Pupil Premium

The Impact of our Pupil Premium Provision

In 2019-20 there were 74 pupils who qualified for Pupil Premium funding. These children included those in receipt of free school meals; children classed as Ever 6; those with forces connections and children who had previously been looked after/special guardianship order.

This year our impact report is split into pre and post Covid 19 partial closure of schools by the Government on the 23rd March 2020.

Pre-Covid partial closure (please note our most recent data for the 19/20 academic year is from March 2020).

In EYFS pupil premium children (9 children out of a cohort of 52) made positive progress with 66% (6 children) on track to meet Reading, Writing and Mathematics expectations by the end of the year based on March data.

Reading – 90% of PP children were at age related compared to 87% of the whole cohort. In September only 40% had been assessed as age related.

Writing – 80% of PP attained ARE compared to 77% of whole cohort. In September only 30% had been assessed as age related.

Maths –90% (number) of PP attained ARE compared to 88% of whole cohort. In September only 20% had been assessed as age related.

Within EYFS we used our pupil premium funding to give an additional adult across our two Reception classes. This gives pupils more adult contact time to scaffold communication and learning during continuous provision activities and model the speaking and listening skills that they need to progress.

Across the rest of the school attainment and progress for Children in receipt of Pupil Premium is roughly in line with that of non pupil premium children. By March 2020 of KS1 the Pupil Premium group made 2.36 points progress in maths (all 2.29), 2.49 points in reading (all 2.27) and 2.41 points in writing (all 2.24). In all cases the Pupil Premium children were making accelerated progress.

In year 4 they made 0.38 points progress in maths, 1.21 points in reading and 1.53 in writing. The progress here was behind peers but many children had multiple vulnerabilities e.g. SEND. For a number of these children interventions had been taking place when Covid 19 partial closure occurred so we do not have the data to show impact over the Summer Term.

A major impact towards this has been careful tracking of these pupils and prioritising these children in our pupil progress meeting conversations. A range of approaches have then been planned to support their academic needs including extra teaching assistant support in class, additional teacher time and a range of intervention programmes. Another major aspect has been the social and emotional development of these leaners through our learning mentors, Forest School and use of Early Help support including PFSA and Thrive. Giving children the opportunity to access all after school clubs and if required breakfast club, has improved attendance (PP attendance is 93% non PP pupils is 95% to 20th March 2020) and confidence and although not fully measurable in data, our professional observation is that these extended opportunities have supported the learning development and potential of our Pupil Premium children.

In Yr 3 and 4 specifically targeted intervention has been provided by a qualified teacher focussing on the needs of PP children who are just below ARE to provide boost to their understanding.

Art club and crafts clubs prioritise the need of the PP children.

Year 1 and 2 blocked interventions across the year groups so that children could receive more specifically tailored work for their needs and used LSAs and teachers from across the years to deliver to groups outside those from their own class.

High ability PP children in year 1 and 2 are prioritised for higher level reading comprehension support by the Rotary readers.

Uniform is still provided for those pp children who need it so that they can feel similar to their friends.

We continue to work with our enthusiastic group of volunteers from the Ilminster Rotary Club who supported by the English subject lead, work with more able Pupil Premium children in Year 1 and 2 developing their higher order comprehension skills.

This has proved very successful and the volunteers bring many skills to the group from their previous professions. The children enjoy having the 1:1 contact time and it allows us to support our more able children to achieve even higher targets.

In KS2 several staff have been trained in Individualised Literacy Intervention and worked closely with selected children to help with reading and writing skills together.

Extra in class support has been given to this group of children to try and ensure they are making good progress and they have been included in interventions where it was felt there was a specific need. Work scrutiny of their books shows that they more often get support during usual lesson time. ELSA has been given to some of the group where confidence or home issues have meant that the children have been struggling emotionally. This has had a positive impact and children have been more ready to access their learning. Katie Parrington a qualified teacher has done specific interventions for grammar, punctuation and spelling.

An allocated TA has provided interventions in KS 1 for maths focussing on the reasoning and language needed. She has also been able to focus on specific skills and assess and fill gaps in understanding. This is in addition to in class interventions and extra individual and group support for the focus children.

In KS 1 for maths, class LSAs have led interventions focussing on the reasoning and language needed. They have been able to focus on specific skills and assess and fill gaps in understanding.

At KS1 and 2 Katie Parrington – a qualified teacher has provided specific support to fill gaps in understanding for both children just below ARE to give the boost they needed to attain higher and at times for more able pupils for one off support to clear misconceptions.

Able pupil premium children have been involved in maths investigations and challenges to encourage higher order thinking skills.

Children in this group were offered ELSA where it was felt necessary as per above.

Some of our provision has had a whole school focus this year. We are aware that for a proportion of our pupil premium children they do not get the opportunities through lack of transport etc to move away from the local area to experience wider learning opportunities. To develop this we offer a range of experiences to all pupils so that not only our pupil premium children but all the children in the school can access a breadth of opportunities and a more holistic development. Not all of these activities cost money, some are free or may be match funded from other funding schemes e.g. Sports Premium. Activities include:

  • Performing in a ‘proper’ theatre for the Year 4 play
  • Taking part in Ilminster Children’s Carnival
  • Visiting story tellers and poets
  • Visitors offering multi-cultural experiences through song, story and rhyme
  • Access to annual lessons in the Life Education visiting classroom that support personal, social and health education development.
  • Opportunities to learn outside with Forest School and explore the local area e.g visit to Frogmary Green Farm
  • Performing during the town’s Victorian Christmas Lights event

​ In addition to the above we complete case studies for every Pupil Premium child in our school which focus on their own specific needs and preferences for learning. In this way we ensure continuity for the children as they move through the school both in expectations of academic attainment and in their emotional wellbeing.

During Covid 19 partial closure we have monitored the engagement of our Pupil Premium group whether at home or in school and ensured there has been at least weekly contact. Classroom staff have kept in touch via Class DoJo or Tapestry meaning ongoing dialogue with the children. Where children have been deemed more vulnerable a member of the senior leadership team has contacted the family weekly to check on the child and family’s wider needs. We have provided food boxes and then the Government Edenred Food Vouchers for all on free school meals and ensured we signposted further support available in the local area.

Where applicable, we have welcomed children in school as vulnerable children beyond the initial definition of in receipt of an EHCP or supported by a social worker, ensuring they have continuity and support throughout the partial closure. School has remained open at Easter and Summer half term holidays and over Bank Holidays to provide care for children.

Weekly learning grids sent for distance learning were well received by families and we ensured a balance between online and non-online tasks to accommodate families with limited computing hardware. In response to parent feedback we developed themed learning across all the ages to make it easier for those home learning and working with different aged siblings.​

In addition to the above we complete case studies for every Pupil Premium child in our school which focus on their own specific needs and preferences for learning. In this way we ensure continuity for the children as they move through the school both in expectations of academic attainment and in their emotional wellbeing.

Pupil Premium Documents