Pupil Premium Report for the Academic Year 2014-15

Funding for 2014-15

Pupil Premium is additional money given to schools to support children who are entitled to free school
meals (or have been in the past 6 years), service children or looked after children.
The money is used to raise achievement for these children and it is up to school how money is
allocated. The following information tells you how much funding we have received, how we are using it
and the impact it is having in closing the gap between pupil premium children and their peers.
The impact of pupil premium is discussed regularly at pupil progress meetings and is tracked on
achievement days. School then has to report to the Governors, including how the money is spent and
what the impact is on achievement.
In the 2014-15 academic year, Fagley Primary School received the following funding for each child
registered as eligible for free school meals at any point in the last 6 years:
September 2014-Augut 2015 - 1,300
Total: 140,000

How the funding was utilised?

In school, we put lots of support into the classes to help all groups of children to make the best
progress they can. For children that need an extra push and who qualify for the Pupil Premium grant,
school provides additional support from teachers, teaching assistants and our Inclusion manager.

Specialist external support is also paid for using the Pupil Premium grant. This additional support is
used to target children who have very specific needs or have certain barriers to learning.

Staffing
Delivery of intervention programmes to identified groups of children

Cost to School
16,500

(specifically targeting Pupil Premium) including spelling, reading motor skills,

phonics and other small group interventions.
Our Inclusion Manager provided the following support to pupil premium pupils
and their families where required:

Offer family support and promote parental involvement

Deliver focused social and emotional support for disadvantaged pupils

through a range of tailor made small group interventions

To develop detailed learning journals for vulnerable and disadvantaged

8,910

pupils taking part in small intervention

Provide one to one pastoral and educational support
Provide targeted disadvantaged children with opportunities to widen

their experiences
To provide a space and time for vulnerable children to develop social

skills at lunch and break times

To provide behaviour support at playtimes and lunchtimes to targeted

children
Identify disadvantaged pupils with attendance issues and work with

pupils and their families to improve attendance

A 3 day a week teacher to ensure accelerated progress for targeted pupil

25,732

premium children in class 6

After school clubs providing a range of : sporting activities, chess, art, film

3054 - resources

club and karate where disadvantaged pupil are targeted to attend at least one
club
Holiday activities with disadvantaged pupils targeted to attend
Easter school booster sessions for Year 6 children to help them prepare for

1,000
1575

SATs

270 a
450 b
360 c

Key workers support individuals in all classes focusing on: homework, uniform,

495 d
82,964

parent engagement and participation in after school activities

A qualified speech and language therapist is employed one day a week to

5,000

provide support for targeted disadvantaged pupils who need support speaking,
listening and language development
Weekly forest school intervention lead by our Forest School Practitioner
Resources
A range of holiday and out of hours Sport provision for targeted children
An extra lunchtime supervisor to release pupils in the lounge and library
Additional games for break/lunchtimes in the lounge
PE Kit provided for all pupils
School uniform provided for Pupil Premium children
Food at breakfast club for the most vulnerable pupils
School funded residential and educational visits and visitors, providing

5,659
23,860
1976
154
1,281.25
1,805.05
2621
11,624

disadvantaged pupils with a range of experiences to support progress and

attainment
Total Spent:

195,290.30

Pupil Premium Report for the Academic Year 2014-2015

Measuring the impact on learning and social development

The impact of the Pupil Premium Grant is measured at the end of the academic year in relation to:

Attendance
Engagement in clubs and enrichment activities
Parent participation
Core subject progress
Enjoyment of school
Behaviour

At Fagley Primary School we have noted the following impact:

Attendance:
Year
2014-15
2013-14
2012-13

Pupil Premium
95%
95%
95%

Non Pupil Premium

91%
93%
93%

0.5% increase in attendance in 2014-2015

Inclusion Manager collects vulnerable children from home ensuring they attend school
Taxis supplied for most vulnerable children and their families to ensure they attend school
everyday

Engagement:
Outcomes for disadvantaged pupils are key to the schools success. The key worker policy and principles of
inclusion ensure that the Pupil Premium funding is used effectively in ensuring the disadvantaged pupils achieve
equally to others nationally.
High achievements in English and Mathematics for disadvantaged children remains at the heart of schools selfevaluation through termly analysis and engagement of pupils in all curriculum and extra-curricular activities.

Parent Participation:

100% of parents attended the two consultation day in 2014-15

Increasing number of parents attended end of term curriculum outcomes/ concerts /

presentation evening
Regular parent attendance at weekly celebration assemblies by individually invited parents

Overall Impact of Pupil Premium Funding

The data below shows the impact of pupil premium funding on closing the gap between pupil premium
children and their peers, compared to the national average.
Attainment 2014-15
(National 2014)
Progress and attainment across the curriculum of disadvantaged pupils

The attainment and progress of disadvantaged pupils matches or is improving to that of other pupils. (in
KS2 54% of the cohort are disadvantaged with one child representing 7% (rounded)).

The percentage of disadvantaged pupils attaining level 4 or above at the end of KS2 is at national in reading
92% and below by one child in mathematics and writing at 85% in both.

At the end of KS2 100% of disadvantaged children made expected progress in reading, writing and
mathematics. 60% made more than expected progress in reading, 50% in writing and 20%in mathematics.

In Years 3, 4 and 5, Year 4 disadvantaged pupils showed most progress across reading, writing and
mathematics.

The percentage of disadvantaged pupils attaining level 2 at the end of KS1 has increased by APS and % in
reading on the previous year. In writing the APS has remained the same and increased in % on the previous
year. The APS has decreased slightly in mathematics and more so in %. (In KS1 55% of the cohort are
disadvantaged with one child representing 7% (rounded)).

Progress for disadvantaged children is good. At the end of KS1 100% made expected progress in reading
and writing and 92% (one pupil missed out) in mathematics. In reading 55% of disadvantaged children made
more than expected progress 46% in writing and 43% in mathematics.

Year 6
Reading
Writing
Mathematics

Year 6
Reading
Writing
Mathematics

Cohort

FSM

Pupil Premium

APS

APS

APS

26
25.4
27.4

(National)
26.9 (27.5)
26.5 (27.2)
27.8 (26.2)

27.8
27
28.2

L4
92%
83%
79%

L5
29%
17%
21%

L4 PP
92%
85%
84.6%

L5 PP
15%
8%
8%

Progress 2014-15

Reading
Writing
Mathematics

Expected Progress
100%
100%
100%

More than expected progress

60%
50%
20%

The data below shows the impact of pupil premium funding on closing the gap between pupil premium
children and their peers, and compared to national.

Enjoyment:

Most vulnerable pupils are motivated to complete their work and welcome the help of the
Inclusion manager on a regular basis to assist them with issues that may affect their

concentration.
Teachers discuss disadvantaged pupils who are causing concern with the Inclusion manager and

feel that children time spent with her is appropriate in supporting them to achieve.
Almost all vulnerable pupils now read at home regularly and complete their reading journals.
The majority of pupils attend a school club and experience success, engage positively with
peers and behave well.

Behaviour:

There has been a year on year reduction in number of lunchtime incidents recorded in the
Purple Log. This has decreased again this year from 370 Logged incident in Purple log in

2013-14 reduced to 336 incident in 2014-15

There has been a reduction in overall incidents of behaviour recorded in school
Pupils in our school say that they feel safe and know what to do if they have concerns about
their wellbeing.

Some of the ways in which children are made to feel safe in school:
Worry boxes
Request to see a teacher box
Feelings charts
Bullying boxes
School council
Key workers

The lounge
Inclusion Manager
A friend
Teacher / all staff
Parents
Police / fire service