PUPIL PREMIUM STATEMENT 2018 – 2019
Money is allocated specifically to raise standards in attainment and achievement through academic support or ensuring are ready for learning:
- ACADEMIC INTERVENTION: support targeted to those pupils identified through tracking reviews who are at risk at falling behind in attainment and progress scores
- All aspects of intervention are tracked and progress is measured to ensure programmes of intervention have a positive impact on learning and raise standards in attainment and achievement, so that all pupils make satisfactory progress and the large majority of pupils make good or better progress. Therefore no pupil is at risk of falling behind because they are some way vulnerable.
- BREAKFAST CLUBensures a good start to the day for vulnerable pupils
- NURTUREwork through the THRIVE APPROACHwill ensure socially and emotionally vulnerable pupils are confident and secure within themselves and ready for learning.
- Grade 8 TA responsible for Education, Welfare and Child Protectionto ensure vulnerable pupils educational and care needs are met.
- Money allocated to enrich learning, in order that children have maximum high quality experiences to support their learning for example Forest Schools and Outdoor Play and Learning(OPAL)strategies.
SEE ALSO THE PUPIL PREMIUM STRATEGY STATEMENT 2017/2018 TO GIVE DETAILED ALLOCATIONS OF SPENDING
Y1 PHONICS 2019: Disadvantaged pupils performed in line with their Local Authority and National counterparts.
KS1 2019 SATS: Reading: disadvantaged pupils in school performed in-line with their national counterparts; Writing: the gap between disadvantaged and non-disadvantaged is smaller than national; Maths: the gap between disadvantaged and non-disadvantaged is wider than national, however this difference is diminished compared to this cohorts Maths performance at EYFS in 2017;
KS2 2019 SATS: FMS6 pupils at DCPS performed better than disadvantaged pupils nationally in Reading, Writing, Maths and Grammar, Punctuation and Spelling, and also in combined RWM. KS2 disadvantaged pupils perform broadly in line with non-disadvantaged pupils nationally. Progress rates for disadvantaged pupils were significantly above the Local Authority.