Pupil Premium 2014 - 2015

Moss Hall Infant School

Pupil Premium Expenditure

April 2014 - March 2015

The Pupil Premium was introduced by the Coalition Government in April 2011 to close the gap in attainment between pupils from less affluent backgrounds. It is allocated to children from low-income families who are in receipt of Free School Meals (FSM), Looked After Children (LAC) and pupils who have been eligible for free school meals at any point in the last six years (Ever6).
The Pupil Premium funding which Moss Hall Infants receives in our school budget is used to make a contribution to the cost of a range of intervention and support programmes. This support ensures that all our Pupil Premium children are supported in their learning so that they can make the best possible progress. These children are very high priority and form our ‘Virtual Class’ which is monitored half termly with the Leadership Team, Class Teachers and the Governing Body.

We track the children’s progress through discussions with class teachers at termly meetings, and this enables us to measure the impact of the additional funding we receive. By knowing the needs of specific groups of children and carefully targeting these needs, we can close the gap in attainment between pupil groups.
Our aim this year is to further increase the percentages of children working at or above the age related expectations in the Early Years Foundation Stage and in KS1.  Through analysis of our previous spending of the Pupil Premium and the progress made by key groups of children this new plan has been created based on the following principles.
Building Belief
We provide a culture where:
  • Staff believe in ALL children
  • There are ‘no excuses for underperformance’
  • Staff use data to plan next steps for children
  • Staff support children to develop a ‘growth’ mindset towards learning
  • Children know their goals
Identifying Pupils
We believe in early identification and intervention where:
  • All staff are aware of who pupil premium and vulnerable children are
  • Children’s performance is tracked from entry to the school
  • Underachievement at all levels is targeted
  • Children’s individual needs are considered carefully so that we provide support for all children
Developing Teaching
We will continue to ensure that all children receive high quality teaching by:
  • Setting high standards – planning, marking, classroom environment etc
  • Consistency across year groups – moderation, scrutiny of work
  • Sharing good practice amongst staff
  • Providing high quality CPD
  • Improving assessment through joint levelling and moderation
Individualising Support
We will ensure that additional support is effective by:
  • Tailoring interventions to the needs of the children
  • Identifying barriers to learning
  • Matching the skills of the support staff to the interventions they provide
  • Providing support to parents
  • Recognising and building on children’s strengths to further boost confidence
  • Improving attendance and punctuality
Funding Breakdown
This is a breakdown of how we allocate our Pupil Premium funding from our school budget.    
Number of pupils and Pupil Premium Grant (PPG) received
Total number of pupils on roll April 2014 329
Number of pupils currently eligible for PPG (includes children entitled to Free School Meals or Looked After children) based on the July Census so does not include children new to the school from September 2014

Also included are children we class as 'vulnerable', known as our Virtual Class
64 Currently in MHI
14 in MHJ
Actual FSM
Virtual Class
YR (21)
Y1 (9)
Y2 (8 )
YR (14)
Y1 (6)
Y2 (5)+CLA (1)
YR (42)
Y1 (21)
Y2 (15)
Amount of PPG received per pupil £1,300 (April 2014)
Total PPG funding received
(total funding is based on pupils who have been eligible at any time in the previous 6 years)
£63,520 original allocation
£18,380 July2014  Funding
£81,900 Oct 2014
Nature of Support 2014 - 15
At Moss Hall Infant School we believe in equal opportunities for all children, and we aim to provide the children with a wide range of experiences to support and develop their learning. This includes seeing what each child needs at their current point of development in order to move their learning on further. We have used the PPG funding to ensure that pupils receive support to
·       Establish a Necessitous Pupil Fund to support children's attendance on trips and clubs
·       Attend the residential school journey (Y2 pupils) Access Breakfast Club and Play centre (after school provision)
·       Participate in topic related workshops and educational visits
The PPG funds early support strategies for identified FSM children in developing literacy, numeracy, social and motor skills. Interventions and targeted literacy/numeracy support across the school are provided by skilled Teaching Assistants and Teachers.
Provision This Year
      Focus teaching and conferencing from members of the Senior Management Team to raise attainment in Writing and Reading and Maths
      Individual class ‘Quality First Provision’ maps for identified children         
      Reviewing impact of interventions and provision termly and/or upon completion of an intervention package
      Enhanced teaching provision in terms of a Pupil Focus Teacher(s) working with identified children
      Reception ‘Real Life Talk opportunities’ with Deputy Head Teacher & Welfare Officer
      Development of Parent Resources Library
      Speech & Language Therapy
Nurture Group
Art Therapy
Skill Development workshops – Music, Art, Drama, Dance, Gardening, Sports
Our intervention package include:
  • Time to Talk (social skills)
  • Literacy & Phonics intervention such as Wave 3 or Letters & Sounds Support
  • Speech and Language support from a Speech Therapist as well as Speech Therapy Tooklit work in house.
  • Targeted numeracy support
  • Motor skills groups
  • Nurture Group
  • Art Therapy
  • Handwriting workshops
  • 1:1 behaviour support and mentoring
  • Reading Recovery
  • Daily reading support with both teaching and non-teaching staff
  • Language development groups
  • Curriculum enrichment such as workshops / visitors etc.


Nature and frequency of support is determined by pupils’ identified needs, following termly pupil progress meetings and our other school tracking procedures as the need arises.
Curriculum Focus of PPG Spending 2014 – 15 Revised Calculation Formula
Enriching the curriculum – resources / visits / workshops etc
Extended school support – Breakfast Club / Clubs etc
Additional Reading Support
Resources – For Identified children Resource Library
Targeted Teacher support - including provision & analysis
Developing ICT Provision
Teaching Assistant interventions
Additional YR Teaching Assistant
Attendance Support
Speech & Language Therapy
Reception Nurture Group & Art Therapy
Necessitous Pupils
Total contributions
Measuring Impact of PPG Spending
We are confident that the experiences we provide for the children at Moss Hall Infant School have a positive impact on pupils’ attainment. Analysis of pupil attainment at the end of EYFS (Reception) and Key Stage 1 (Year 2) over the last three years shows that our pupils have achieved in line with, or above Local Authority and National expectations each year.
We will continue to use the PPG funding to build further on children’s learning experiences and enable our pupils to be confident, independent learners who are developing age appropriate skills.
The impact of the Pupil Premium Funding for the year 2014-2015 is below.
Evaluation of 2013 – 2014 Pupil Premium Funding
Funding allocation: £40,875 (originally £43,185)
The Narrowing the Gap Trend for Moss Hall Infant School presents a positive picture; using Average Point Score (APS), our gap has decreased from -1.9 APS in 2012, to -1.2 APS in 2013 to 0.5APS in 2014 across all subjects.
In Reading, this is as follows:  -2.2 APS in 2012, -1.3 APS in 2013 to a 0.0 APS gap in 2014
In Writing, this is as follows: -1.7 APS in 2012, -1.3 in 2013 to a 0.9 APS gap in 2014
In Maths, this is as follows: -1.9 APS in 2012, -1.2 APS in 2013 to a 0.4 APS gap in 2014

See below for breakdown of attainment
(taken from Spring 2014 data)
% out of 21 children
14.3% ASEN/Sens
29% EAL
57% Boys
43% Girls
57.1% of children are working at the expected level in all Prime Areas
90.5% of children are working at the expected level in Reading
90.5% of children are working at the expected level in Writing
81% of children are working at the expected level in Maths
% out of 17 children
2 statemented pupils
6% Additional Needs Pupils
65% EAL
31% Boys
69% Girls
69% of children at or exceeding the expected level of development in reading (1B)
(82% NFSM)
69% of children at or exceeding the expected level of development in writing (1B)
(80% NFSM)
69% of children at or exceeding the expected level of development in reading (1B)
(83% NFSM)
% out of 14 children
31% ASEN
54% EAL
57% Boys
43% Girls
100% of children at or exceeding the expected level of development in reading (2C)
(86% NFSM)
100% of children at or exceeding the expected level of development in writing (2C)
(89% NFSM)
100% of children at or exceeding the expected level of development in reading (2C)
(92% NFSM)
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