Pupil Premium Report 2014-16
Introduction
Pupil Premium funding is received by all schools for pupils whose family income falls below a level that would enable the family to access
a range of state benefits. Evidence shows that children from such families and those whose lives might otherwise be in turmoil are less
likely to make age appropriate progress than those from more generous family circumstances.
Schools are required to direct funding received for the benefit of those children and to provide support and interventions to children and
sometimes their families. This support must close the educational gap between the progress and attainment of disadvantaged children
and those that are not disadvantaged, both in our school and against national norms.
This spending must be reviewed and scrutinised carefully by the governing body. They are required to make sure that money is spent on
support that demonstrably improves the educational attainment and progress of the Pupil Premium children, proportionate to the amount
of money spent on particular initiatives. The governing body is also required to review the effectiveness of all interventions we try and
discontinue those that are not delivering appropriate educational benefits.
How we have chosen the interventions and initiatives
The school has developed a strategy of making evidence based, informed decisions as to what initiatives are likely to be most effective.
We have used the Education Endowment Foundation toolkit and the research of John Hattie to guide us. Further information can be found
at http://educationendowmentfoundation.org.uk/toolkit/ and http://visiblelearningplus.com/
We have focussed on reducing class sizes by employing extra teachers and on providing 1:1 maths tuition in Year 5 and 6.
Kenmont Primary School Pupil Premium Plan 2015-2016
Funding received and spent
2014-15 87 children @£1300 = £113,100
1:1 Maths tuition
0.2 Teacher
0.5 Teacher
Teaching Assistant
0.5 Teacher
Supply fte
Total spent: £110,241
5000
13906
25497
13788
15000
37050
2015-16 84 children @ £1320
1:1 Maths tuition
0.8 Teacher
0.5 Teacher
0.5 Teaching Assistant
0.4 Teacher
Enrichment subsidy
Total: £110,880
=
£110,880
8400
36,800
25751
13788
22000
3341
Progress
Summer 2 2015 Assessments
Y6 TA
Reading
FSM 17
81
69
44
4+
4b+
5+
Writing
FSM 17
81
75
38
Non 12
85
69
46
Maths
FSM 17
75
69
38
Non 12
92
85
54
Non 12
77
62
23
Year 6 combined
4+
4b+
5+
Whole
29
86
69
34
Year 6 Progress
2+
3+
Y2 TA
2c+
2b+
2a+
FSM
17
76
59
35
Non
12
100
83
29
Reading
Whole FSM
90
82
28
42
Reading
Whole 30
90
87
60
FSM 7
86
86
71
Non
100
25
Writing
Whole FSM
97
94
31
29
Non 23
91
87
57
Non
100
33
Writing
Whole 30
90
73
53
Maths
Whole FSM
86
82
28
35
FSM 7
86
71
43
non
92
25
Non 23
91
74
57
Maths
Whole 30
90
87
70
FSM 7
86
86
71
Non 23
91
87
70
3+
43
42
43
17
0
22
13
14
13
Year 2 combined
2b+
2a+
3+
whole FSM
73
71
47
43
0.5
non
78
48
Year 1 Phonics Screening
83% pass 25/30
Effectiveness of interventions so far
We are very pleased with the progress we have made so far. We continue to build on the foundations laid so far to underpin continuing
development and further rapid progress for Pupil Premium children.
Initiatives/projects under scrutiny
All our interventions and initiatives are evaluated on a half termly or 6 week cycle and adjustments made accordingly.
Plans for next year
Our plans for next year are outlined in the budget projection above.
We will continue selectively splitting classes into 2015-16, using data to identify where this is required. We are carefully considering the
needs of different cohorts and how to focus our interventions more specifically on Pupil Premium children. In 2015-16 we will have a
Reading Teacher with specific responsibility for Phonics in Early Years and Key Stage 1. We will also continue to offer 1:1 maths tuition to
Pupil Premium children in Year 5 and 6.
Objectives for 2015-16





Narrow the gap between pupil groups non pupil premium: pupil premium
Ensure a language rich Early Year Foundation provision ensures pupils who are PP and EAL close the language gap
Identify and address pupils with language delay and implement Language for Thinking so that additional speech and
language needs are met
All staff to implement the speech and language strategies developed through additional speech and language hours
so that the needs of pupils with speech and language are met
Ensure phonics teaching enables most children to pass the test and a secure grounding in phonics is the basis for
children to close the gap with national results in KS1 reading assessments