|Pupil premium used for: Year 2012/13
|Amount allocated to the intervention/action
|Is this a new activity/ cost centre?||Brief summary of the intervention or action including details of the year groups involved and the timescale||Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the pupil premium? What will it achieve if successful?||How will this activity be monitored, when and by whom? How will success be evidenced?||Actual impact:
What did the action or activity actually achieve. Be specific ‘As a result of this action...’
If you plan to repeat this activity, what would you change to improve next time?
|Teacher conferencing with individual children.||£2500||Writing conferencing on a 1:1 basis.
Year 6 children over the year.
|To build pupil confidence. Setting high expectations and to identify next steps. High quality feedback provided.||Using School Pupil Tracker Online (SPTO) to monitor writing levels. By Mr Sharman and Mrs Ryder.||The gap in APS for writing was only 1.4 compared to a national average of 2.3.
Attainment for Pupil Premium children was English was 80%.
|Teachers working with small groups on focussed intervention.||£3100||Teachers working with a small group on a focussed intervention for a core subject.||To help children understand misconceptions from their learning allowing children to narrow the gap with their peers.||Class teachers using SPTO to assess individual and group progress. Over seen by Mrs Ryder during data surgeries.||96% L4 reading 92% L4 Reading. Writing L4 88%. SPAG 92%.
66% of pupil premium children achieved at least a level 4 in writing with 83% making at least expected progress. 50% achieved a L5 in reading. 83% of PP children level 4 and above in mathematics with 100% making at least expected progress. 50% achieved L5.
|LSA use to deliver intervention programmes.||£7000||LSA time to run small group and 1:1 sessions to improve skills and understanding in core subject areas.||The children if successful will close the gap on peers in those particular subject areas.||Children’s progress will be monitored each term by teachers and through data surgeries.||See above data|
|Development of THRIVE programmes for individual pupils in connection with their families.||£5900||Children indentified through thrive assessment will be offered sessions in small groups or a 1:1 basis depending on need.||Will help the children move the stages of development allowing them to learn more effectively||Repeating of thrive assessments to monitor progress. Through tracking their academic progress using SPTO.||From the baseline data the majority of children show a positive trajectory and are moving through the levels of thrive. See supporting essays from Mrs Rose for a more detailed analysis.|
|Subsidising trips, enrichment activities and educational visits||£3050||Through the year.||To build self esteem, resilience and knowledge.||The progression of those children both socially and academically.||See above data|
|SDP to raise the standard of teaching and learning.||£6250||CPD training throughout the year for all staff.
||To develop a higher standard of teaching and learning throughout our school.||Through lesson observations and class data.||The standard of teaching rose throughout the school with no inadequate lessons observed and the majority of lessons were judged good or better (89%).|
|Lunch club||£1000||6-10 children with two adults ensuring calm positive lunch times.||Will develop key social skills to allow children to have positive lunch times and be ready for their learning in the afternoon.||Mrs Avery/ Mrs Rose to monitor children when integrated into the playground for times. Are they able to apply their learning. Class teachers are the children who have been attending ready to learn in the afternoons.||12 children attended lunch club last year. 83% of these children are now having successful lunch times with the whole school. 17% are now attending lunch club on a part time basis (3 out of 5 days).|