Pupil Premium Strategy
The Government allocates Pupil Premium funding to schools, for children who are entitled to free school meals (FSM). The purpose of the funding is to raise the attainment of FSM students and help to diminish the difference in attainment between FSM and non-free school meal students nationally. From September 2014, these pupils became known as disadvantaged pupils.
Pupils who have been eligible for free school meals at any point in the last 6 years qualify for Pupil Premium. From September 2016, these pupils are known as Disadvantaged – FSM6.
A premium has also been introduced for children whose parents are currently serving in the armed forces.
There are currently 35(8.3%) students registered as having been entitled to FSM within the last 6 years. Our FSM children make up 5% of the school population. The number of pupils and Pupil Premium grant received for the current and previous academic year are noted below:
|Summary of the number of pupils and pupil premium grant (PPG) received||2016-2017||2015-2016|
|Total number of pupils on roll||421||422|
|Total number of pupils eligible for the pupil premium grant (%)
|Amount of PPG received per pupil|| £1,320
|Total amount of PPG received||£49,420*
|Total cost spent (including subsided amount from the school budget)||£61,593
*Includes on estimated funding for April 2017 to August 2017
Objectives in spending Pupil Premium Grant
The focus on expenditure for the Pupil Premium Grant is related to each individual child’s performance and needs in order to diminish the difference. However, support is not simply directed towards these pupil’s academic intervention, it includes provision to build pupil’s self-esteem and confidence.
Allocation of funding in 2015-2016
The funding allocated for 2015-2016 was: £51,917
How the allocation of the funding was used:
Following analysis of the attainment of pupils who are entitled to receive Pupil Premium, the specific areas of need were identified. As a result the Pupil Premium funding was allocated as follows:
- An additional Teaching Assistant in Reception:
We continued to deploy an additional Teaching Assistant for 5 mornings a week to deliver focused support to children with phonics, reading, writing and maths. Our objective was to ensure focused early intervention to accelerate progress.
- Year 2 reading groups with 1 adult for each group for Autumn term (2 adults).
Our objective was to continue to ensure focused early intervention to accelerate progress in phonics and reading in Years 1 and 2.
- Year 1 reading groups with 1 adult for each group for the year focusing on phonics and reading (1 additional adult).
Our objective was to provide focused early intervention to accelerate progress in phonics and reading.
- Reading Express Programme
Including 1 to 1 reading recovery programme delivered daily to accelerate reading progress (4 adults). Including training, daily implementation and resources for pupils to accelerate their progress.
- Maths Recovery
1 to 1 maths recovery programme delivered daily to accelerate maths progress across both key stages (4 adults).
- Maths support
Focused support for lower maths set in Year 6 for 3 mornings a week – to accelerate pupil progress.
- Senior Teaching Assistant to train, manage and implement the intervention programmes
Senior Teaching Assistant to train staff in the delivery of reading recovery, develop the maths recovery programme for children who are assessed as below national expectation in reading and maths for 3 days a week. To deliver daily interventions in reading and maths. To analyse the impact of intervention and report outcomes to Standards and Achievement working group.
Cost: £16, 571.00
For all pupils entitled to Pupil Premium funding:
- Continued choice of either a subsidised peripatetic music lessons or subsidised extra-curricular activity
- Up to 4 subsidised school trips
- Subsidised residential for pupils in year 6
Cost: £6, 062
The total cost was: £58,845.87.
This was subsided from the school budget by: £6,928.87
Impact of strategies on performance of Pupil Premium Pupils
In 2015/2016 one pupil was eligible for Pupil Premium funding (FSM6). 100% achieved a Good Level of Development (GLD) compared to 85% of all pupils in the school and 66% of all pupils nationally.
In 2015/2016 three pupils were eligible for Pupil Premium funding. 100% of our children eligible for funding (FSM6) passed the Phonics Screening Check compared to 90% of all pupils in the school and 81% of all pupils nationally.
Key Stage 1 SATs
In 2015/2016 six pupils were eligible for free school meals who undertook KS1 SATs.
- In reading 83% of children (5 out of 6) achieved the expected standard compared to 90% of other pupils in our school and 74% of all pupils nationally.
- In writing 67% of children (4 out of 6) achieved the expected standard compared to 82% of other pupils in our school 65% of all pupils nationally.
- In maths 67% of children (4 out of 6) achieved the expected standard compared to 90% of other pupils in our school and 73% of all pupils nationally.
Key Stage 2 SATs
In 2015/16 six pupils were eligible for Pupil Premium funding. This included 1 child who had Special Educational Needs.
In 2016 schools were considered above floor standards if more than 65% of pupils achieved the national expected standard in reading, writing and mathematics or pupils made sufficient progress across all of reading, writing and mathematics. The precise level of ‘sufficient progress’ was calculated using a value-added measure from KS1 to KS2. It is based on value added in each of reading, writing and maths compared with the scores of pupils with the same Key Stage 1 results.
50% of our FSM6 (3 of 6 pupils) achieved the expected standard in reading, writing and maths, compared to 72% of other pupils in our school and 53% of pupils nationally.
- Reading – 83% (5 out of 6) of our pupils eligible for free school meals achieved the expected standard (compared to 87% of other pupils in our school, and 66% of all pupils nationally). 17% achieved a high standard (compared to 23% of other pupils in our school and 19% of all pupils nationally). The average scaled score was 103.3 (compared to 105.4 of other pupils in our school and 102.6 nationally).
- Writing – 100% (6 pupils) of our pupils eligible for free school meals achieved the expected standard (compared to 97% of other pupils in our school and 74% of all pupils nationally).
- Grammar, Punctuation and Spellings – 83% (5 out of 6) of our pupils eligible for free school meals achieved the expected standard (compared to 90% of other pupils and 72% of all pupils nationally). 33% achieved a high standard (compared to 30% of all pupils in school and 22% of pupils nationally). The average scaled score was 103.7 (compared to 106.5 of other pupils in our school and 104.4 of all pupils nationally).
- Maths – 50% (3 out of 6) of our pupils eligible for free school meals achieved the expected standard (compared to 80% of other pupils in our school, and 70% of all other pupils nationally). 33% achieved a high standard (compared to 28% of other pupils in our school and 17% of all other pupils nationally). The average scaled score was 105.2 (compared to 106.2 of other pupils in our school and 103.0 of all pupils nationally). 2 of the 3 children that did not achieve the expected standard were 1 average point score (APS) away.
Impact of Reading Express – the training delivered by the Senior Teaching Assistant has been highly effective which is evidenced by the success across the school. Whilst the programme focused on Pupil Premium children it was also aimed at lower achievers across the school. In Year 2 one of the two Pupil Premium children who took part in the Reading Express achieved the expected standard and as a result came off this programme because of the substantial progress made. In Year 1 the 2 Pupil Premium children that also received early Reading Express intervention successfully passed their Phonics screening test. Our success with Reading Express continues to attract visitors from other schools to learn from this strategy.
Impact of the Reading Groups and class intervention – the re-organisation of the Y1/2 reading groups demonstrate attainment for our Pupil Premium children has risen. The 2016 Phonic scores show that 100% of our Pupil Premium children achieved the Phonics test compared to 90% of all other pupils in our school and 81% of other pupils nationally.
As a result of the Year 2 class reading interventions 5 of the 6 pupils that were Pupil Premium made significant progress from their starting points. In reading 83% of children (5 out of 6) achieved the expected standard compared to 90% of other pupils in our school and 74% of all pupils nationally.
Impact of Maths Intervention programme – a Maths intervention programme to support pupils in both key stages. In particular, at KS1, four of the Pupil Premium children (who were also SEN) made significant progress from their starting points as a result of the programme. These children will continue to benefit from the one to one support this year. Two of our Pupil Premium children who were emerging at EYFS achieved working towards the expected standard at KS1.Four of these pupils who were expected at EYFS achieved the expected standard at KS1.
In KS2 the middle ability disadvantaged pupils made 1.29 progress compared to 0.26 progress of pupils nationally. Higher ability disadvantaged pupils made 1.24 progress compared to 0.17 progress of pupils nationally.
The Senior Teaching Assistant has continued to report the impact of the intervention programmes half termly to the Governors Standards and Achievement group. As a result, Governors were well informed and able to ask challenging questions to ensure funding was effectively spent.
Barriers to learning and achievement our Pupil Premium pupils face:
- 17% of our Pupil Premium children (6 out of 35 pupils) are also on our special educational needs register. Their needs are well catered for and impact of support is closely monitored by the SENCo team and Standards and Achievement Group.
- Although not on the SEN register, some of our Pupil Premium children enter Reception below average in reading, writing and maths.
- Some of our Pupil Premium children are also vulnerable and part of a separated family or have experiences a family breakdown.
- Most of pupils are unable to access clubs which enable them to pursue interests.
- Some of our pupils have demonstrated low self-esteem and limited aspirations resulting in a lack of knowledge of opportunities available later in life.
- For a few children, attendance has been a barrier, however careful monitoring of this and implementation of an Educational Welfare Office (EWO) has addressed any concerns. This continues to be carefully monitored.
Allocation of funding for 2016/2017
The funding allocated for 2016/2017 is: £49,420.00
Account is taken of the barriers to learning when dealing on how to best use the Pupil Premium Funding to support pupils. As a result, the funding will be used in the following ways:
- Focused, short, sharp intervention – to diminish the difference of focus pupils and address needs as identified in data and discussed in half termly pupil progress meetings.
- 30 minutes 1 to 1 daily Reading Express Programme for 8 weeks – to develop pupil’s phonics and reading comprehension. Focus pupils are identified from pupil progress meetings and termly data. These pupils are then assessed and tracked through the programme.
- 5 Reading groups with 1 adult to each group for 3 mornings a week per class in Key Stage 1 – to develop pupils’ phonics and reading comprehension.
- Delivery of reading groups in Years 5 and Year 6 – to develop reading comprehension.
- 1 to 1 Maths intervention – to develop pupil’s fluency and mathematical reasoning
- 1 to 1 Reading intervention – to develop reading and spelling of key words.
- Daily rapid intervention picking up on misconceptions in maths from the lesson in the morning and practise of number bonds and times tables.
- Resources for Pupil Premium children to support with developing reading, writing, maths and SPaG skills.
- Identified person responsible for children entitled to Pupil Premium funding who trains staff organise the interventions, delivers intervention, tracks progress and reports to Governors Standards and Achievement group on the impact of the interventions.
Monitoring of Progress
- Regular evaluations and modifications to interventions implemented if impact not evident after 4 weeks.
- Close monitoring of pupil’s progress by class teacher and Phase Leader. Reviewed by the Lead for Intervention, Assistant Heads and Deputy Head teacher.
Review of the Pupil Premium Strategy and Funding
The impact of the above will be measured by a regular review of data, books and class monitoring by the Strategic Leader for Intervention and Leadership Team. A half termly report is presented to Standards and Achievement Group for discussion. This is then reviewed at the Governing Body interim meetings.
This summary statement is updated annually and the next date for renewal is September 2017.