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Impact of Pupil Premium spending in academic year 2016/17

Attainment of Pupil Premium Pupils: 2016-2017.

 

Key Stage Two

 

No. of pupils reaching expected level

% of pupils reaching expected level

No. of pupils below expected level

% of pupils below expected level.

Maths

7

100

0

0

Reading

5

71.4

2

28.6

SPAG

5

71.4

2

28.6

Writing

5

71.4

2

28.6

 

The Pupil Premium funding has had an effective impact on the progress and attainment of ‘disadvantaged’ children at Bishop Ridley.  100% of children registered as Pupil Premium reached the expected level in maths at the end of Key Stage Two SATs and 71% reached the expected standard in reading, writing and SPAG (Spelling, Punctuation and Grammar).

 

Impact of Pupil Premium Spending Throughout the School

 

Action

Rationale

Staff

Impact

Targeted support by qualified teacher.

To efficiently identify pupils requiring intervention and to provide quality support from a fully qualified teacher.

Class teachers and qualified intervention teacher.

This enabled the school to provide quality intervention, planned and delivered in close collaboration with the class teacher.  Intervention was provided either in class or outside as deemed appropriate.  A positive impact was observed in supported children and termly progress was monitored to ensure that good progress and attainment was maintained.   

Part funding of school trips

Many of our Pupil Premium eligible children can suffer from a lack of educational stimulus outside of the school. By providing a wide range of school trips we can ensure that all children benefit from educational trips.

Class teachers,

SLT.

A large number of educational trips were held throughout the year and this had a positive impact on the progress and attainment of all pupils. 

 

Educational trips were followed up with high quality learning in class. 

Purchase of resources.

To support intervention groups, a large number of quality resources were purchased.

SLT,

Intervention teachers/TAs

High quality resources have been purchased that have helped children identified as coasting or not making the expected progress.  These resources have been used to help deliver good quality interventions. 

 

 

 

 

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