Pupil Premium

Aldryngton Primary School Pupil Premium

Our Mission Statement:

Aldryngton provides all pupils with an outstanding quality of education within the context of a happy and caring school community. By means of excellent teaching and a highly stimulating curriculum, tailored to the needs of individuals, pupils achieve exceptionally well.

Underpinned by a caring and inclusive ethos, the school uses strong teamwork and partnerships in order that pupils experience success in many different ways. We continue to be committed to high academic standards and promote maturity, independence and hard work. Pupils are encouraged to take on challenge and responsibility in developing a desire for learning that will remain with them throughout their lives.

The Pupil Premium is additional funding provided by the government to help schools close the attainment gap which often exists between children from low-income and other disadvantaged families and children from other backgrounds. The Pupil Premium is based on the number of pupils who are, and have been, entitled to Free School Meals, looked after children and children of service families on roll on the annual census day.

Aldryngton Pupil Premium

School   year Pupil   premium fund Number   and % of children
2011 -12 £1,720 Non   specific
2012 -13 £4,100 12            4.4%
2013 -14 £7800 8             3%
2014- 15 £10,700 8             3%
2015-16 £15,600 15            5%
2016-17 £17,420 16            5%

The emphasis on how Pupil Premium monies are spent has evolved since its inception.

The priority is to spend the monies, in a targeted way, on the children who generate the funds. It is up to the school to determine exactly how to spend the funds and to also be accountable for the spending in terms of demonstrating a rise in standards, pupil progress and increased opportunities for broadening pupil experiences. Raising attainment and ensuring maximum progress remains a whole school focus for all children at the school.


2016 – 2017

Barriers to learning

The barriers to learning for this cohort of PPG children are varied and complex. 62% of the children are on the SEND register and have learning difficulties ranging from working memory issues, ADHD (Attention deficit hyperactivity disorder), ASD (Autistic Spectrum Disorder) , SEMH (Social, Emotional and Mental Health Difficulties), cognition and learning difficulties.

Medical conditions, low self-esteem and confidence and lack of resilience also feature. For some FSM children financial issues impact on participation in extracurricular clubs and trips and the additional learning and socialising that these facilitate.

Provision for 2016 – 2017

Each child receives a personalised package of intervention. Priorities are identified from rigorous tracking, discussion with class teachers, Mrs Gregory DH and PPG leader and parents. The children are increasingly part of the process and we will be developing a teacher led individual mentoring programme.

We will continue to prioritise provision of 1:1 tuition in English and maths, with teachers, to narrow the gap in attainment between the PPG children and the rest of the cohort. This type of intervention usually lasts a term and is highly focused to the achievement of specific targets identified by class teachers and the children.

Other provision will include small group targeted interventions by teaching assistants, priority on nurture sessions and access to the ABC to Read scheme and other learning support services.

We also help to fund enrichment activities such as school trips (including residential), extra-curricular clubs both within and external to the school, music lessons, art therapy and purchase of books. This type of provision provides equality of opportunity to participate in the wider life of the school and supports the children’s emotional wellbeing.

Measuring impact

The PPG is an identified and prioritised group within the school’s tracking system. Data on progress and attainment is collated, reviewed by the Senior Leadership Team, including the SEN leader, and acted upon (provision is adapted). Data is analysed in relation to the performance of whole cohorts and other priority groups so that progress in narrowing the gap is monitored.

All interventions have start and end data and specific tasks to measure progress quantitatively. Teachers, parents and pupils provide qualitative feedback both formally and informally.

PPG is a standing item on the Safeguarding, Curriculum and Community Governor Committee where verbal feedback and progress data is analysed and discussed.

The PPG leader tracks progress of individuals and the whole group and co-ordinates the individual and group provision as a whole.


2015-2016

For the current financial year we have fifteen eligible pupils as determined by the school census in January 2015.  The children range from Years 2 to 6 and six of the children are also on the SEN register.

In terms of provision we are continuing to make 1:1 tuition, with experienced teachers, in English and maths, a priority. Additional intervention groups and ‘in class’ support are also used to boost progress; the extension of the nurture programme has enabled more PPG children to benefit from these very bespoke, personalised small group series of sessions.

Access to extra-curricular school and external clubs is also an important provision and the school continues to subsidise curriculum trips and additional activities.

We would like to develop adult mentoring for the children and some parental support where needed.

Impact 2015-2016

Fourteen of the fifteen funded children remained at the school last year with one child moving into year seven. Of these fourteen, six were on the school’s SEND register, four at school support level and two as concerns. Excellent attendance at 97.7% meant that the children took full advantage of the additional support provided.

The one Y2 child, also on the SEND register, was teacher assessed at national standard in reading, writing and maths and also passed the phonics retake. These were significant achievements in terms of both attainment and progress.

The profile of the four year six children was mixed. The SEN child made excellent progress in maths, some progress in writing and achieved national standard in the reading test. Of the three others, two reached national standard in reading, writing and maths and the other above national standard in two out of three areas. All these children benefitted from very targeted one to one tuition with teachers during and after school.

The impact of additional tuition saw progress in writing exceed the cohort averages in four years out of five, and in reading in three out of five. Progress in maths was slower and this is an area on which we will continue to focus.

Involvement in the extra-curricular life of the school and the opportunity to attend clubs has also been a priority and almost all of the children have accessed clubs with some also representing the school in teams and performances.

Our one to one tuition sessions also offer some nurture support and a chance to talk to an adult. This is as far as our adult mentoring provision has developed so far and we are still looking into extending this type of support.


2014-2015

For the current financial year we continue to have eight eligible pupils as determined by the school census in January 2014. However, the allocation per pupil increased from the previous year resulting in a larger sum of money to spend on provision.
The January 2015 census indicates an additional six children will be eligible for PP funding but the funds will not be available to the school until the 2015 – 2016 financial year. However, we are ensuring that these children also have access to
the full range of extra provision. Our current provision is similar to that of 2013-2014 but with increased use of 1:1 teacher interventions. Feedback and marking is a continued focus for the school as is the priority of ensuring that all lessons for all children are of the highest quality. Social skills support has been extended with more children able to benefit from nurture groups and some adult mentoring.

Impact 2014-2015

We continue to track and act on progress data for all children in all years. However, it is in Y2 and Y6 that national data can be used for comparison.
Of the eight funded PPG pupils two were in Y2and one was in Y6.  One of the Y2 children is also SEN. Attainment and progress were slower than the national cohort in reading and maths but progress in writing was stronger. There were some Individual successes for example both these children passed the Y2 Phonics retake. Phonics has been a high priority in 1:1 sessions.
The one child in Y6 achieved level 5 in both reading and maths giving the school a very high value added score. He also made two levels of progress in writing.
As with most children academic success is dependent on confidence, self-esteem and resilience. We will continue to work on all aspects of their learning to build on the very good levels of progress in some areas.


2013 – 2014

We will continue to use our in depth knowledge of individual children, our own and external data tracking systems for progress and attainment. Parents and the children themselves are becoming more involved in prioritising areas of need and the following list shows some of the ways funds are being spent this academic year.

  • Continuing focus on outstanding teaching and learning throughout the school.
  • One to one tuition with specialist teachers
  • Targeted CT and TA focus within lessons and in intervention groups
  • Increased access to extra-curricular activities both at school and in the
    wider community.
  • Loan of musical instruments
  • Reading books and resources
  • Social skills groups including transition support.
  • Provision of a homework club.

Impact 2013-2014

There were eight funded FSM pupils at Aldryngton for the whole of the academic year. The school also received funding for services and looked after children. There was one PP child in Y2 and two in Y6. These are the years for which national data can
be used for comparison. The Y2 child was a high attainer and had an average points score higher than both the national FSM cohort and the school’s non FSM cohort. Progress was very good in reading and writing and excellent in maths. Of the two
Y6 children one was a low attainer in all areas but made better progress than the school’s non FSM cohort in writing and maths in year six. The second child attained very highly in maths and reading but did not make two levels progress in writing
from KS1 to KS2


2012-2013

In 2012 – 2013 the money was spent in the following ways:

  • One to one tuition with specialist teachers
  • Intervention groups with teaching assistants and teachers
  • Provision of a homework club
  • Social skills groups
  • Nurture groups
  • Additional transition programmes
  • Focus groups in maths and English

Impact 2012 – 2013

Of the three children in Y6 on FSM in 2012 -2013 one was on the Special Needs Register at School Action Plus. All three children did well in reading and made at least two levels of progress in both reading and writing putting the school above the
progress score of the national FSM cohort. However, progress in maths was weaker than the national FSM cohort with one child (33%) not making two levels of progress. One child had been a low achiever in KS1 and hence the FSM average points score (a measure of attainment) was lower than the national FSM cohort.