Pupil Premium
Pupil Premium Statement 2020-2023
Pupil Premium Strategy Statement King’s Court First School: 2019-2020
Pupil Premium Strategy Statement King’s Court First School: 2018-2019
|
|
|
School |
King’s Court First School |
|
Academic Year |
2018-2019 |
|
Total number of pupils |
209 |
|
Total number of pupils eligible for PP |
5 |
|
Total PP Budget |
£13,200 |
|
Date of most recent PP Review |
07/18 |
|
Date for next internal review of this strategy |
12/18 |
|
Vision and aims: Our vision is to provide a safe, caring and stimulating environment where each child will recognise and achieve their full potential, so that they can make their best contribution to society. The children’s motto is: Caring, sharing and learning together! In order to fulfil this vision we need to do everything we can to remove any barriers in the way of all children developing cognitively, socially and emotionally. |
|
|
2017-18 Attainment |
||||||||||
|
|
Reading |
Writing |
Number |
GLD |
||||||
|
|
Em |
Exp |
Exc |
Em |
Exp |
Exc |
Em |
Exp |
Exc |
|
|
EYFS National |
23% |
58% |
19% |
27% |
62% |
11% |
21% |
64% |
16% |
71% |
|
Non-pupil premium |
18% |
65% |
18% |
20% |
65% |
15% |
8% |
53% |
40% |
78% |
|
Pupil Premium (2) |
50% |
50% |
|
50% |
50% |
|
50% |
50% |
|
50% |
|
Year 1 |
Phonics |
|
|
|
WA |
WT |
|
National |
81% |
17% |
|
Non-pupil premium |
86% |
12% |
|
Pupil-premium (2) |
50% |
50% |
|
Year 1 |
Reading |
Writing |
Maths |
|||||||||
|
|
PKS |
WTS |
EXS |
GDS |
PKS |
WTS |
EXS |
GDS |
PKS |
WTS |
EXS |
GDS |
|
Non-pupil premium |
5% |
21% |
40% |
33% |
7% |
24% |
57% |
14% |
5% |
24% |
38% |
40% |
|
Pupil-premium (2) |
|
100% |
|
|
|
50% |
50% |
|
|
100% |
|
|
|
No PP children in Year 2: Phonic re-takes |
||||||||||||
|
Year 4 |
Reading |
Writing |
Maths |
|||||||||
|
|
PKS |
WTS |
EXS |
GDS |
PKS |
WTS |
EXS |
GDS |
PKS |
WTS |
EXS |
GDS |
|
Non-pupil premium |
2% |
5% |
58% |
35% |
2% |
14% |
60% |
23% |
2% |
12% |
67% |
19% |
|
Pupil-premium (4) |
|
25% |
75% |
|
|
50% |
50% |
|
|
75% |
25% |
|
|
Year 3 |
Reading |
Writing |
Maths |
|||||||||
|
|
PKS |
WTS |
EXS |
GDS |
PKS |
WTS |
EXS |
GDS |
PKS |
WTS |
EXS |
GDS |
|
Non-pupil premium |
2% |
5% |
60% |
33% |
2% |
28% |
63% |
7% |
2% |
19% |
70% |
9% |
|
Pupil-premium (4) |
25% |
|
50% |
25% |
25% |
50% |
25% |
|
25% |
50% |
|
25% |
|
Year 2 |
Reading |
Writing |
Maths |
|||||||||
|
|
PKS |
WTS |
EXS |
GDS |
PKS |
WTS |
EXS |
GDS |
PKS |
WTS |
EXS |
GDS |
|
National |
|
|
|
|
|
|
|
|
|
|
|
|
|
Non-pupil premium |
|
19% |
60% |
21% |
9% |
49% |
42% |
|
|
19% |
74% |
7% |
|
Pupil-premium (1) |
|
100% |
|
|
|
100% |
|
|
|
100% |
|
|
|
In-school barriers (issues to be addressed in school, such as poor oral language skills) |
|
|
a. |
Due recruitment issues the Higher Level Teaching Assistant (HLTA) taught in class for 3 terms, this reduced the amount of Emotional Literacy Support Assistant time (ELSA). |
|
b. |
Many pupils eligible for Pupil Premium Grant (PPG) who attain good level of development at the end of Early Years Foundation Stage (EYFS) fail to make expected progress in Key Stage 1 (KS1). |
|
c. |
Pupils lack foundation skills so struggle to access whole class teaching in Key Stage 2 (KS2). |
|
d. |
Some pupils eligible for PPG are considered vulnerable, some have social and emotional difficulties which impact on their concentration and readiness to engage and can lead to poor behaviour which can have a detrimental effect on their progress and that of their peers. |
|
2. Desired outcomes (Desired outcomes and how they will be measured) |
Success criteria |
||
|
a. |
Improved outcomes for each year group at King’s Court through small step progress and targeted interventions. To ensure the gifted and able are catered for through appropriate Gold/Diamond challenges.
|
Significant reduction in the difference between PPG children and non PP children |
|
|
b. |
Continued expected rate of progress of all pupils eligible for PPG into ks1 |
All pupils who attained GLD in EYFS make good progress to attain expected level in reading, writing and maths at the end of ks1 |
|
|
c. |
Continue to embed the use of Classroom monitor (teacher assessment) to ensure consistent and accurate assessment is evidenced across all year groups, with targets set and tracking throughout the year
|
Increased ‘Expected’ %s of all groups and closing of difference for PPG children |
|
|
d. |
Increase parental support and engagement in learning for pupils eligible for PPG |
All pupils engage regularly in learning experiences with adults including their parents and shown by attendance at parent workshops/comments in reading record books |
|
|
e. |
Continue to develop enriching activities for pupils eligible for PPG by offering provision to enhance their life experiences and learning |
More confident pupils with improved resilience for learning and increased self-esteem |
|
|
How was the funding spent? 2017-2018 |
|
Some of this funding was used to provide and implement individual and small group support in reading, writing and maths. This included 1-1 and small group work.
The funding also supported the provision of ELSA (Emotional Literacy Support) work throughout the school.
A small proportion of the funding was ring fenced and used to subsidise and support certain aspects of extra-curricular provision to ensure its accessibility for PPG children – for example school trips, and the cost of instrument hire associated with the Berkshire Maestros music provision in KS2 was offered. Development plan created for PPG pupils to include plans for an after school homework club and development of enrichment activities through links with the outside community. |