Curriculum Drop In. Wednesday 19th September, 3pm- 6pm. All Welcome

Please find below the statutory documentation for Pupil Premium

Intended impact of proposed expenditure

Pupil Premium Strategy 17/18

Self Evaluation Pupil Premium 17/18 (incl outcomes 16/17)

Education Endowment Foundation Toolkit 2017

Early Years Education Endowment Foundation Toolkit 2017

Maximising Pupil Premium Spending

Analysis of FFT KS2 Term of Birth

KS2 (Y6) End of Year 2 Attainment Outcomes v 2017 Test Outcomes

FFT 2017 KS1 Progress of Distinct Groups

KS1 Gender Outcomes Increase in attainment from EYFSP to Y2

FFT 2017 KS1 Attainment of Distinct Groups

External Pupil Premium Review 1.2.18

We had our external pupil premium review on the 1st February 2018. A rigorous day of observation, scrutiny and discussion led to the following outcomes being made;

  • The school has strong engagement with families from an early age, a good example being its strong practice in utilising ‘Families Enjoying Everything Together’ to work with pupils and families that have yet to formally begin their education. Staff continue to welcome families into school and engage closely with parents and carers throughout pupils’ time in school. As a result, there is a high level of trust from most families who generally work well in supporting school in pupils’ education.
  • Leaders have a very thorough approach to following evidence-based approaches with particular attention paid to the Education Endowment Foundation’s Teaching Toolkit. This is strong practice which is accounted for in thorough and detailed documentation.
  • School has established a positive, holistic and caring ethos which involves looking at pupils’ individual needs and which has excellent links to Bloom’s Taxonomy of Learning. This can be seen in the commitment and dedication staff show in ensuring that all pupils are appropriately cared for in relation to their basic physical and mental well-being and is a contributory factor in the school’s happy and friendly atmosphere and the pupils’ high standards of behaviour.
  • Senior leaders have developed a strong, thorough monitoring cycle which has created a consistency of good practice in key areas such as adults’ marking, pupils’ responses to marking and the application of key skills in a range of contexts.
  • The system of 2 reading exercise books is well embedded and is ensuring that pupils in Years 1 to 6 are developing a wide range of reading skills including developing higher order comprehension skills and a greater familiarity with technical vocabulary.
  • There are some very strong examples of pupil voice and pupil ownership of their learning, especially in upper Key Stage 2, a good example is pupils creating their own libraries in some classrooms.
  • The school provides an impressive and very wide range of early morning, lunchtime and after-school activities which are tracked by staff and which are very popular with disadvantaged pupils. This strong provision is evidence of school’s commitment to a holistic approach which engages pupils; furthermore, it is succeeding in broadening pupils’ experiences and helping them to overcome some of their barriers to learning.