Impact in 2014_15

Impact of Pupil Primium intervention 2014_2015

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. Again in reading writing and maths (and combined) disadavntaged children at Oriel out performed other children within the school.  This is the third 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. the gap now closes significantly by Year 5. 

At Level 5+ pupils not eligible for pupil premium perform better than our disadvantged pupils this is again our focus for 20154-16.

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  who are not. The gap between Pupil Premium children and non-pupil premium children is smaller within our school than the gap nationally and closes as they progress through the school. 

Again the Pupil Premium has had a significant impact in a number of key areas in 2014_15, the additional teacher and TA support in all year groups enabled our pupils to make accelerated progress over the course of the year and ensured again that at L4+ and 2levels of progress our Yr6 disadvantaged pupils achieved above national results again this year. The focus remains on ensuring that more of our disadvantaged pupils achieve Level5+, the results at KS1 show that the ground work for this is being effectively laid with more pupils than ever achieving L3+ and similarly in EYFS.

The Gap at KS 1 has narrowed in EYFS and KS1 but remains a focus for improvement, the gap which we were closing by the end of year 6 is now closing during year 5.  In 2015_16 we will be instituting a 3 teacher model in Year 3, 5 and 6 to further target this group.  

The additional Teaching Assistants (TAs) time for phonics, in class support and intervention groups impacted significantly across the school ensuring that pupils’ needs were more effectively met.  The TA support impacted particularly noticeably on children’s reading and phonics sessions.

The Nurture Group has had a significant impact on the children who attend these sessions leading to accelerated progress and more settled children.  More broadly it has enabled these children to cope much better in class and in this way has enabled teachers to focus on teaching and the rest of the class on learning as a result we have seen improved behaviour in class and improved learning. It has led to a drop in exclusions.  The cohort of children that have been our focus graduated back into the mainstream this year and the support for this group will now shift to being in class and the time that the nurture group operates will be reduced to 3 afternoons for a smaller group of pupils.

Analysis has enabled us to identify that the majority of disadvantaged pupils make progress in line with their peers by the end of the key stage at Level 4+ and making expected progress across KS2. However it highlighted the focus for 2015_16 to be a sub-group of White British. Typically those families where number 1 and three or more other factors from the rest of the following list apply:

  1. the family are disadvantaged;
  2. there is low adult literacy;
  3. large family;
  4. neither parent is working;
  5. high levels of social care;
  6. mental health concerns / DV / Substance abuse;
  7. one absent parent.

This table provides a summary of the intervention and support strategies that were put in place to support disadvantaged students in 2014_15.


Pupil Premium used for:

Amount allocated to the intervention


Is this a new or continued activity /cost centre?

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 - ECAR




Intensive support, for short, regular sessions for Reading Recovery (about 30 mins, 3-5 times a week) over a set period of time (6-12 weeks)

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

All pupils identified for this intervention made significantly accelerated progress – 2 years+ in 20 weeks.

One to One and small group work.



Intensive support, for short, regular sessions for English as an Additional Language pupils. (EAL) Small focused group and 1:1 work. Support is across year groups. Particular focus on maths.

Highly targeted skills based interventions

Focused predominantly on social issues preventing access to learning – SEN pupils made at least expected progress and the majority at KS 1 and KS 2 achieved national expectation.

Additional Teacher time



Teaching support in Y2, 5 and Y6 for Numeracy and Literacy Sets.


Smaller class sizes, enable setting and targeted intervention.

High impact and good levels of progress seen across the school. In 2015_16 we will move to a 3 teacher model in Year 3, 5 and 6.

3 teacher model in Yr 6



Additional teacher for Year 6 to enable targeted intervention, smaller group sizes to enable accelerated progress for individuals and groups.

Smaller class sizes, enable setting and targeted intervention

KS2 results above national despite high levels of turbulence and pupils joining in Year 6.  

Additional TA Support –KS2



Support in class for all year groups from trained Teaching Assistant, supporting reading, maths and literacy. All Years in KS2 Accelerated progress for targeted individuals and groups.

Teacher directed in class support.

Due to staff sickness this was not as effective as planned. For new year move to 3 teacher model in Juniors, TAs will be allocated intervention time monitored by AP and VP.

First Class at Number Teaching Assistant led Intervention Groups – KS1



Focused small group interventions targeted to meet specific identified maths need. All KS1. – Part of the ECC Initiative.

Highly targeted skills based interventions.

Progress and attainment in maths in year 2 and 3 increased.

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 pupils now graduated back to mainstream, nurture group will be greatly reduced in time (lower need) in 2015_16

Barriers to learning Interventions



Staff who mentor children and work with them to develop their self esteem and work habits. Small group or 1:1 work All year groups. 

With particular focus on identified children in Year 3 to 4 looking at number correspondence (counting), models of number, place value, number lines.

Readiness for learning.

Progress across KS2 good tracking shows effective impact of this strategy. To continue in Year 4.

Boosters  - Yr 6



Small group boosters in Yr 6 from Autumn term to accelerate pupil progress and increase attainment. Narrow the gap.

To provide pupils with basic skills to enable them to achieve in line with their peers.

Vital in ensuring results above national. Additional boosters put on for new to year 6 pupils.

Attendance Support



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

Improved attendance.

Measles outbreak highlighted need for continued focused support – attendance would have been even lower without this investment.  

Beanstalk 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

Target pupils made good+ progress.  

Financial Support – enrichment activities



We offer some limited financial support to students of low income families for uniform, school journey, music lessons and equipment. All year groups. Limited support to enable FSM children to access clubs, trips, performers in school, workshops and visits across the school. All Years. 

School uniform and to ‘fit in’, improves behaviour and buy in Enables pupils to access trips. Enhance children’s life experiences.

Update from SENCO to follow

Family and pupil welfare



Support for our disadvantaged and vulnerable pupils and families.

Families and children are supported to improve resilience.

Personalised targets met

Challenge the gap



Project with Feltham College to narrow the attainment gap for Year 4 pupils.

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

Current Year 5 pupils targeted for this project made accelerated progress across the year. Unfortunately the project has ended.

Dedicated Leadership time



Dedicated leadership time to focus on Pupil Premium monitoring,, maintaining a pupil premium register, attending PPM.

Rigorous monitoring of interventions. Focus on Pupil Premium children.

GAP closing in all year groups, PP high focus and this group outperformed their peers at L4+c and 2levels progress in 2015.

Gifted and Talented Provision



Enrichment activities for Able, Gifted and Talented Pupils who are eligible for pupil premium.  Shine project. Rivers project.

Enhance children’s life experiences

Pupils identified as HAPs and disadvantaged supported throughout the year.

Holiday Academy



Narrow the gap in progress and attainment for pupils in Yr 6.

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

Provided an extra 12 days of school for this group across the year and ensured we were above national floor targets.