1. Pupil Premium Grant: Report for Governors for 2014/2015
PPG statement:
Rationale and Principles:
St. Luke’s CE Primary school acknowledges that the PPG is provided for pupils who are socially disadvantaged as measured by their eligibility for free school meals. We recognise that not all pupils who receive free school meals will be socially disadvantaged and that not all pupils who are socially disadvantaged are registered or qualify for free school meals. In distributing the pupil premium grant we reserve the right to allocate funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged

2. Pupil Premium Grant: Report for Governors for 2014/2015
Total grant for different pupils 65 Total £84,500
Nature of support 2014/15
Cost
1. To maintain increased part time teaching staff to provide additional learning support to identified groups of pupils.
14,980
2. To continue to staff the Therapeutic Inclusion room with a specialist teaching assistant post and extend the nature of the work and services offered
12,906
3. To provide first class training opportunities to all staff
2,100 (Real trust subscription)
12,112
4. To continue to provide a counselling service for identified pupils
2,560
5. To maintain an increased level of educational psychologist support bought in by the school
3,298
6. To provide additional, targeted speech and language support
3,000
8. To provide intervention for more able pupils who require further challenge as identified in the Sutton Trust toolkit
12,197
9. To improve the school outdoor environment to engage learners.
21,347
Total:
£84,500

3. Impact & evaluation Nature of support 2014/15
Impact (based on summer term TA data)
Evaluation
To maintain increased part time teaching staff to provide additional learning support to identified groups of pupils.
Progress of the pupils in most year groups good.
Children received personalised intervention.
Good: Use of TA was effective in promoting pupils progress, however, next year look at further use of TA intervention to improve writing results.
Outstanding in Y6 the gap closed between PP and Non Pupil Premium children.
Therapeutic Inclusion room support
Children’s self esteem increased and emotional literacy improved.
Lunch time buddy club also introduced impacted on confidence, self esteem and behaviour.
Awaiting attainment data
Training
Courses and training attended by staff based on the new national curriculum, assertive mentoring, teaching and learning. Teaching in school has moved fro RI with some Good to Good with some outstanding teaching.
Good: Percentage of children achieving more than expected progress in the end of KS2 SATs has increased significantly.
The gap closed for PP and non PP children at the end of KS2 this year.
Teachers are now delivering consistently good lessons.
To continue to provide a counselling service for identified pupils
4/5 pupils registered an increase in their emotional awareness tests.
Parental feedback has been excellent.
Outstanding: The school’s most vulnerable pupils have been supported exceptionally well through the counselling service.
To maintain an increased level of educational psychologist support bought in by the school
EP support remains high and advice provided from sessions implemented to support individual and class learning.
Behaviour has improved significantly for targeted pupils.
Good: SENCO report excellent use of additional EP time.

4. Nature of support 2013/14
Impact (based on summer term TA data)
Evaluation
To provide additional, targeted speech and language support
Children in EYFS, KS1 and KS2 received targeted speech and language support. TAs also received training from the therapist to deliver intervention
using Welcomme S&L pack.
Children’s oracy improved and personalised plans applied.
Good: High impact for children and upskilled Tas in school to deliver small group intervention.
To provide intervention for FSM pupils who require further challenge as identified in the Sutton Trust toolkit
Pupils’ targeted intervention saw the allocation of a part time teacher or a TA to support targeted pupils.
Good: Extend the role of intervention with small groups of children on a daily basis according to the strengths of the teaching assistant. Focus on writing.
To improve the school outdoor environment to engage learners.
EYFS outdoor area redesigned by Cool Canvas. Outstanding outdoor learning opportunities and outdoor provision for EYFS to engage learners.
Good:
Provision for EYFS excellent. The outdoor area was completed in the summer term and full effects will show in 2015/2016.
However EYFS results highest in 3 years.
Overall:
The impact of the pupil premium grant has been good but not outstanding.
The gap between PP pupils and non PP pupils was closed at the end of KS2 in 2015 but this is not the case in all year groups .
2015 KS2 SATs data closed the gap.
Strategies need embedding for greater impact for all year groups.