Ilfracombe Infant and Nursery School 

Pupil Premium Strategy 2017/18

  The Pupil Premium funding is allocated to the school to support strategies to improve outcomes for disadvantaged pupils:

             ·         Pupils on free school meals, or those that have been in receipt of free school meals within the past six years

             ·         Children in care

Summary of Information

Total number of pupils on roll

           355            (Autumn Term Census 2017)

Number of pupils benefitting from PPF

  93 (January 2018)

Total amount received

 £112,200

Total PPF spending

 £130,077

Date to review this strategy

July 2018, January 2019

  

Attendance – to be populated when national data is validated

All pupils

School  2016/17

National

Pupil Premium Pupils

93.9

 

Non-pupil Premium pupils

94.6

 

                                                            

Barriers to future attainment

 

·         Some pupils require social, emotional or mental health support.

·         Some families require social and emotional support to minimize barriers to learning for their child.

·         Poor attendance.

·         Some pupils exposure to additional experiences is limited.

·         Some pupils have less developed speech and language skills.

·         Some pupils have special educational needs.  

   

Year

Total Allocation

Allocated to and reason for allocation

Cost

Success Criteria

 

2017/18

£129,548

·          Intervention team support to provide diagnostic speech & language screening across EYFS.

·         Children will benefit from very early speech & language screening which promptly identifies the need so that effective intervention is put in place immediately in order to remove this barrier. 

·         Provision of follow up interventions.

 

LSA support to deliver specific academic and social interventions individually or within small groups.  Counting to calculate, phonics, FFT, Trugs.

£18,775

Assessment data and exit data indicates that the child no longer requires intervention, or that intervention can be reduced.

 

 

 

Children on track to make expected progress to remain on track to achieve their ambitious predictions.

Parent support worker employed part time to support families.  Children benefit from support within the family.

£5,026

Improved engagement with learning and attendance.

Lunchtime social & emotional group

£4,788

Children accessing group will have increased confidence, resilience and a range of strategies to improve their relationships within school.

Additional LSA support within every classroom.  To raise attainment of our Pupil Premium children by ensuring that every child’s learning is scaffolded according to their individual need, within the framework of quality first teaching. 

 

 

 

£91,234

Children on track to meet their ambitious predictions and narrow the gap between the attainment of pupil premium and non-pupil premium children.

 

 

Part-time employment of nursery teaching assistant to develop the children’s language through play.

£5,982

Most children leave the nursery able to talk in simple sentences.

 

 

Provide at no cost to families, a wide range of educational visits and curriculum enrichment opportunities.  Contextualise the learning for children so that they can make connections.  Extend vocabulary and understanding by providing first hand experiences

 

 

 

 

 

     

£4,272

Children extend their understanding through experiential learning – they are excited about their learning and want to talk about it.  Their vocabulary is richer and their aspirations are higher.  They can talk about their experiences and use subject-specific vocabulary.  Their level of engagement for learning is high.

 


Overall evaluation of impact

 End of KS1 attainment

·         The gap between pupil premium children working at or above their age-related expectations and non-pupil premium children was 4% in reading compared to 18% nationally.

·         The gap between pupil premium children working at or above their age-related expectations and non-pupil premium children in maths was narrowed from 24% to 8% compared to 18% nationally.

·         The gap between pupil premium children working at or above their age-related expectations and non-pupil premium children in writing has been eradicated and pupil premium children out performed non-pupil premium children by 1%.  The national gap in writing was 20%.

·         The gap between pupil premium children and non-pupil premium children achieving greater depth in reading narrowed by 9% from 12% to 3%.

·         The gap between pupil premium children and non-pupil premium children achieving greater depth in maths narrowed by 3% from 8% to 5%.

 

 

In reading - 89% of pupil premium children without special educational needs were at or above age related expectations.

In writing -  81% of pupil premium children without special educational needs were at or above age related expectations.

In maths -   89% of pupil premium children without special educational needs were at or above age related expectations.

 

Clubs

85% of our KS1 pupil premium children attend one or more after school clubs every week.  Children enjoy the clubs and parental feedback is positive.

   

 











 

Pupil Premium Strategy 2018/19

  The Pupil Premium funding is allocated to the school to support strategies to improve outcomes for disadvantaged pupils:

  •                          Pupils on free school meals, or those that have been in receipt of free school meals within the past six years
  •                        Children in care

Summary of Information

Total number of pupils on roll

  363          (Autumn Term Census 2018)

Number of pupils benefitting from PPF

  87  (January 2019)

Total amount received

 £119,078

Total PPF spending

 £130,077

Date to review this strategy

July 2018, January 2019

 

 

Attendance – to be populated when national data is validated

All pupils

School  2017/18

National

Pupil Premium Pupils

93.3%

 

Non-pupil Premium pupils

94.3%

 

                                                            

Barriers to future attainment

 

  • ·         Some pupils require social, emotional or mental health support.
  • ·         Some families require social and emotional support to minimize barriers to learning for their child.
  • ·         Poor attendance.
  • ·         Some pupils exposure to additional experiences is limited.
  • ·         Some pupils have less developed speech and language skills.
  • ·         Some pupils have special educational needs.

 

   

Year

Total Allocation

Allocated to and reason for allocation

Cost

Success Criteria

 

2017/18

£129,548

·          Intervention team support to provide diagnostic speech & language screening across EYFS.

·         Children will benefit from very early speech & language screening which promptly identifies the need so that effective intervention is put in place immediately in order to remove this barrier. 

·         Provision of follow up interventions.

 

LSA support to deliver specific academic and social interventions individually or within small groups.  Counting to calculate, phonics, FFT, Trugs.

£18,775

Assessment data and exit data indicates that the child no longer requires intervention, or that intervention can be reduced.

 

 

 

Children on track to make expected progress to remain on track to achieve their ambitious predictions.

Parent support worker employed part time to support families.  Children benefit from support within the family.

£5,026

Improved engagement with learning and attendance.

Lunchtime social & emotional group

£4,788

Children accessing group will have increased confidence, resilience and a range of strategies to improve their relationships within school.

Additional LSA support within every classroom.  To raise attainment of our Pupil Premium children by ensuring that every child’s learning is scaffolded according to their individual need, within the framework of quality first teaching. 

 

 

 

£91,234

Children on track to meet their ambitious predictions and narrow the gap between the attainment of pupil premium and non-pupil premium children.

 

 

Part-time employment of nursery teaching assistant to develop the children’s language through play.

£5,982

Most children leave the nursery able to talk in simple sentences.

 

 

Provide at no cost to families, a wide range of educational visits and curriculum enrichment opportunities.  Contextualise the learning for children so that they can make connections.  Extend vocabulary and understanding by providing first hand experiences

 

 

 

 

 

   

£4,272

Children extend their understanding through experiential learning – they are excited about their learning and want to talk about it.  Their vocabulary is richer and their aspirations are higher.  They can talk about their experiences and use subject-specific vocabulary.  Their level of engagement for learning is high.