Below you will find our Pupil Premium and Sports Premium Grant reports; these are updated annually, although our strategies are always under review as we aim to achieve value for money through careful analysis of impact.
In 2017-18, 134 pupils are eligible for the Pupil Premium and the total budget is £178,880. Our main aim is for disadvantaged pupils at Blenheim to achieve higher standards than their peers nationally, focusing particularly on attainment in reading, writing and maths. We track the achievement of these pupils closely and report their progress to the Local Governing Body each term; this allows us to regularly review and adapt our provision. Please download the report below for a more detailed account of the planned expenditure, which has been developed following a Pupil Premium Review with Inclusion Expert.
Details of our expenditure and its impact in 2016-17 and 2015-16 can be found in the reports below. A particular strength was that in 2016, the performance of disadvantaged pupils at the end of KS2 was significantly above national, with progress scores of 4.04 in reading; 2.97 in writing; and 2.38 in maths (Raise Online 2016).
2017 Case Study Examples
Pupil A had issues with attendance and presented with a range of social, emotional and behavioural barriers to learning. He was provided with regular support from a Learning Mentor in order to support him emotionally and his class teachers worked hard to engage him in learning, including through additional tuition and group work. At the end of KS2 his attainment was significantly higher than the national average, with high scaled scores of 110 in reading; 110 in grammar, punctuation and spelling; and 109 in maths. He was also supported with transition arrangements and felt confident about leaving Blenheim and being ready for secondary school.
Pupil B has made good progress this year due to the support put in place. She attended a weekly maths group, which was designed to address gaps in her knowledge around the four operations and rapid recall of times tables; this allowed her to prove to herself that she is capable of reaching new heights and she thrived in a small-group environment! Her times-table knowledge at the start of the year was poor but she is now able to answer all times tables up to 12 x 12 rapidly and has the confidence to answer questions in class. In addition, through daily spelling interventions focusing on the Y3/4 spelling rules from Appendix 2 of the 2014 National Curriculum for English document, she has excelled in her weekly spelling tests and is now comfortably learning her 5/6 common exception words. This has improved her confidence when writing and she is striving to be the best writer that she can be at all times.
Reading was a huge challenge for Pupil C. From the outset he was well aware that he experienced difficulty and that in his eyes, he was not successful. He had little confidence and self-belief and appeared acutely aware of his limitations. During initial assessments he commented, "I’m not good at reading. I get a bit muddly." Here was a five year old boy with no self-esteem, no confidence or belief in his reading ability. If Pupil C was to succeed, it was of paramount importance to get him to believe that he could do it; building his confidence, concentration and application were key factors, but reading also needed to be fun. Working on a one-to-one with Pupil C every day, he began to make small steps, until one day, the breakthrough finally came. He was beginning to make connections independently. He started to use the different strategies to process information from the text. He was taking control and ownership of his reading by monitoring, cross checking and self-correcting. At last he could see for himself that he was succeeding. He began to enjoy reading and became more confident. At the end of one lesson he commented, “Is that the lesson done? I want to do more reading!”
He made excellent progress through Reading Recovery and scored 37/40 in the Year 1 phonics screening check. He can now apply strategies with confidence when confronted with unfamiliar words. He can monitor his own reading, enabling him to problem solve and cross check on information, and can self-correct when applicable. He uses all sources of information (meaning, structure and visual) in order to read texts independently with fluency and accuracy. He has had opportunities to read with our reading dog, Leo, too and is always asking if he can come and read, which speaks for itself in terms of his confidence and enjoyment of reading.