Pupil Premium Grant

The Pupil Premium Grant is additional funding targeted at pupils from disadvantaged backgrounds.

The grant is provided in order to support these pupils in reaching their potential and close the attainment gap between them and their peers.
The amount of money the school receives each year is dependent upon :
– the number of pupils registered as eligible for free school meals (FSM) at any point in the last 6 years,
– pupils identified in the January school census or the alternative provision census as having left local-authority care as a result of one of the following:

  • 1. adoption,
  • 2. a special guardianship order,
  • 3. a child arrangements order (previously known as a residence order),
  • 4. pupils that have been in local authority care for one day one day or more.
  • 5. Pupils whose parents are currently serving in the armed forces

The Government does not dictate how schools should spend the grant, but are clear that schools will need to employ the strategies that they know will support their eligible pupils to increase their attainment and ‘narrow the gap’.

When allocating the pupil premium grant at Carlton, we have considered what our eligible children need in order to achieve their full potential and what the barriers are for them.

We have agreed on the following areas and have directed the funding into initiatives that will meet these needs :
1. Pupils being emotionally and physically ready to learn;
2. High quality 1st wave teaching that leads to raised attainment;
3. A meaningful and enjoyable curriculum that engages and enthuses pupils;
4. Engagement of parents/carers in their child’s learning and life at school;

Please click on the tabs that outline how we spend the pupil premium allocation at Carlton each year.
The impact of initiatives is measured at the end of each school year. Achievement data for pupil premium/disadvantaged pupils is gathered and comparisons are made between them and non-pupil premium/disadvantaged pupils nationally.
The strategy and allocations are reviewed annually to ensure it meets the needs of our pupils.

In order to meet the above requirements, the Governing Body will ensure that provision is made which secures the teaching and learning opportunities that meet the needs of all pupils.

As part of the additional provision made for pupils who belong to vulnerable groups, the Governors of the school will ensure that the needs of socially disadvantaged pupils are adequately assessed and addressed through termly pupil progress monitoring and a range of other means e.g. surveys/pre & post intervention assessments.

In making provision for socially disadvantaged pupils, the Governors of the school recognise that not all pupils who receive Free School Meals. The Governors reserve the right to allocate the Pupil Premium grant to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

In order to ensure that the grant impacts on outcomes for children, the Pupil Premium Grant (PPG)spending will be allocated based on analysis of in-school data and finding from reviews etc..
Priorities are based on analysis of this data and planned accordingly.
The priorities for the school for the current academic year can be found in the Pupil Premium Plan.

  • The Head Teacher/Deputy Head/SENDCO’s are responsible for maintaining a record of the priorities and evaluating their impact. The Finance Officer is responsible for costing up the priorities and ensuring best value for money.
  • The impact of all actions will be reported through the School Improvement Committee. The Head Teacher is responsible for reporting the overall impact to the full Governing Body in their reports and at each School Improvement Committee meeting.
  • There is a named Pupil Premium Governor.

The evaluation of this policy is based on how quickly the school can ‘narrow the gap’ between socially disadvantaged pupils and their peers.
The success criteria for the Pupil Premium Policy are:

  • Provision of research based interventions and support for socially disadvantaged children
  • The vast majority of socially disadvantaged children will meet their individual targets
  • Effective parental pupil school support
  • Having an effective system for identifying, assessing and monitoring pupils
  • Create a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing, confident and independent learners.
  • All children will have outstanding learning experiences.

In 2017/18, the impact of the Pupil Premium Grant (PPG) ill be measured as follows;

  • findings from lesson observations, learning walks and work scrutiny
  • ongoing in school termly data
  • end of year data – attainment and progress
  • end of key stage data/phonic check data
  • analysis of interventions provided
  • analysis of attendance data
  • SEND progress data
  • Behaviour Records
  • % Parental attendance at events/meetings

Carlton School –Pupil Premium Allocations and impact 2019/20

To maximise the impact of pupil premium funding, Carlton School has set out the following priorities to ensure that the funding meets the needs of the pupils:
1. Pupils are emotionally and physically ready to learn.
2. Evidence of high quality 1st wave teaching and interventions that lead to raised attainment
3. A meaningful and enjoyable curriculum that engages and enthuses pupils
4. Evidence of engagement of parents/carers in their child’s learning and life at school
The school recognises the impact of high quality first wave teaching and the value of pupils learning together and sharing experiences, therefore the allocations are targeted at all pupils in the setting/year group unless otherwise specified

Pupils being emotionally and physically ready to learn
£10, 569 Early Bird Club – Breakfast Club: All pupils have a nutritious and calm start to the day.
£8751 TOPS –Tavistock Clinic: Psychotherapy support for all identified pupils and their families who are identified
through Inclusion Team meetings.

High quality 1st wave teaching and interventions that lead to raised attainment

£46 930

Additional teacher time to focus on working with smaller groups of children to close gaps in their learning
pupil premium and non-pupil premium

£29 207

Speech and language interventions with pupils from eyfs to year 1
-both pp and non pp

£25 398

Literacy and maths termly interventions (academic and personal that are run to close
gaps identified through assessment)

£1000

Beanstalk ( Volunteer Reading Help)
Reading intervention with identified pupils to develop their skills and love of
reading

£3500

Children have access to a range of high quality texts to develop their reading for pleasure-
Extend Reading Road Map books into year 3 and 4

A meaningful and enjoyable curriculum that engages and enthuses pupils

£21 600

£2900

Provision of high quality in school music lessons for all pupils
Yr4: weekly violin lessons for all pupils with Wider Opportunities Fund
1.5 days per week of music teacher who will lead on developing the school choir,
teaching identified children instruments and teaching music lessons across the school
Exposure for all pupils in year 5 to classical music and the opportunity to work with classical musicians
£2000 Enhancing all pupil’s learning experiences – ensuring that all pupils can attend
school trips- this includes year 6 residential
(oracy focus) All pupils in year 4 and 6 compete in the English Speaking Board Exams

£2 500

£2000

Enabling Enterprise Association
Each class across the school to take part in activities from Enabling Enterprise
during the term to enhance their enterprise and team work skills
Each class to take part in the £50 enterprise challenge –putting these skills into actionChildren’s leadership Programme
Continue programmes across the school year to develop pupil’s** leadership skills
Carlton Crunchies
Anti-bullying champions
School council
Min health champions
Career champions
** with each initiative above- pupils can interview for the post or be nominated.
The groups are a mixture of PP and other pupils
£2500 Inspire Project.Links with businesses to give all pupils the opportunity to visit, increase their
awareness of the necessary skills to follow various careers
£1500 REACH OUT PROGRAMME
Targetting year 4-6 pupils to motivate them in their learning and close gaps –
the groups are picked on pupil attitude and needs
Engagement of parents/carers in their child’s learning and life at school
£42,000 Supporting our Families
Provision of specialised sessions for parents based on need to develop parental support of their children’s learning /their skills as parents. Ensuring smooth transitions from home to school.
£9400 Dedicated time to continue to target persistent non attendees
£3 200 Supporting children in their learning
All teachers have release time to meet with parents of targeted pupils to
discuss their progress both personal and education.

Total cost:
Allocation £216 755
£216 480

Pupil Premium Grant per pupil for 2018/19

Impact of Pupil Premium Allocation 2018/9

Financial Year: 2018-19

  Allocation: £259,365.00 (based on January 18 census – 197 children eligible – indicative)

To maximise the impact of pupil premium funding, Carlton School has set out the following priorities to ensure that the funding meets the needs of the pupils:

1 .Pupils are emotionally and physically ready to learn.

  1. Evidence of high quality 1st wave teaching and interventions that lead to raised attainment
  2. A meaningful and enjoyable curriculum that engages and enthuses pupils
  3. Evidence of engagement of parents/carers in their child’s learning and life at school

The school recognises the impact of high quality first wave teaching and the value of pupils learning together and sharing experiences, therefore the allocations are targeted at all pupils in the setting/year group unless otherwise specified

To maximise the impact of pupil premium funding, Carlton School has set out the following priorities to ensure that the funding meets the needs of the pupils:
1. Pupils are emotionally and physically ready to learn.
2. Evidence of high quality 1st wave teaching and interventions that lead to raised attainment
3. A meaningful and enjoyable curriculum that engages and enthuses pupils
4. Evidence of engagement of parents/carers in their child’s learning and life at school

The school recognises the impact of high quality first wave teaching and the value of pupils learning together and sharing experiences, therefore the allocations are targeted at all pupils in the setting/year group unless otherwise specified.

Action Impact/Evaluation

Pupils being emotionally and physically ready to learn

Early Bird Club – Breakfast Club

Pupils have a nutritious and calm start to the day

Impact: The Early Brid club continues to have an impact on the start of the day for the pupils that attend. Over the year, we have had an average of 27 pupils attending each day. The children make healthy food choices and transition well into class.

TOPS –Tavistock Clinic

Psychotherapy support for all identified pupils and their families who are identified through Inclusion Team meetings

Impact: There was a range of support models provided- 1:1,or family children supported  Intervention continuing to be highly effective for children referred .Feedback tells us that the families are fully engaged
Behaviour for learning support – supporting identified pupils (pupil premium/other) in addressing barriers to learning resulting in the closing of gaps in reading, writing and maths. Impact: Pupils were supported in developing strategies to help them be ready for learning .Visits to classrooms showed that this support was highly effective in allowing pupils to access their learning. This was reflected in the behaviour data collected.

Educational Psychologist

Purchase of additional half day per week of support for the school. Assessment and identification of all pupils identified across the school.

Impact: The school carried out the planned assessments and re-assessments. Throughout the year, the cycle secured clear identification of strengths, needs and provision.

High quality 1st wave teaching and interventions that lead to raised attainment

Funding additional teacher part of 3 way groupings to teach literacy and maths

Speech and language support

Targeted interventions

Volunteers from Beanstalk reading with identified pupils.

Impact:

KS1: Reading and writing were an increase from the previous year and disadvantaged pupils attainment was in line with or better than other pupils in the school. In maths, the number of disadvantaged pupils achieving standard was broadly in line with 2018.

For disadvantaged pupils: on exit from ks 1, in reading, 67% reached standard, 22% at greater depth. In writing, 61% at standard and 6% at greater depth. In maths 61% at standard and 6% at greater depth.

 

KS2: On exit from ks 2 In maths, 78% of disadvantaged pupils reached standard and 3% greater depth. In writing, 76% reached standard and in reading 59% standard and 16% greater depth. In writing and maths there as an increase in % of pupils reaching standard and a higher % of disadvantaged pupils met expected standard than other pupils in the school. In reading, there was a decrease in the % of pupils at standard for disadvantaged and other pupils.

 

Progress continues to be within ‘average’ and there was a small increase in progress of disadvantaged pupils in reading, writing and maths compared to the previous year.

A meaningful and enjoyable curriculum that engages and enthuses pupils

Provision of high quality in school music lessons for all pupils – including the Wider Opportunities Initiative

Impact: Each child in yr 4 learned the violin this year. There were 2 recitals where children played for their families and peers. The recital also showcased other children who demonstrated an ability and interest in playing a musical instrument

The role of music across the school continues to go from strength to strength

Enhancing all pupil’s learning experiences

through a wide variety of off- site education, reading gladiator programme and participation in yr 4 and 6 speaking board exams.

Impact:

Each year group had at least 2 opportunities to be educated off site during the year. Every child attended and no child was refused.

 

 

The reading gladiator programme was enjoyed by the pupils. The impact was evident in their ability to talk to their peers about the books that they had read and make recommendations. The demonstrated a love of reading.

 

The children in year 4 completed a school organised assessment and the children in year 6 an external assessment. Both were really successful, the children were very committed and demonstrated their developing skills .Each child passed and some children were awarded merits

Enabling Enterprise Association

Each class across the school to take part in activities from Enabling Enterprise during the term to enhance their enterprise and team work  skills

 

 

 

 

Inspire Project

Links with businesses to give children the opportunity to visit, increase their awareness of the necessary skills to follow various careers

 

 

Reach Out Programme

Targetting year 5 and 6 boys to motivate them in their learning and close gaps

Impact:

 

The children continue to be very engaged with the EE units –this was evident in their teamwork and approach in class.

Their work was well –represented in the £50 challenge activities.

Feedback from the facilitators was extremely positive about children’s risk taking, team work  and communication

 

 

As a result of the school’s relationship with Multiplex,  the pupils had access to a range of professionals and learned about many careers. They also visited work settings

 

 

 

The boys attended Reach Out club last year (from November through March). All met at least Expected Standard across all subject areas (Combined), while improving their social communication and collaborative skills. ​They also demonstrated a more positive approach to their learning.

Children’s leadership Programme

Continue programmes across the school year to develop

pupil’s leadership skills

Anti-bullying champions

School council

Min health champions

Career champions

ECO group

Impact: The groups were well attended by the children. The groups visited class during special weeks to talk to their peers and lead activities. They led on initiatives such as encouraging children to eat healthier at lunch. They worked as a team and made decisions that impacted on their peers.

 

This year the school was awarded bronze Eco award and the silver Rights Respecting Award

Finding Futures Project

Resiliency/confidence programme for all year 5 and into yr 6 – the sessions will be run by trained professionals and include coaching sessions, off site visits and a residential.

Impact: Children’s participation in the programme was very positive. This cohort continued to be the focus of the behaviour for learning member of staff. The cohort completed the yr 6 programme and transitioned well into year 7.

Engagement of parents/carers in their child’s learning and life at school

Family Support Worker

Provision

1:1, group sessions for parents based on need to develop parental support of their children’s learning /their skills as parents.

Impact: The school provided 1:1, group support for families. The links with outsides agencies ensure that there was a wide variety of classes on offer. Home to school transitions were smooth
Promoting children’s attendance continue to tackle persistent non attendees 

Impact: 18/19 attendance

Y1- 6  96.07

YR – Y6  95.75

YN – Y6   95.41

Learning beyond the school gate

Increased access for all pupils in online homework

Impact:

The after school clubs that facilitate IXL were well attended and included targeted pupils. In school records showed that pupils were completing the online homework

Carlton School –Pupil Premium Allocations and Impact 2017/18
Total allocation for the year: 257 400

Action Allocation Impact of funding/intervention

Early Bird Club – Breakfast Club

Pupils have a nutritious and calm start to the day

 

 

 

£7600

The early Bird club continues to be well attended. On average 30- 35 children attend daily. The children that attended the Early Bird club all made healthy choices for breakfast and transitioned well into class in the mornings. This is also true of the children targeted to attend.

TOPPS –Tavistock Clinic

Psychotherapy support for identified pupils who are identified through Inclusion Team meetings

 

 

£7500

There was a range of support models provided- 1:1,or family children supported Intervention continuing to be highly effective for children referred.

Behaviour for learning support

Supporting identified Free School Meal pupils in developing social and emotional skills resulting in the closing of gaps in reading, writing and maths

£26 828

Pupils are supported in developing strategies to help them be ready for learning –they will be able to utilise strategies taught to them to access the curriculum.

Targetted small grp work will address the gaps.

First Wave Quality teaching

Experienced staff lead smaller grouping to close the gap for identified pupils

£114 148 Refer to attainment grid below that outlines attainment on exit at year 6.

Interventions to close the gap

This includes Beanstalk –reading interventions and in school speech and language support

 

 

£ 2568

 

Over 95% of the pupils supported closed their reading gaps.

 

Enhancing children’s learning experiences

supporting a portion of the year 6 school journey

ensuring that all pupil premium pupils can attend school trips

 

 

 

£5000

All children attended a range of trips this the year. The impact was evident in their enthusiasm for learning and also children referred to their trips back in a class setting

Provision of in school music lessons for identified pupils

Yr4: weekly violin lessons for all children through Wider Opportunities Fund

1.5 days per week of music teacher who will lead on developing the school choir, teaching identified children instruments and teaching lessons across the school

£26 100 Each child in year 4 learned the violin this year. There were 2 recitals where children played for their families and peers. The recital also showcased other children who demonstrated an ability and interest in playing a musical instrument

Forest School Provision

 

The reception teacher to attend training as a lead Forest School teacher and develop the place of Forest School across EYFS to year 1

£2000 Forest School has been launched in the EYFS and will be embedded in the coming year. Observations of pupils that attended Forest School was captured in their profiles.

Enabling Enterprise Association

Each class across the school to take part in activities from Enabling Enterprise during Celebrating Learning Time to enhance their enterprise skills and expose them to career possibilities

Each class to take part in the £50 enterprise challenge

 

 

£5600

The children continue to be very engaged with the EE units –this was evident in their team work and approach in class.

Their work was well –represented in the £50 challenge activities.

Feedback from the facilitators was extremely positive about children’s risk taking, team work and communication

Silent Film Festival

Pupils working with Film in Education to write, produce, star in and film their silent film

£2500

The children continue to be very engaged with the EE units –this was evident in their team work and approach in class.

Their work was well –represented in the £50 challenge activities

Inspire Project

Links with businesses to give children the opportunity to visit, increase their awareness of the necessary skills to follow various careers

 

 

£4500 The school forged a strong relationship with Multiplex this year. As a result, the pupils had access to a range of professionals and learned about many careers. They also visited work settings and welcomed them to the school during careers week.

REACH OUT PROGRAMME

Targetting year 6 boys to motivate them in their learning and close gaps

 

£1500 70% of boys in year 5 reached standard and 90% in year 6. These figures both represented an increase from the previous academic year.
Pupils have access to high quality home readers to develop their interest in reading £3000 The texts in year 1 & 2 were replenished and used as home readers. The pupils made excellent use of them and they were well used throughout the year.

Support for Families

Provision of specialised sessions for parents based on need to develop parental support of their children’s learning /their skills as parents-

Home visits – structured discussions

Family learning

Stay and Play

£39 980

The allocated time was well used to support parents and carers this year. Classes run were well attended and where appropriate, parents were signposted to further classes.

 

Home visits proved to be a highly effective means of transition for all the children joining our school.

Engagement of parents in their children’s learning

-structured parent meetings to discuss targets for identified pupils and share aspirations with the child present

Equivalent of 2 days cover per teacher per year

£5500

Parent are heavily involved in their child’s learning and receive support from the school In helping their children.

End of year data shows that the attendance at parent meetings and Structured Parent Meetings continues to be extremely high

Continue to tackle persistent non attendees – targeting parents of non-attendees and target families with EWO support £1715

At year-end attendance of the school was at 96.10%, which represented an increase from the previous year.

 

Helping pupils with the cost of accessing on line homework

 

£2662 All pupils were given a password -children who did not have access at home were offered a place at homework club -70% approx. took up a place. Feedback from teachers is that the system is well used by pupils that do not attend the after school club.
Total: £ 258 701
Pupil premium funding: £ 257 400
End of Key Stage 2- (2017-2018) Attainment
Disadvantaged pupils Other pupils All pupils
% ATTAINMENT
Meeting Expected Standard
School
National %
School National School National
Reading 73%
60%
82% 77% 76% 75%
Writing 73%
66%
88% 81% 78% 78%
Maths 76%
63%
88% 80% 80% 75%
R/W/M combined 61%
48%
71% 67% 64% 64%
End of Key Stage 2- (2017-2018) Attainment
Disadvantaged pupils Other pupils All pupils
% ATTAINMENT
Higher Level
School
National %
School National School National
Reading

12%

14%

16% 35% 16% 28%
Writing

12%

10%

22% 25% 18% 20%
Maths

12%

13%

18% 30% 18% 24

National figures are based on 2017 national figures

Carlton School –Pupil Premium Allocations and impact 2016/17

Total allocation for the year: 281 160

Action Impact/Evaluation

Early Bird Club – Breakfast Club

Pupils have a nutritious and calm start to the day

The early Bird club was well attended. On average 30- 35 children attend daily. Over the year this meant that on average 80% of the pupils that attended were Pupil Premium pupils. In order to meet the needs of pupils, the club ran each day during the term (in the past, it started the second week back and didn’t run the last week).

The pupils that attended the Early Bird club all made healthy choices for breakfast and transitioned well into class in the mornings. This is also true of the pupils targeted to attend

Provision of Music Therapy

Addressing barriers to learning for identified children through structured sessions. Parental involvement encouraged

The programme of provision was a combination of 1:1 sessions and group. All pupils made progress and were referred to other services where it as deemed necessary.

TOPPS –Tavistock Clinic

Psychotherapy support for identified pupils who are identified through Inclusion Team meetings

10 pupils received individual or parent/ child weekly psychotherapy session and there were 2 new referrals. The work in this area continues to be vital to meet the needs of the pupils.

Behaviour for learning support

Supporting identified Free School Meal pupils in developing social and emotional skills resulting in the closing of gaps in reading, writing and maths

Pupils’s support was personalised to meet their needs. This was combination of small group or 1:1 support. All pupils made good progress and completed the year successfully.

First Wave Quality teaching

Experienced staff lead smaller grouping to close the gap for identified children

End of Key Stage 2: The % of pupils that reached standard was above national in all areas. The % of pupils reaching a higher standard in reading and maths was above national and just below national in writing and combined reading, writing and maths overall.

69% of pupils in the disadvantaged cohort reached standard combined –this exceeded the national levels of both disadvantaged and non-disadvantaged.

As a result of the additional support, the % of pupils that ended the year in the year 4 and 5 curriculum increased- this demonstrated that the gap had closed as a result of the support.

Interventions to close the gap

This includes Beanstalk –reading interventions and in school speech and language support.

11 pupils have had reading recovery over the year, four are part way through the intervention. Of the 7 that have completed, all pupils made accelerated progress.

114 pupils were screened as part of language link- 60 were found to have identified needs and all received support this year. Progress was varied and where appropriate, follow on referrals were made.

16 pupils were supported through Beanstalk – volunteers readers this year and all made good progress.

Enhancing children’s learning experiences

Supporting a portion of the year 6 school journey.

Ensuring that all pupil premium pupil can attend school trips.

The year 6 journey went ahead and feedback from the attendees was really positive. The impact was evident in the calm start they had to the year, their attitude to learning and their independence.

In other year groups- all the planned trips went ahead and all pupils participated- this also meant that all pupil premium pupils did also.

Provision of in school music lessons for identified pupils

Yr4: weekly violin lessons for all children (50% Free School Meals) with Wider Opportunities Fund

2 days per week of music teacher who will lead on developing the school choir, teaching identified children instruments and teaching lessons across the school

All the pupils in year 4 learned to play the violin (this included all the pupil premium pupils) and also participated in a mid and end of year concert for their families.

All classes across the school received music lessons; the EYFS also had regular sing-alongs with their parents. The standard of performances at year end show the very positive impact. Identified children also participated in a secondary school music group.

Enabling Enterprise Association

Each class across the school to take part in activities from Enabling Enterprise during Celebrating Learning Time to enhance their enterprise skills and expose them to career possibilities.

Each class to take part in the £50 Enterprise Challenge

Each year group completed an Enabling Enterprise project across the school year- they sold their products at the Christmas and end of year school fair. All key stage 2 classes an additional activity/treat using the money they raised.

The whole school participated in an Enabling Enterprise challenge day- feedback from the facilitators was that the children demonstrated an increased ability to justify their reasoning and work in teams.

The trips to places of work resulted in children’s experiences of the work place being broadened and encouraged them to think about possible careers.

Silent Film Festival

Pupils working with Film in Education to write, produce, star in and film their silent film

The year 6 pupils showcased their film at the leaver’s assembly. The film won the award for best actor and was really well received by the film board.

Inspire Project

Links with businesses to give year 5 and 6 pupils the opportunity to visit, increase their awareness of the necessary skills to follow various careers

Feedback from the pupils was very positive regarding the trips. The visit from the local business allowed them to ask questions –the pupils now cite a range of careers they would like to pursue

REACH OUT PROGRAMME

Targeting year 6 boys to motivate them in their learning and close gaps

There were 21 boys in year 6. All achieved standard or greater depth, with the exception of 3 boys. Each of these boys had additional needs that would impact on them reaching standard.
Pupils have access to high quality home readers to develop their interest in reading The school has clear systems for pupils to take home readers- the reading corner are well stocked .Pupil voice shows that pupils are able to talk about the genre they like to read

Support for Families

Provision of specialised sessions for parents based on need to develop parental support of their children’s learning /their skills as parents-

Home visits – structured discussions

Family learning

Stay and Play

All new arrivals in the EYFS received a home visit and were part of the structured entry to Carlton.

15 families were supported by the Family Support Worker through the year

Classes such as Stay & Play, Play and Relationships and Family Kitchen were well attended by families. Parents enjoyed the sessions and encouraged their children to join in.

Engagement of parents in their children’s learning

-structured parent meetings to discuss targets for identified children and share aspirations with the child present

Equivalent of 2 days cover per teacher per year

Over 90% of families attended the meetings .The impact is that they are aware of how their child is progressing and know how to help them.
Continue to tackle persistent non attendees – targeting parents of non-attendees and target families with EWO support The attendance at year end was 95.66%. The school works closely with the Educational Welfare Service and is relentless in tackling non attendees. This will continue to be a focus.
Helping children with the cost of accessing on line homework

All reading corners well stocked and well used by the pupils

The Mathletics after school club was the most well attended by the children

Pupils have made use of the books provided by the school for homework- feedback from parents was mostly positive.

The pupils are accessing the online element of their homework and completing what is required of them.

Total: £281 328
Pupil premium funding: £ 281 160