Pupil Premium 2015-16
Pupil Premium 2015 – 2016
In the financial year April 2015 – 2016, Morden Mount School received £221.447.00 disadvantaged pupils Funding to help us boost the progress and to get better results for our children who are eligible for free school meals or ‘looked after’ by the Local Authority with the intention of closing any gaps in attainment for ‘disadvantaged’ children.
This is what we spent it on:
In the 2015/2016 academic year we spent approximately £314,779.00 on initiatives, activities and additional outside agencies which supported our pupils eligible for the Disadvantaged pupils Grant which is well above the money we were allocated by the government.
We spent £98,663.46 on teacher focus work, on in-class support provided by our excellent Teaching Assistants, and to pay teachers and TAs to run our many English and Maths intervention, catch-up and booster groups including:
- Target work in the Early Years Foundation Stage
- Designated Speech and Language specialist with a focus on year 1
- Teaching assistants offering language groups and speech and language therapist set programmes
- Pre-Teach & Post-Teach Maths sessions
- Reading Recovery
- Daily 1:1 reading and additional Group Guided Reading
- Reading comprehension groups
- Additional Spelling and grammar groups
- Phonics booster sessions
- Colourful semantics
- Lexia (Support for dyslexic pupils)
- Writing, creative writing and handwriting groups
- Numicon group
- Wave 3 Maths Groups
- Passport Core skills group
- Maths times-tables groups
- Before and after school SATs boosters
- Lego Therapy
We also spent:
- £25,377.54 on 1:1 tuition to boost their progress and SATs results Key Stage 2
- £56,148 on Reading Recovery – to promote early reading skills
- £14,490 on high quality professional counselling
- £4,500 on extra counselling services /Educational Psychologist
- £7,360 on Music therapy
- £9,440:00 on Speech & Language therapy
- £17,251 on our successful Parent Partnership and support programme.
- £2,451 on targeted work to improve these pupils’ attendance and punctuality – they need to come to school to do well in their learning
- £8,096 on a breakfast club for these children to give them an excellent start to their learning day
- £64,178.00 on full time1:1 support for disadvantaged pupils with significant special educational needs who either do not have funding or are awaiting or to supplement LA funding.
- £1,920.00 Brilliant Club (Gifted and Talented) – raising aspirations to attend university
- £13,000.00 on designated Speech and Language Teaching Assistant.
- We evaluated each area of work to ensure it is effective in promoting the progress of these children so they reach their full potential. As a result of this highly effective targeted support and excellent teaching, Disadvantaged and 'looked after' children in Morden Mount School achieve better than those children do nationally.
Impact of Pupil Premium Funding 2015 – 2016
Outcomes for children:
As a result of our excellent support our ‘disadvantaged’ children do very well. In 2015-2016 progress for our disadvantaged children was above national for all children in reading and above in writing and maths. In fact, the progress made by our disadvantaged pupils was slightly better than all our pupils and our non-disadvantaged pupils in reading and writing, where all our children made exceptional progress. Attainment for our disadvantaged pupils was also above national for all children in reading writing and maths.
Key Stage 1
Disadvantaged pupils outperformed non-disadvantaged pupils in reading and maths at expected and just below in writing, and significantly above non-disadvantaged at greater depth in all 3 areas. (Shows that the initiatives and support put in place are making impact on our pupils including those with considerable abilities. Our disadvantaged pupils were 5% and 14% above national non-disadvantaged at expected and greater depth respectively in reading. In writing, the disadvantaged were also strong with 12% above non–disadvantaged at greater depth. In maths, disadvantaged pupils were above non-disadvantaged by 6% at expected and 14% at greater depth
“Pupils generally made good progress from EYFS, particularly those with middle PA. Attainment by the end of KS1 generally exceeded national at expected and greater depth. This strong attainment also included the disadvantaged pupils who generally compared very favourably against national non-disadvantaged pupils”. (Raiseonline analysis 2016)
Key Stage 2
Disadvantaged pupils with low prior attainment in KS1 all made better progress than non-disadvantaged pupils across the country in both reading and writing. Attainment at expected for our disadvantaged pupils was above national for all pupils in maths and in-line in both reading and writing. 65% of the disadvantaged cohort achieved the expected standard and 15% the higher standard. VA in maths was strong and significantly above national particularly for pupils with middle and high PA. This includes good progress made by Disadvantaged again, predominantly by pupils with middle and high PA. In writing Disadvantaged progress was also excellent and in the 2nd to top percentile. 12 of the 26 disadvantaged pupils achieved greater depth, 28% more than national others.
“Progress for the disadvantaged pupils was strong, particularly for those with low and middle PA”. (Raiseonline analysis 2016)
As a result of the progress our disadvantaged pupils are making we received the SSAT National Award Educational Outcomes award for closing the gap in 2015.
What is Educational Outcomes?
Educational Outcomes is a unique, powerful database for analytics and comparison at KS2, KS4 and KS5. It combines three official DfE and Ofsted sources into one to provide key 2015 contextual and performance data on every state-funded school in the country. Primary and secondary versions of the database are available exclusively to SSAT members. It enables you to benchmark your school’s performance against all other schools using over 40 different metrics. And it supports networking and collaboration by letting you identify schools in similar circumstances to your own with whom you could share practice and ideas.