Abberley Parochial VC Primary School
Pupil Premium Strategy Statement
1. Summary Information
School
Academic Year
Total Number of Pupils
Abberley Parochial VC Primary School
2016/17
Total PP Budget
101
Number of Pupils eligible for PP
2. Current Attainment – End of KS1
Taken from 2015/16 Data Collection
Pupils eligible for
PP
% achieving Expected Standard in reading
% achieving Expected Standard in writing
% achieving Expected Standard in maths
N/A
N/A
N/A
% achieving Expected Standards in RWM
Average Scaled score in reading
Average Scaled score in maths
In school average progress across KS1 in
RWM
N/A
N/A
N/A
Pupils not eligible for
PP
76%
65%
76%
£7,920.00
6
Pupils eligible for PP
(National)
Pupils not eligible for
PP (National)
74%
65%
73
%
2. Current Attainment – End of KS2
Taken from 2015/16 Data Collection
% achieving Expected Standard in reading
% achieving Expected Standard in writing
% achieving Expected Standard in maths
% achieving Expected Standard in GPS
% achieving Expected Standard in RWM
Average Scaled score in reading
Average Scaled score in maths
Average Scaled score in GPS
Average Progress Measure in reading
Average Progress Measure in writing
Average Progress Measure in maths
Pupils eligible for
PP (school)
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Pupils not eligible for
PP(school)
75%
88%
75%
69%
69%
102.8
102.4
103.1
0.17
0.23
-0.53
Pupils eligible for PP
(National)
Pupils not eligible for
PP (National)
66%
74%
70%
72%
53%
102.6
103.0
104.0
3. Barriers to future attainment for PP children
In-school barriers
A. Some children eligible for PP have social and emotional issues which can affect their academic performance
B.
Some children who are eligible for PP also have Special Education Needs. These children often make slower progress and don’t reach the age related
expectation.
4. Outcomes
A. Some children
B.
eligible for PP have social and emotional issues which can
affect their academic performance
Many children who are eligible for PP also have Special Education Needs.
These children often make slower progress and don’t reach the age related
expectation.
Children grow in confidence so that they make progress in line with others in
their cohort.
Children that are eligible for PP and have SEND make progress in line with
‘other’ children in each class / cohort.
5. Planned Expenditure
i.
Quality First Teaching
Desired Outcome
Children’s progress is
tracked effectively and
additional support is
provided where needed.
Chosen action /
approach
Robust system of
tracking and assessment
which identifies issues
early enabling
appropriate support to
be provided
Evidence and rationale
for this choice
Early identification of
additional needs leads
to better progress
longer term
How will we ensure this is implanted
well
All staff to use the new tracking system
from January 2017
Staff Lead
Head/ SENco/
Assessment
Coordinator
Date of
implantation review
July 2017
5. Planned Expenditure
ii.
Targeted Support
Desired Outcome
Chosen action / approach
Evidence and rationale
for this choice
How will we ensure this is implanted well
Staff Lead
Improve progress of
SEND / PP children
Additional support for
children with SEN / PP
through smaller teaching
groups
Individual / group
support helps build
confidence and
enables individual
needs to be addressed
Children’s needs addressed through
individual targeted support from teacher
and TA. Individual intervention
programme.
DH
Date of
implantation
review
July 2017
5. Planned Expenditure
iii.
Other Approaches
Desired Outcome
Chosen action / approach
Evidence and rationale
for this choice
How will we ensure this is implanted well
Staff Lead
Improve progress of
SEND / PP children with
Support for Social and
Emotional issues
Retain smaller class sizes
in Reception and KS1
where possible
Whole staff training in
mental health issues
Whole school focus on
encouraging resilience
Early intervention to
address any concerns is
possible in a smaller
setting
Resilience enables
children to cope better
in high school
Reception class kept on their own with
Years 1 and 2 in a combined class of 17
Each class to have TA support.
Children receive weekly awards for
showing resilience
Head
Date of
implantation
review
May 2017