. Please join us at our next coffee morning on Thursday 5th October at 9.00am, all welcome!

‚ÄčThameside

Primary 


In Key Stage 2, the progress made by pupil premium children was broadly in line with that of non-pupil premium children and pupils nationally. A 9% gap exists between pupil premium and non pupil premium pupils, (KS2 Reading, Writing and Maths) compared to 7% nationally.  Our targeted approach to supporting year 6 pupils had a positive impact in ensuring that children eligible for pupil premium funding progressed in line with those who were not. Progress for middle attainment and high attainment including Pupil Premium is above national in Reading, Writing and Maths.

The expected progress in Reading for pupils in Year 6 was higher for Disadvantaged pupils in comparison to the whole school. Small gaps exists in Writing and Maths. 



Another big focus for us has been on attendance. Mentoring and support resulted in 100% of our 33 families identified as having very low attendance improving, with 82% achieving 95% attendance in the summer term. Our pupil premium pupils however, attended school less regularly on average than other pupils. This year our attendance officer and family support workers will be helping pupils with irregular attendance and working in close partnership with their families to make sure valuable learning time is not lost.

We also believe all children should have opportunities for sporting and cultural enjoyment and learning and to have a calm and relaxed start to their day. We therefore also use some of our funds to give wider learning opportunities, for example through our swimming, music, theatre trips and clubs. Our pie chart above shows the different ways we are using our pupil premium money this year. Click on the link to the Ofsted pupil premium analysis grid more for information.


In order to address these barriers we will spend our pupil premium funding to address these barriers:
High quality data analysis and target setting to ensure high expectations
Planning that specifically meets the needs of these groups
Individual intervention plans
Quality first teaching
High quality teaching assistant support
Counselling/Learning Mentor providing emotional support
Family support workers (accessing housing, welfare, health, young carer, adult education support for families)
Read. Write, Inc training and support
CAF process 


We will measure the impact of the pupil premium by:
Checking attendance
Engagement of parents in school events (parents evening, homework club etc)
Progress and attainment (in lessons, within a year, between key stages vulnerable groups)
Downgrading of welfare concerns

The date of the next pupil premium strategy review is July 2017 and September 2017. Progress checks are also carried out periodically throughout the year.

In our school last year pupil premium pupils in year 1 and 2 achieved well in phonics. 87% of our pupil premium pupils attained the expected level, compared to 86% nationally. The gap between the percent passing the phonics test was -1% (87%PP vs 86% non PP) which is less than the national gap of 5%.  Attainment of pupil premium children was broadly in line with that of non-pupil premium children in reading, writing and maths. This was helped by our targeted support and focus on reading.





 

 

Impact of Pupil Premium Funding

Click the report below for the latest Ofsted analysis grid, which shows the impact of pupil premium funding for the academic year 2015/16

Each school now receives money to support disadvantaged pupils. The funding is allocated according to the number of children who are eligible for free school meals, or who have been eligible in the past six years, those pupils whose parents are currently in the Armed Forces or are Looked After Children. Schools are closely monitored on the improvements for pupils that this additional money makes.

To address the current underlying inequalities between children eligible for free school meals and their wealthier peers, pupil premium funding and interventions has been strategically planned for the academic year 2015/16. This will ensure the disadvantaged pupils are supported and attainment gaps are narrowed.

The school is committed to ensuring every pupil achieves their very best and through staff training, we are constantly reviewing and developing the quality of teaching, learning and individual feedback that every child receives. Research indicates that these elements are the key to helping pupils to make rapid progress. Teaching staff are aware of which children are allocated funding through the pupil premium and they take every opportunity to subtly encourage and support those children even further. Teaching staff have received training on pupil premium to raise the overall awareness and importance with strategies in place to identify pupil premium pupils. An extensive list of interventions are on-going to support pupils, this will be tracked and impact measured.


The main barriers to educational achievement that the disadvantaged children in our school face include the following possibilities:
Low income
Unsettled family arrangements
Inappropriate or inadequate housing
Emotional instability of family member(s)
Terminal illness or decreasing health of adults in the home
Children are young carers
Parents may not have had a successful or enjoyable education
Siblings may have had disrupted educational experiences
Safeguarding concerns
Attendance
Additionally, the following educational/health issues have been identified amongst our pupil premium children:
ASD
ADHD
Learning needs 

During 2015/16, Thameside Primary School received ¬£261,360. This equates to 28% of pupils who are entitled to support from pupil premium. This is above the national average. The money, as well as some additional funding from the main school budget, is being used to ensure that all children achieve their very best and is used to provide a range of opportunities and experiences for our pupils. The allocation of spending is shown in the pie chart below.  

Pupil Premium Funding 2016/17