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2017/18 impact

Intervention programmes enabled PPG pupils to achieve well although they are still slightly behind non PPG pupils.

Pupils in Reception and Year 1 who receive PPG are targeted for specific support depending on need.

The PPG is therefore being used well as there is evidence of accelerated progress and improved attainment in some areas. This now needs to be extended to all areas.

Rec PPG Good level                                  Rec Non PPG Good level

EYFSP 11%                                                        89% 



Y1 PPG expected level                              Y1 Non PPG expected level

Reading      50%                                               85%

Writing       17%                                               70%

Maths         33%                                               83%



Y2 PPG expected level                              Y2 Non PPG expected level

Reading      54%                                                80%

Writing       38%                                                65%

Maths         62%                                                80%





Barriers to learning for PPG pupils include:


  • Speech and language difficulties
  • Low aspirations of families
  • Lack of engagement of families in their child’s education
  • Pupils not accessing our school nursery. There is a substantial difference between the attainment at the end of EYFS for those who have attended our nursery and those who have not. By the end of KS1 the gap has been closed due to the impact of the interventions.



  • Wave 3 English for year 1 pupils who are slightly below expectations.
  • ELKLAN speech and language development
  • Maths individual support
  • Cool kids – ready to learn programme for pupils with motor skills difficulties.
  • English individual support.
  • Breakfast club
  • Family Support worker with Strengthening Families


There is evidence that specific individual interventions have been successful. Pupils in year 2 receiving maths intervention made in excess of 4 progress points compared with only 2 points in English where they did not have intervention. PPG Pupils in year 1 made rapid progress in reading writing and maths. From a starting point of below Year 1 emerging to Y1 achieving.  This suggests that with success in intervention groups these pupils gained self- confidence and this helps them to achieve in other areas of the curriculum.


A priority is to engage with hard to reach parents. Breakfast club has been successful in this and more of our parents are supporting their children in their learning. This is shown in the increase in the PPG parents writing comments in their child’s reading diary.





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