- Improvement seen in class by teachers

- Discussions with children 

0.75 of Family Support Worker to work with vulnerable families



Improved parental engagement and support for vulnerable families.

Pupils’ education is discussed through formal meetings and multi-agency support identified


Parental Involvement covers the active engagement of parents in supporting their children’s learning at school. This includes programmes focused on parents and their skills (such as improving literacy or IT skills), general approaches to encourage parents to support their children to read or do mathematics, and more intensive programmes for families in crisis.  We believe that through involving and engaging parents in their child’s learning, they will be more equipped to provide greater support to their child’s learning at home and may impact upon their own aspirations and achievement over the longer term.  For many of our disadvantaged pupils, barriers to learning can be removed or diminished through regular partnership between school and parents, for example through regular communication and providing additional support. 

Vulnerable families have been well supported by the Family Support worker through formal and informal meetings. 


Family Learning Course has been running since September and has had some impact on the parents confidence and ability to support their child. 


Parents view the school positively (January parent questionnaire).


High levels of participation in Parent Consultation meetings (93%)


More targeted identification of families to attend future courses.


Raising Attendance and punctuality


  • 1x Learning Mentors salary 1:1 and small groups
  • Learning Mentors staff Breakfast Club



£25,000 of LM’s salary


£1000 breakfast club staffing costs

Raise attendance across the school

As a result of Learning Mentor intervention and breakfast club, attendance and punctuality for disadvantaged pupils improved from the previous year, as did the numbers of persistent absentees.

A recent evaluation for the Department for Education in the UK concluded that one of the greatest barriers to impact was achieving high levels of attendance.  We strongly believe that raising children’s attendance can not only increase their academic performance, but can also help them develop positive attitudes which will benefit them in the long term, for example preparing them for life beyond school.  

Attendance for PP children is currently better than national at 95.2% (nat. 94.6%). 

Attendance overall is 1% lower than national at 95%.

Persistent absence for PP children is currently better than national at 13.3% (nat 15.6%).

Persistent absence overall was below national at 14% (nat.8.7%)


Full 0.5 extra LSA support in Reception


Nursery - Full 0.5 extra LSA support in Nursery


Reception –

½ day release time for teachers to work directly with pupils to focus on improved attainment for PP pupils


2x LSA salary





0.1 teacher salary

To provide further support, including interventions, for vulnerable pupils as identified in pupil progress meetings.


Personalised learning and support for identified pupils. 

We believe that where LSAs are well trained and work together effectively with teachers, this will lead to increases in attainment.  We provide support and training (NVQ Level 3) for LSAs so that they understand how to work together effectively, for example by making time for discussion before and after lessons. There is also evidence that working with LSAs can lead to improvements in pupils’ attitudes, and also to positive effects in terms of teacher morale and reduced stress.  Evidence suggests that LSAs can have a positive impact on academic achievement where LSAs support individual pupils or small groups, which on average show moderate positive benefits. Research which focuses on teaching assistants who provide one to one or small group support shows a stronger positive benefit of between three and five additional months on average. Often support is based on a clearly specified approach which teaching assistants have been trained to deliver which suggests that when they are used to deliver structured programmes with high-quality support and training, teaching assistants can have a positive impact on pupil learning.


The 2 PP children are making good progress across all areas of learning. 



Reading – only 60% of children have made expected progress over 2 terms.  40% of these have made accelerated progress. The 40% who have not made expected progress in Reading will be targeted for further intervention.

80% of children have made expected progress in writing and maths.  60% of children made accelerated progress in maths.     


To employ additional LSA to support achievement in Year 1 (phonics focus)

£17,500 LSA salary

Improve phonics attainment by the end of Year 1 to at least in line with National.

To ensure there are no differences in phonics attainment between disadvantaged pupils and non-disadvantaged pupils  nationally.

Additional adults will enable teachers to plan and deliver targeted interventions for underperforming PP pupils.

An additional adult will also enable pupils to receive 1:1 or smaller group support to target specific areas of need.

Average phonics score improvement of 16 marks between Nov – Feb. 

67% of Pupil Premium predicted to pass the screening test based on current results. 

This is lower than previous years and National.  Of the Pupil Premium children not predicted to pass, all have SEND.  

Further phonics intervention for SEND


Additional LSA and resources to support Speech, Language and Communication (SLCN) in KS1

  • NVQ Level 3 S&L LSA working in KS1 1x PM per week. 
  • Subscription to Speech/Language Link software

£5000 towards LSA and resources

To improve SLC outcomes for disadvantaged pupils

To diminish the gap between disadvantaged and non-disadvantaged by pupils  


We are aware that there are links between disadvantage and language difficulties relating to reduced opportunities.

Children eligible for free school meals and living in a deprived neighbourhood are at more risk of being identified as having SLCN and can lag behind their peers by nearly one year in vocabulary at school entry, with gaps in language much larger than gaps in other cognitive skills. By employing a specialist LSA, we aim to diminish the gap between disadvantaged and non-disadvantaged by providing extra SLCN support for identified pupils.  


Vast improvements in scores for 95% of these children before and after the intervention. 

Highly successful intervention.

YEARS 3 & 4

To appoint 2x HLTAs to support targeted PPG pupils in Years 3 and 4

  • Deliver targeted interventions (Project X, 1st class at Number)
  • Class based support for targeted pupils


2x 0.5 HLTA salary £27,650


Targeted support builds confidence.

Pupils’ needs are being met on an individual basis.

PPG pupils make rapid progress.

Gaps in attainment are closed

Enjoyment of reading has improved

Project X

Last year, pupils who took part in Project X, 100% improved their Reading Ages and phonics scores and there was an average reading age improvement of 16 months over 6 month period. 

Pupils’ enjoyment for Reading had significantly improved.

Oxford University Press carried out a small scale trial which took place over 8–10 weeks in the summer term of 2012 in 13 schools from eight local authorities located in different parts of England.

The trial indicates that Project X CODE was very successful in supporting pupils who were experiencing difficulty in reading to make more than expected progress in phonics, sentence reading and comprehension. It also indicates that the programme is motivating to otherwise reluctant readers. It was found to have useful teaching materials that are easy-to-use.


1st Class @ Number

Last year, Year 2 pupils who took part in 1st class maths,100% made expected progress and 30% made more than expected progress.  100% of pupil’s number age increased from the start to the end of the intervention.


Project X has had a significant impact on children’s reading ages, phonics scores and reading attainment. 


On average, children’s reading ages have improved by 19 months over a 6 month period.  Some children made as much as 38 months progress in their reading age.   


In terms of Reading attainment, 88% made expected progress.  25% made accelerated progress


YEARS  5 & 6

Web-based 1:1 intervention

(Maths Tuition for Years 5 and 6 – January – April Year6, April – July – Year 5 (3rd Space Learning)


  • 10 Y6 pupils
  • 10 Y5 pupils


Develop and support maths learning for rapid progress.

Disadvantaged pupils achievement and attainment in Maths will be in line with National figures for non-disadvantaged pupils

Last year at Stoke Primary, 100% of Year 6 children made expected progress and of these, 85% made accelerated progress from their baseline. 

85% of this group achieved above their estimated scaled score from their starting points (KS1 results). 

In 2016, Third Space Learning ran a trial where progress during the period of 1-to-1 tuition was measured.  On average, pupils made 7 months progress over 14 weeks; 88% reported an improvement in confidence after their Third Space sessions; 85% found it easier to do so after using Third Space; 72% reported that they enjoyed maths more after using Third Space.


Since the beginning of the intervention in January, 87% have made expected progress and 13% accelerated progress


Further impact to be measured after SATs results

YEARS  5 & 6

Small Group Reading and Writing intervention (years 5& 6)

  • Qualified teacher,
  • 40 minutes, 2x per week
  • Writing - 20 pupils (3 small groups)


To increase the percentage of pupils making at least expected progress in writing, focussing particularly on sentence structure and punctuation. 

To increase the number of pupils achieving age related expectations in Years 5 and 6 in writing

Small group work with an experienced, qualified teacher has allowed pupils to have extra practise at specific skills within the session. 

Smaller groups have allowed more focussed, targeted support to take place. 

Previous data has shown a positive impact of these sessions on writing progress. 

Pupils who received these interventions last year made significant gains in their Reading and Writing achievement.

Increase in percentage of children on track to reach Age Related Expectations in Reading, Writing and Maths. 


Year 5 after SATs.


Employ a HLTA (with QTS) to reduce Class Sizes in Maths for Year 6


  • 2x 0.25 HLTA (1 with QTS)
  • Small groups
  • 1 hour per day


2x 0.25 HLTA salary £13,825


To increase the amount of support pupils receive and pupil’s level of confidence In smaller groups. 

Accelerate rates of progress in Maths

Achievement in Maths for PPG pupils is in-line with National for non- disadvantaged pupils

Due to the higher demands of the new National Curriculum, it was decided that reducing the number of pupils in a class will improve the quality of teaching and learning, for example by increasing the amount of high quality feedback or one to one attention learners receive.


In order to ensure this is more likely to be effective, we have ensured that smaller class sizes is supported with professional development to learn and develop teaching skills and approaches.

Over the year, a significant proportion (64%) of children have made accelerated progress.


The percentage of children working at ARE has increased by 25%


Target 3 classes in Maths in Year 5 after SATs.

To pay teachers to deliver after school booster classes to targeted pupils in Year 6 in Reading and Maths and relevant resources


  • 3x QTS
  • 2 hours per week
  • 30 pupils (approx.)
  • Resources


Accelerate rates of progress in Reading and Maths

Achievement in Reading , Maths for PPG pupils is in-line with National for non- disadvantaged pupils

Overall, the evidence indicates that, on average, pupils make two additional months' progress per year from extended school time or the targeted use of before and after school programmes. There is some evidence that disadvantaged pupils benefit disproportionately, making approximately two and a half months’ additional progress. There are also often wider benefits for low-income students in terms of attendance at school, behaviour and relationships with peers.

Last year, booster sessions were successful in targeting gaps in knowledge in Reading and Maths and preparing pupils for KS2 SATs .  In Reading, 81% made expected progress, 33% made more than expected progress.  In maths, 87% made expected progress, 35% made more than expected progress.  Maths arithmetic paper scores greatly improved throughout the period. 

Increase in percentage of children on track to reach Age Related Expectations in Reading, Writing and Maths. 



The above figures were based on a PPG allocation figure of £203, 280 for the year 2017/18.

Approximate Distribution of Spending

40% spent on Teaching (including HLTAs)

17% spent on Support Staff

20% spent on pastoral support

TOTAL = £203,280

9% spent on Professional Fees

7% spent on Enrichment

5% spent on Targeted Resources

2% spent on other / contingency