Historical Pupil Premium

Pupil Premium 2015-16

Crook Primary was given £194,940 for the academic year 2015-16 for pupil premium. This money was used to fund support for vulnerable children in the following ways:

To provide PSA support two and a half  days per week

£13,329.50

Additional teacher in year 6 to narrow the gap by reducing class sizes.

£46,560

Additional part time teacher for intervention KS1

£28,657

 Additional  EYFS support to reduce size of key worker groups for pupil premium children

£40,308

Additional part time teacher for intervention KS 2

£27,567

To employ an  HLTA pupil premium children to develop resilience and emotional well being

£24,982

Additional support in Year 1 to close the gap for pupil premium children with phonics

£20, 151

 

Impact of Pupil Premium

The Parent Support Advisor has worked closely to support vulnerable families and as a school we have developed resilience and well- being to support vulnerable children. The “Relax Kids” approach has been introduced by the HLTA and we have a weekly resilience award.

Extra support in EYFS ensured that the “Good Level of Development” increased from 49% to 64%. Investment in read, Write, Inc as well as intervention groups and Read, Write Inc Lead Teacher ensured that in Year 1 phonics increased to 80% from 60%. 77% of pupil premium children passed the test compared to 82% of non -pupil premium children.

These intervention strategies also impacted on results in Year 2. Of the Pupil Premium children who were present in EYFS, 100% made expected progress in Reading with 61% making more than expected. 50% achieved a 2A+.

In writing. 100% made expected progress with 61% making more than expected. 33% achieved a 2A+.

In Maths based on Number results in EYFS, 100% made expected with 89% making more than expected.62% achieved a 2A+.

Year 6 results showed a similar picture of good progress for pupil premium children due to a high level of intervention. Gaps were minimal between FSM and Non FSM children at level 4 and progress in line with national expectations at level 5 from 2014 data. There is a gap in attainment between FSM and non FSM at level 5. However, 25% of FSM children are SEN compared to 9% of non FSM.

 

In reading 94% of FSM children achieved a level 4 compared to 91% of non FSM. 25% of FSM children achieved a level 5 compared to 35% of non FSM. 100% of FSM children made expected progress with 38% making more than expected. 97% of non FSM children made expected progress with 41% making more than expected.

In writing 88 % of FSM children achieved a level 4 compared to 97% of non FSM. 25% of FSM children achieved a level 5 compared to 53% of non FSM. 100% of FSM children made expected progress with 31% making more than expected. 100% of non FSM children made expected progress with 62% making more than expected.

In maths 94 % of FSM children achieved a level 4 compared to 94% of non FSM. 13% of FSM children achieved a level 5 compared to 47% of non FSM. 94% of FSM children made expected progress with 31% making more than expected. 94% of non FSM children made expected progress with 53% making more than expected.