Pupil Premium Grant 2015/16

Chilton Community Pupil Premium Grant – 2015-16

What is the Pupil Premium Grant?

The Government continues to allocate each school an amount of money to support children who:

  • are in receipt of free school meals (FSM) - currently or at any point in the last 6 years
  • have parents within the armed services
  • are looked after by other than their immediate family

This additional funding is given in order to support these children’s:

  • attainment and progress
  • access to events / activities

For the academic year 2015-16 (April 2015 – March 2016), 79 children out of a total of 186 (42%) were eligible for funding; the Government allocation for our school was £101940

Please see the above Pupil Premium Provision Map for how we will spend our allocation this year.

 

What impact has this had?

Based upon July 2016 data:

Attainment & Progress of children in receipt of Pupil Premium Grant results are as follows:

 Attendance

 

Number of pupils

attendance

Absences-authorised

unauthorised

late

Non pupil premium

150

95.59%

3.77

0.64

0.62

Pupil premium

69

93.96%

4.96

1.08

1.02

  • Is monitored weekly and those pupils in receipt of Pupil Premium Grant are identified and support is given to individual families when needed.

The number of pupils classed as Persistent Absentees

  • Remain lower than the National

Please Note: A child is classified as being a ‘Persistent Absentee’ when they miss 15% or more of school during their current year.

Attainment

-% at national expectations, as at July 2016

 

reading

writing

maths

 

PPG

NPPG

PPG

NPPG

PPG

NPPG

EYFS

44

60

44

60

55

80

Year 1

38

65

25

41

50

59

Year 2

63

82

50

65

50

70

Year 3

72

79

36

71

55

90

Year 4

73

89

73

78

80

89

Year 5

89

71

89

58

78

62

Year 6

8

83

68

75

48

83

 

 

 

 

 

 

 

 Engagement -

The increased confidence and participation of children, e.g. 1:1 support

  • An increase in the rate of progress being made, e.g. Family Learning together sessions, reading cafes, children meeting or exceeding their individual targets by the end of the year
  • Increased engagement of parents in supporting children with homework and reading.
  • Better relationships between school and targeted families, helping to provide improved support and guidance for the children.