Graphs and Charts supplied by Arbor Education Partners
DETAILS OF PREVIOUS PUPIL PREMIUM SPEND AND IMPACT REPORTS
The Pupil Premium At Lower Kersal 2017-1[...]
Adobe Acrobat document [368.1 KB]
PPG IMPACT GRAPHS 2017.pdf
Adobe Acrobat document [685.4 KB]
The Pupil Premium At Lower Kersal 2016-1[...]
Microsoft Word document [271.6 KB]
PPG Impact Graphs 2016.pdf
Adobe Acrobat document [1.7 MB]
Planned PPG Spend for 2015.pdf
Adobe Acrobat document [251.2 KB]
2016 Validated Data
You can download a copy of this planned spend below:
Pupil Premium PROGRESS and ATTAINMENT 20[...]
Adobe Acrobat document [888.9 KB]
DETAILS OF PUPIL PREMIUM SPEND FOR 2014 - 2015
| Brief Description of Project | Funding Amount | Intended Outcome |
| Provide Speech & Language teacher 1.5 days per week to work in EYFS | £13,500 | Number of referrals to SaLT reduces from Yr 1 onwards. Pupils in EYFS are able to speak more clearly, positively impacting on their reading and writing work. |
| Teacher in Year 5 and Year 6 two days per week to improve reading, grammar, spelling and punctuation levels. Teacher to support provision for ERiC/Class reading through advice and ordering of resources/class reads. Teacher to work with Year 4 and Year 5 from May 2015 onwards. | £16,400 | Standards in GPS and Reading improve in Yr 5 and Yr 6. ERiC takes place in all classes. School has a good selection of class reads and guided reading materials. Standards in GPS are improved at accelerated rate following on from input of additional teacher for .75 of Summer Term. |
| Teacher employed on .5 contract to work with KS1, improving reading and writing standards. | £27,612 | Standards in reading rises in all KS1 classes. Number of pupils passing Yr 1 phonics screening check increases for 2015. Number of children leaving Year 2 with L2B+ in R and W increases, with more evidence of pupils attaining L3 in these areas. |
| Three support staff employed to work in EYFS, KS1 and KS2 to help improve standards and enhance provision. | £38,802 | Data shows that attainment across all key stages is consistent, ensuring that all pupils make expected progress in R,W and Ma in all year groups. |
| Subscription to KS2 PiXL Programme and employment of TA to deliver therapies. School to identify Raising Standards Lead and deliver support to identified pupils both within, and external to, normal classroom lessons. | £19,549 | Vulnerable pupils in danger of falling behind or in danger of not making AT LEAST expected progress achieve levels expected of them. |
| School to support families financially to allow their children to attend a range of trips, visits and special events including two residential trips in Yr 5 and Yr 6. | £14,000 | Families are not charged for any trips, visits or special events. School does not rely on donations from parents to run these, hence they are not cancelled and are guaranteed to take place helping enhance the curriculum and broaden childrens life experiences. Children who may not have had a chance to go on the trips previously due to financial difficulties can attend without prejudice. |
| Development of reading scheme and reading at home. School to organise and run its own FRED scheme, purchasing books to read at home and as rewards. Increased number of 'core reading books' at all key stages to allow more children to take books home and read with their parents. School to purchase netbooks and subscribe to word shark scheme to increase participation of parents at home with their child's reading. Book and Story bags increased in EYFS to extend current lending system. | £10,000 | More children read at home with thier parents. They are active members of their local library. Books are taken home and brought back on a regular basis with a higher percentage of fathers/male role models involved in listening to their children read at home. Children have a love of books and of the printed text. Children lower down the school actively choose books they enjoy and can talk about they types of books they like to read and are eager to share their books with other adults and children. |
| Study Support, 1 to 1 tuition sessions and booster groups to take place in KS1 and KS2. Support staff and agency staff used to ensure a programme of after-school support takes place across the whole of the academic year. Rewards, prizes, incentives and certificates purchased to motivate and engage pupils even further. | £25,000 | All resources are used effectively to ensure that identified children make at least expected progress in R, W and Maths, with a high percentage of them (over 50%) making better than expected progress as a result of the interventions put in place for them and the incentives offered to them as part of their work. |
|
TOTAL COST OF OUTLINED PROJECTS |
£168,345 | |
| Pupil Premium Allocation for 2014 - 2015 | £168,300 |
The Impact of the Pupil Premium at Lower Kersal Primary School 2012 - 2014
The diagram above shows that no groups in school makes significantly less progress than expected (ie no red bars), however school has high expectations of itself and its pupils and has said that it needs to improve on the progress of its girls as this is the weakest performing group. School is currently looking at its curriculum to see if its writing and mathematics lessons are sufficiently engaging to girls. School is also analysing how well the Pupil Premium is being used to further accelerate the progress of eligible pupils.
2013-14 Pupil Premium Grant Overview
PUPIL PREMIUM ALLOCATION FOR 2013-2014: £119,700
SaLT (one day per week) : £9000
Yr 5/Yr 6 teacher for reading and grammar work: £16,400
KS1 support teacher: £27,612
Children and Families Development Officer (AYR difference): £3,282
EYFS TA: £13,581
KS1 TA: £15,549
Trips, visits & holiday clubs : £6000
School uniform support : £1000
Reading books /Phonic & Comprehension support : £3000
Playground and Provision Development : £11000
Study Support : £5000
One to one tuition / Booster Groups: £9000
ACTUAL AMOUNT SPENT : £120,424
Impact of the use of our pupil premium spend for 2013-14 can be seen in the standards outlined on our standards page for 2014. As the diagram above clearly shows, no groups make significantly less progress than expected, evidencing our effective use of this important funding stream. Further analysis to show comparisons between those eligible for the PP and those who do not receive this funding will be published here once our school's Raise Online Report is available.
This image shows a good picture of the success of the school’s work in narrowing the gap between disadvantaged pupils and others nationally.
Print