Pupil Premium Strategy
Summary information |
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Academic year |
2018-19 |
Total Pupil Premium budget |
£142,560 |
Date of most recent Pupil Premium strategy review |
September 2018 |
Total number of pupils on roll |
542 |
Number of pupils eligible for Pupil Premium |
112 |
Date for next internal review of this strategy |
September 2019 |
Current attainment (End of Key Stage 2 2018) |
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Pupils eligible for Pupil Premium (Northgate) |
Pupils not eligible for Pupil Premium (national average) |
% achieving age-related expectations in reading, writing and maths |
32% |
64% |
% achieving expected standard or above in reading |
45% |
75% |
% achieving expected standard or above in writing |
55% |
78% |
% achieving expected standard or above in maths |
55% |
76% |
Barriers to future attainment (for pupils eligible for PP, including high ability) |
In-school barriers (issues to be addressed in school) |
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External barriers (issues which also require action outside school) |
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Desired outcomes |
Success criteria |
To ensure all disadvantaged children reach their end of year targets. |
All disadvantaged children will have reached their academic end of year target in July 2019. Where this is not the case, case studies will demonstrate the circumstances around this and the way in which the grant has been used to support these children in their learning. |
To ensure Pupil Premium children make accelerated progress when compared to last year. |
All disadvantaged children will have made accelerated progress from the start of the year when compared to the previous academic year. Where this is not the case, case studies will demonstrate the circumstances around this and the way in which the grant has been used to support these children in their learning. |
To raise the percentage of disadvantaged children achieving age-related expectations at the end of each Key Stage. |
All disadvantaged children will have reached their academic end of year, EYFS, KS1 or KS2 targets in July 2019. A higher percentage of disadvantaged children will have achieved age-related expectations and greater depth when compared to the school’s own data for 2017-18 and national data for 2018. Where this is not the case, case studies will demonstrate the circumstances around this and the way in which the grant has been used to support these children in their learning. |