Impact in 2013_14

Impact of Pupil Primium intervention 2013_2014

At the end of Key Stage 2 Pupil Premium Pupils (Disadvantaged Pupils) at Oriel made higher rates of progress and achieved better rates of attainment at Level4+ than the national average for all childen. In reading writing and maths (and combined) disadavntaged children at Oriel out performed other children within the school.  This is the second year running we have achieved this.

The Gap between disadvantaged pupils and other children closes from reception to Key Stage 1 and from Key Stage 1 to Key Stage 2 to the point where at Level4+ disadvantaged pupils are outperforming their peers in most subjects.

At Level 5+ pupils not eligible for pupil premium perform better than our disadvantged pupils this is our focus for 2014-15.

In the majority of subjects and the majority of year groups our pupils who are eligible for pupil premium are making progress as good as or better than those who are not. The gap between Pupil Premium children and non-pupil premium children is smaller within our school than the gap nationally.

Pupil Premium used for:

Brief summary of the intervention or action, including details of year groups and pupils involved, and the timescale. What will it achieve if successful? All interventions will be monitored half termly.

Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium?

Actual impact: What did the action or activity actually achieve? Be specific: ‘As a result of this action…’
If you plan to repeat this activity, what would you change to improve it next time?

One to one tuition


Intensive support, for short, regular sessions (about 30 mins, 3-5 times a week) over a set period of time (6-12 weeks), it includes support for children with English as an Additional Language and targeted boosters.

Raise attainment in core areas, to provide pupils with basic skills to enable them to achieve in line with their peers.

Every Child Counts pupils made between 21 and 31 months progress in 12 weeks

Every Child a Reader pupils made at least a full level progress in 12 weeks.

Additional Teacher time

Teaching support in Y1, 2, 5 and Y6 for Numeracy and Literacy Sets.

Smaller class sizes, enable setting and targeted intervention.

Pupil premium children are making accelerated progress and now attaining in line with others in the school. At KS2 they are making higher rates of progress than the national average for all pupils.

Additional TA Support

Support in class for all year groups from trained Teaching Assistant, supporting reading, maths and literacy. All Years. Accelerated progress for targeted individuals and groups.

Teacher directed in class support.

In the targeted intervention run by TA an average of 70% of children made a least one sub level progress in a half term. In 11 if these interventions 100% of the children achieved this.

Phonics groups

Reception to Yr3, staffing costs and additional resources. Accelerated progress for targeted individuals and groups.

Targeted sets for FSM children.

70% of children in these groups made a sub level progress in half a term. Phonics screening above national in 2014.

Intervention Groups

Focused small group interventions targeted to meet specific identified need. All Years.

Highly targeted skills based interventions.

Tracking showed accelerated progress.

Additional resources

Numicon Materials. All Years

Rapid Maths / Rapid Writers

Materials to support learning

More equipment available during maths sessions.

Nurture Group

Some of our students find it extremely difficult to engage appropriately in the classroom and the nurture group provides them with the appropriate social skills need to access the curriculum and to cope in class and on the playground. YR, 1, 2, 3, 4

Prepare children to return to mainstream classroom.

Reduced exclusions.

All the children in this intervention made progress against their behaviour and emotional targets measured by the Boxhall profile. Individually they have all made more progress since joining the group in all areas.

1:1 behaviour support

1:1 support for particularly vulnerable students for behaviour. Y2, 3

Supporting better behaviour. Reduced exclusion.

Behaviour Good – exclusion reduced.

Mentoring / Pupil Conferencing

Specifically trained staff who mentor children and work with them to develop their self esteem and work habits. / Release to enable the class teacher to work with small groups or 1:1 to help children develop targets and next steps. All Years


Staff training in line with the Sutton Trust Report to improve effectiveness of staff intervention and to train pupils to be mentors. Link to Rivers Academy and Innovation Fund Bid.

Attendance Support

Support from the school’s attendance officer to work with families and children whose academic progress is impacted by poor attendance. Al Years

Improved attendance.

Whole school attendance increased over to 95% - 2.5% increase.

Reading support

Training for Additional Volunteer Readers from the Charity VHR. Yr 4 and 5

1:1 reading targeted at children who are not heard to read at home

Targeted pupils made greater levels of progress

Financial Support

We offer some limited financial support to students of low income families for uniform, school journey, music lessons and equipment. All year groups.

School uniform and to ‘fit in’, improves behaviour and buy in

Funding accessed to support pupil participation in school journey, uniform, visits.

Extra curricular subsidy

Limited support to enable FSM children to access clubs, trips, performers in school, workshops and visits across the school. All Years. 

Enables pupils to access trips.

As above

Family Group

Family Group – Matched funded Family Therapy. Work with SFW to recruit up to eight “disadvantaged” families to participate in Family Group.  In this context, “disadvantaged” children will be “failing” at school (ie at risk of exclusion, poor attendance, unsatisfactory attainment etc) and their families are highly likely to be struggling with a range of challenges such as poverty, mental health issues, domestic violence and/or language/cultural difficulties

Long term therapeutic work with vulnerable / disadvantaged families. Including parenting classes and coaching on supporting children’s learning.

Low attendance rate by key families reduced the effectiveness of this intervention, for the families attending we saw increased rates of progress and school attendance and have evidence of better outcomes in terms of the target families – including participation in PPP and with the children’s centre.


However the progress while profound was too slow for too small a number to justify continued participation.

Reading Recovery

Every Child a Reader / Reading recovery specialist teacher, 0.6, years 1 and 2 – training and support for all TAs and targeted teachers.

2 year improvement in reading age in 20 weeks

Exceeded target and teacher trained TAs in better / more effective reading teaching.


Gifted and Talented program run across AAT West London District using the One Day a Week Model

Increased level 6

To continue in new school year, initial impact looked positive for most able.

Booster Teachers

(Yr 6)

Weekly Targeted Booster lesson from KS3 specialist teachers – one afternoon per week for each of English and Maths

To increase % of pupils attaining Level 6 at KS2.

10% L6 in each of Maths, Writing and SPAG

Increased APS compared to 2012-13.

Holiday Academy

Targeted revision and learning camp – 3 hours of academic study, 1 hour art, 1 hour sport over Spring Half Term and Easter Holiday. Costs covered 1xsports coach and staffing costs (3 teachers)

Increase levels for disadvantaged pupils

Good levels of participation – disadvantaged pupils attended and received targeted boosters – to be repeated in 2014-15

Year 4 Reading Project

Year 5 pupils working with reading mentors from Rivers Academy once a week – each pupil will have an assigned mentor

Increase in progress and attainment of pupils

Increased rates of progress for targeted pupils see separate report - RG

Challenge the Gap

Targeted Challenge the Gap reading program – aimed at Yr 4 PP pupils

Increase in progress and attainment of pupils

Increased rates of progress for targeted pupils see separate report - RG