Fairisle Infant and Nursery School. Pupil Premium , , , , ,200

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1 Fairisle Infant and Nursery School Pupil Premium Financial Year Amount of PP funding , , , , ,200 Percentage of pupils entitled to Pupil Premium % 33% 31 % 27% 23% 1

2 Attainment Year 2 % of children attaining the in Reading % of children attaining the in Writing % of children attaining the in Mathematics Comments Disadvantaged 91.6% 87.5% 83.3% There is no gap in reading. In Other 91.5% 84.7% 89.8% writing, disadvantaged pupils have attained slightly better by 2.8%. In maths, the gap is 6.5%. Pupils entitled to the PP will continue to be carefully tracked throughout the year to reduce the gap in maths by Year % of children attaining the in phonics Comments Disadvantaged 94.1 Disadvantaged children have achieved better results overall in Other 88.3 phonics. Additional support has been targeted towards children entitled to the Pupil Premium to support their phonics. Year R 2016 % of children attaining a Good Level of Comments 2

3 Development Disadvantaged 61.5 There is a gap in attainment in Year R of 18.5% in terms of children Other 80 achieving GLD. We are addressing this through increased language and literacy support in the classrooms. Pupil Premium used for Individual reading Group reading Amount allocated to the intervention/action New or continued activity Summary of intervention/action Year group and pupils involved Intended outcomes 52,000 Continued YR and KS1 Close the gap between FSM and non FSM pupils through intensive support in reading. Monitored by who and when English subject leader Results and impact KS1 SATS results that based on teacher assessment 91.6% of pupils are working at the with 47% exceeding. 6 out of the 7 who took/retook the Phonics Screening in Year 2 passed. In Year % of the cohort are working at or beyond the in Stage 1 with 47.4% exceeding the expected 3

4 Handwriting support 8,000 Continued KS1 Close the gap between FSM and non FSM pupils through intensive support in writing. English subject leader standard. 91% passed the Phonics screening. In year R 84.8% gained the ELG expected with 39.7% exceeding. Reading records demonstrated high quality comments and in Year 2 comprehension skills were taught highly efficiently to enable pupils to tackle challenging texts/questions. KS1 results based on teacher assessment 85.5% are working at the with 39.7% exceeding. In Yr % of the cohort are working at or beyond the Stage 1 with 38.8% exceeding. Pupils have access to 2 whole class handwriting sessions a week and skills are consistently applied 4

5 Phonics support 8,000 Continued YR and 1 Close the gap between FSM and non FSM pupils through intensive support in early reading skills. English subject leader within all writing opportunities. Selected pupils have received high quality 1:4 group handwriting support. Phonics Screening results 91% pass rate with only 7 pupils who will need to retake in Year 2. 6 out of the 7 pupils who took/retook the screening in Year 2 passed. Close/regular monitoring by SENCo ensured success. Highly able TA ensured daily rigorous Phonic sessions enabled pupils to make rapid progress. All teachers deliver high quality daily Phonics sessions and all skills are applied in all areas of the curriculum. 1:1 Phonics sessions in Year 1 5

6 Speech and language 9,000 Continued YR and 1 To raise CLL and speaking/listening through speech therapy SENCo TA enabled faster progress. Yr R average phase 3.4 with 32 working within phase 4 and 7 working within phase 5.. At the end of the academic year, all pupils demonstrated at least good progress in their speech and language targets. The Speech and Language Therapist is highly complementary of our provision which includes our inhouse Speech and Language Support Assistant, and committed approach to ensure children have appropriate opportunities to work on their targets. Thus the barrier to learning for these pupils is minimalised / alleviated. 6

7 Mathematics 8,000 Continued KS1 Maintain the closure of the attainment gap Maths subject leader We therefore consider that our in house SALSA is a highly worthy resource in addressing children s speech and language difficulties. Y2 The impact of additional TAs in Y2 to support children in their mathematics is evident from their end of year attainment: 88% were assessed to be working at the with 20.8% demonstrating greater depth at the. 12% of pupils were assessed to be very close to the. However, data does show a gap of 6% between disadvantaged pupils and nondisadvantaged at 7

8 the end of 2016 key stage. The progress of disadvantaged children will be closely tracked with the aim of closing this gap. End of Y1: 84.5% of disadvantaged pupils were assessed to be working at or beyond the. 49.9% exceeding. These percentages are very close to the nondisadvantaged pupils: 85.1% working at or beyond the with 54.3% exceeding. We strongly believe that ability setting for mathematics, which includes additional TA support where deemed necessary positively impacts 8

9 Attendance 4,000 Continued YR and KS1 Close attendance gap between FSM and non FSM Release time for teachers for pupil progress tracking 3,000 Continued YR + KS1 Teachers meet with SLT to review pupil attainment and Attendance officer HT / SENCo on the standards our children achieve. There is no significant attainment gap between our disadvantaged and non-disadvantaged pupils working at the expected standard. However, pupils working at greater depth within the shows --nondisadvantaged pupils are higher by 4%. The gap in attendance between disadvantaged and non-disadvantaged pupils is 0.7%. This is an improvement compared to a 1.4% in the previous academic year. Tracking data indicate that pupils have made good 9

10 meetings x 3 a year Curriculum enrichment activities progress. Impact of interventions are evaluated. 10,000 Continued EYFS + KS1 Workshops with artists / musicians / authors. Subject leaders progress, with some making outstanding progress. Interventions are accelerating learning. Children have attended a range of workshops, e.g. painting murals, music and working with authors. Children s feedback very positive and promote SMSC. 10