PUPIL PREMIUM STATEMENT 2017 – 2018
- Money allocated specifically to raise standards in attainment and achievement through academic support or ensuring children are ready for learning.
- All aspects of intervention are tracked and progress is measured to ensure programs 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 CLUB ensures a good start to the day for vulnerable pupils.
- NURTURE work through the THRIVE APPROACH will 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 Protection to 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 2016/2017 TO GIVE DETAILED ALLOCATIONS OF SPENDING
IMPACT OF PUPIL PREMIUM 2016 – 2017
Expected progress is 4 steps over the year.
Y1 PHONICS 2017: there was no significant difference in performance between disadvantaged pupils and the rest of the cohort. Disadvantaged pupils performed better than their Local Authority counterparts.
KS1 2017 SATS: there was no significant difference in performance between FMS6 pupils at DCPS with disadvantaged pupils nationally, in Reading, Writing and Maths combined.
KS2 2017 SATS: FMS6 pupils at DCPS performed significantly higher than disadvantaged pupils nationally in Reading, Writing and Maths, and also in combined RWM. KS2 disadvantaged pupils perform broadly in line with non-disadvantaged pupils nationally.