Pupil Premium

Impact of Pupil Premium and Other Funding

Assessment

During the academic year 2015 to 2016, we used levels related to the new National Curriculum alongside Are Relate Expectations (ARE) in order to assess children’s achievement. Since September 2016 we have used ARE in order to set children’s targets and also to monitor their progress and attainment,

Impact

2009-2010 – SEN 3.6 APS progress     3.5 APS progress as a school
2010-2011 – SEN 4.0 APS progress     3.7 APS progress as a school
2011-2012 – SEN 4.6 APS progress     3.9 APS progress as a school
2012-2013 - SEN 4.3 APS progress      4.2 APS progress as a school
2013-2014 - SEN 3.6 APS (3.9 APS – Y3 SEN cohort) 3.8 APS progress as a school
2014- 2015 – SEN 3.7 APS (4.0 APS – Y4 cohort)      4.0 APS progress as a school
2015-2016 – SEN 3.5 APS progress   4.3 APS progress as a school

2016-2017 ARE Progress within Year Group Curriculums
SEN 51% progress 67% progress as a school

2017-2018 ARE Progress within Year Group Curriculums

SEN 56% progress 66% progress as a school

2018-2019 ARE Progress within Year Group Curriculums

SEN 62% progress 69% progress as a school

2019-2020 ARE Progress within Year Group Curriculums

2020 Data - NB No end of year data due to COVID-19 Pandemic

Feb 2020 Internal data (As per T2 HT1 Data Overview)

Sep 2019-Feb 2020 ARE Progress within Year Group Curriculums

SEN 37% progress 46% progress as a school

2020-2021 ARE Progress within Year Group Curriculums

2021 Data - NB No end of year external data due to COVID-19 Pandemic

July 2021 Internal data (As per T3 HT2 Data Overview)

SEN 46% progress 52% progress as a school

Pupil Premium Grant (Includes Free School Meals children)

Action

At WDPS we utilise Pupil Premium to provide a Teaching Assistant (TA) in each class each morning and to provide bespoke interventions for individual children and for groups of children. The school has also invested in Lexia, RM Maths and RWI in order to combat any inequalities between Free School Meal (FSM) children and those children not in receipt of FSM.

Teachers complete a Class Profile Proforma at the beginning of the year to ensure they are aware of the needs/circumstances of all children including the FSM children.
Teachers are given time for 1 to 1 meeting times with children (Assertive Mentoring) to ensure all children are aware of their targets and that they also know what they have to do to make progress. Teachers then share these targets with parents at Open Evenings.

Impact
2009-2010 - FSM 3.7 APS progress     3.5 APS progress as a school
2010-2011 - FSM 3.7 APS progress     3.7 APS progress as a school
2011-2012 - FSM 4.0 APS progress     3.9 APS progress as a school
2012-2013 - FSM 4.3 APS progress     4.2 APS progress as a school
2013-2014 - FSM 3.9 APS Progress     3.8 APS as a school
2014-2015 - FSM 3.7 APS progress     4.0 APS progress as a school
2015-2016 – FSM 4.2 APS Progress     4.3 APS as a school

2016-2017 ARE Progress within Year Group Curriculums

Pupil Premium 65% progress 66% progress as a school

2017-2018 ARE Progress within Year Group Curriculums
Pupil Premium 64% progress 66% progress as a school

2018-2019 ARE Progress within Year Group Curriculums
Pupil Premium 67% progress 69% progress as a school

Sep 2019-Feb 2020 ARE Progress within Year Group Curriculums

2020 Data - NB No external data due to COVID-19 Pandemic

Feb 2020 Internal data (As per T2 HT1 Data Overview)

Pupil Premium 44% progress 46% progress as a school

2020-2021 ARE Progress within Year Group Curriculums

2021 Data - NB No external data due to COVID-19 Pandemic

July 2021 Internal data (As per T3 HT2 Data Overview)
Pupil Premium 48% progress 52% progress as a school

Pupil Premium Allocation

2011-2012
£38,064.00
FSM achieved above the school APS progress.

2012-2013
£71,400.00
Also additional Teaching Assistants have been employed to support individuals or small groups of children in the classroom setting in the Foundation Stage. WDPS has also invested in a Foundation Stage Interactive Learning Journey in order to engage all families in their children’s learning.

2013-2014
£112,500.00
In addition to the above:

Extra small group and individual support through teaching assistant and teacher extra hours
Subsidising educational trips
Broadening curriculum opportunities
Improving resources in school
Supply teachers – release teachers for interventions
Develop Outdoor Learning Environment (FS, KS1 and KS2)
Release SENDCO to identify individual needs earlier
Parent Information Boards – signposting
Investing in WDPS Life Skills Challenge including WDPS Cycle

2014-2015
£185,900.00
In addition to the above:

Additional interventions for individual children and small groups of children by teachers and teaching assistants
Educational Psychologist support
Upgrade Maths resources
Family Support Worker support
Broaden WDPS Life Skills Challenge and WDPS Cycle opportunities
Investment in Lexia resources
Improve the outdoor learning environment
Develop a Nurture Unit

2015 – 2016
£184,418.00
In addition to the above: