Pupil Premium

Pupil Premium Strategy

Intent

At Little Sutton Primary, we believe that only by having the highest expectations of all learners can the highest possible standards be achieved. Some pupils from disadvantaged backgrounds require additional support; therefore, we will use all the available resources to help them reach their full potential.

 

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.

 

This report outlines the amount of funding available, along with the procedures for ensuring the funding is allocated correctly.

 

School Overview: Pupil Premium allocation

There are currently 27 (6.4%) students registered as having been entitled to FSM within the last 6 years. Our FSM children make up 3.5% of the school population. The number of pupils and Pupil Premium grant received for the current and previous academic year are shown below:

Summary of the number of pupils and pupil premium grant (PPG) received

2019-2020

2018-2019

Total number of pupils on roll

421

421

Total number of pupils eligible for the pupil premium grant (%)

 

27 (6.4%)

34 (8.0%)

 

Amount of PPG received per pupil

£1,320

£1,320

Total amount of PPG received

£36,620*

£45, 860

Total cost spent (including subsidised amount from the school budget)

£56, 895.53

* Includes on estimated funding for April 2019

** Includes post LAC Pupil premium funding (£2,300)

Strategy aims in spending the Pupil Premium grant

2018-2019

The funding allocated for 2018-2019 was: £45, 860*

The focus on expenditure for the Pupil Premium Grant was related to each individual child’s performance and needs in order to diminish the difference. However, support was not simply directed towards these pupil’s academic intervention, it included provision of teaching priorities, targeted academic support and wider strategies to build pupil’s self-esteem and confidence.

 

Teaching priorities

Priority 1: Reception and Year 1 reading groups with 1 adult for each group for the year focusing on phonics and reading (1 additional adult). In addition, 1 to 1 support for pupils in danger of falling behind.

Our objective was to provide focused early intervention to accelerate progress in phonics and reading.

Cost: £16,148

 

Priority 2: Maths groups and focused intervention

Focused support for maths groups in lower and upper Key Stage 2 for 5 mornings a week – to embed maths mastery and accelerate pupil progress (1 adult). This includes additional intervention for focus pupils for 2-3 mornings/afternoons to accelerate pupil progress in Years 5 and 6.

Cost: £28, 509

 

Priority 3: Senior Teaching Assistant to managing and implementing the intervention programmes

Senior Teaching Assistant to train staff in the delivery of strategies including the Lexia programme for children who are assessed as below national expectation in reading for 3 days a week. To also support staff in the delivery of interventions in reading across EYFS and KS1. To analyse the impact of intervention and report outcomes to Standards and Achievement working group (1 day a week).

Cost: £6,478.33

 

Targeted academic priorities

Priority 1: Reading Lexia

Reading programme delivered to accelerate reading progress (3 adults). Including training. Children were also provided with intervention packs for the Summer period to ensure progress with reading was made. Lexia is also available for use at home. The impact of Lexia is monitored by class teachers and supporting adults.

Cost: £1,309

 

Priority 2: Reading Gladiators

Reading programme delivered for 14 weeks to provide a challenging reading experience that helped motivated children to read for pleasure in Years 2, 4 and 6. 1 hour a week with 3 adults.

Cost: £1,150

 

Priority 3: Maths Whizz

1 to 1 maths tuition programme delivered to accelerate maths progress across Years 5 and 6.  Maths Whizz was also provided to Year 4 pupils during the Summer period to support transition. The impact of this is analysed by the class teachers and the class lead (1 adult).

Cost: £1,512

 

Priority 4: Maths Rock Stars

A specific programme to help with learning times tables across the school and allowing children to develop the self-confidence, recognition and motivation to improve their fact fluency skills.

Cost: £60

 

Wider strategies

For all pupils entitled to Pupil Premium funding there was also a:

  • 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: £1,693. 20                                              Total pupil premium spent: £56, 895.53

Impact of strategies on performance of Pupil Premium Pupils

2018-2019

Year 1

100% (5 pupils) achieved the Phonics screening check compared to 98.3% of all pupils in the school and 74% of all pupils in Birmingham – national to be confirmed.

Key Stage 1

In 2019 80% of our FSM6 (4 of 5 pupils) achieved the expected standard in reading, writing and maths, compared to 81.7% of other pupils in our school and 64.9% of pupils nationally.

  • Reading – 100% of pupils (5 of 5) achieved the expected standard (compared to 90% of all pupils in the school and 74.9% of all pupils nationally). One pupil (20%) achieved the greater depth standard (compared to 31.7% of all pupils in the school and 25% of all pupils nationally).
  • Writing – 100% of pupils (5 of 5) achieved the expected standard (compared to 85% of all pupils in the school and 69.2% of all pupils nationally). One pupil (20%) achieved the greater depth standard (compared to 23.3% of all pupils in the school and 14.8% of all pupils nationally)
  • Maths – 80% of pupils (4 of 5) achieved the expected standard (compared to 90% of all pupils in the school and 75.6% of all pupils nationally). Two pupils (40%) achieved the greater depth standard (compared to 33% of all pupils in the school and 21.7% of all pupils nationally).

 

 

Key Stage 2

In 2019 83.3% of our FSM6 (6 of 7 pupils) achieved the expected standard in reading, writing and maths, compared to 96.7% of other pupils in our school and 64.8% of pupils nationally.

  • Reading – 85.7% of pupils (6 of 7) achieved the expected standard (compared to 96.7% of other pupils in our school and 73.2% of all pupils nationally). 28.6% (2 out of 7) achieved a high standard (compared to 46.1% of other pupils in our school and 26.9% of all pupils nationally). The average scaled score for pupil premium was 105.7 (compared to 108.8 of all pupils in our school and 104.4 nationally). In KS2 disadvantaged pupils made 3.8 average in reading compared to 2.4 average progress of other pupils in the school.
  • Writing – 85.7% of pupils (6 of 7) achieved the expected standard (compared to 98.3% of other pupils in our school and 78.5% of all pupils nationally). 14.3% (1 out of 7) achieved a high standard (compared to 38.3% of other pupils in our school and 20.2% of all pupils nationally).
  • Grammar, Punctuation and Spellings –85.7% of pupils (6 of 7) achieved the expected standard (compared to 90% of other pupils in our school and 78% of all pupils nationally). 14.3% (1 out of 7) achieved a high standard (compared to 53.3% of other pupils in our school and 35.7% of all pupils nationally). The average scaled score for pupil premium was 103.3 (compared to 109.9 of all pupils in our school and 106 nationally).
  • Maths – 85.7% of pupils (6 of 7) achieved the expected standard (compared to 98.3% of other pupils in our school and 78.7.2% of all pupils nationally). 42.9% (3 out of 7) achieved a high standard (compared to 61.7% of other pupils in our school and 26.6% of all pupils nationally). The average scaled score for pupil premium was 107.3 (compared to 110.5 of all pupils in our school and 105 nationally). In KS2 disadvantaged pupils made 4.7 progress average in maths compared to 3.8 average progress of other pupils in the school.

 

Strategies that were particularly effective

Impact of Lexia – 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 the lowest 20% of pupils across the school. In Year 2 the Pupil Premium children who took part in Lexia achieved the expected standard and as a result came off this programme because of the substantial progress made. In Year 1 the 5 Pupil Premium children that also received early Lexia Reading support and intervention successfully passed their Phonics screening test. Our success with Lexia 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 2019 Phonic scores show that 100% of our Pupil Premium children achieved the Phonics test compared to 98.3% of all pupils in the school and 74% of all pupils in Birmingham and 88% of pupils nationally.

As a result of the Year 2 class reading interventions our 5 Pupil Premium children made significant progress from their starting points. 100% of pupils (5 of 5) achieved the expected standard (compared to 90% of all pupils in the school and 74.9% of all pupils nationally). One pupil (20%) achieved the greater depth standard (compared to 31.7% of all pupils in the school and 25% of all pupils nationally).In KS2 disadvantaged pupils made 3.8 average in reading compared to 2.4 average progress of other pupils in the school.

 

Impact of KS1 maths mastery – Maths mastery was significantly embedded in both key stages. As a result of the mastery strategies, 80% of pupils (4 of 5) achieved the expected standard (compared to 90% of all pupils in the school and 75.6% of all pupils nationally) with two pupils (40%) achieved the greater depth standard (compared to 33% of all pupils in the school and 21.7% of all pupils nationally).

Impact of Maths groups, maths mastery and one to one intervention/tuition – 85.7% of pupils (6 of 7) achieved the expected standard (compared to 98.3% of other pupils in our school and 78.7.2% of all pupils nationally). 42.9% (3 out of 7) achieved a high standard (compared to 61.7% of other pupils in our school and 26.6% of all pupils nationally). The average scaled score for pupil premium was 107.3 (compared to 110.5 of all pupils in our In KS2 disadvantaged pupils made 4.7 progress average in maths compared to 3.8 average progress of other pupils in the school and 105 nationally).

 

Additional wider strategies that were also effective

  • Review of Phonics and we teach Letters and Sounds – with the support of our new English Hub team
  • Mastery learning review with the NCETM – including in Reception
  • Reading Gladiators – introduced to support reading for pleasure and more able pupils in Year 2 and 6
  • Maths Whizz intervention as introduced to pupils in Year 4 in the Summer term
  • Talk for Writing to support engagement and progress of boys
  • Daily rapid intervention picking up on misconceptions in maths from the lesson in the morning and practise of number bonds and times tables
  • Part time Teaching Assistant in Reception for early intervention
  • Specific teaching of reading comprehension strategies include A.P.E (Answer, Prove and Explain) and reciprocal reading to develop inference skills
  • Daily rapid intervention picking up on a lack of understanding, misconceptions, identified from reading including phonics and reversal of letters
  • Regular evaluations and modifications to interventions used if impact not evident after 4 weeks – Phase Leaders
  • Close monitoring of pupils progress by class teacher and Phase Leader. Reviewed by, Assistant Heads, Deputy Head teacher and Head teacher
  • Identified person responsible for children entitled to Pupil Premium funding who reports to Governors Standards and Achievement group on the impact of the interventions
  • Regular review of impact of intervention by Leadership Team and half termly report at Governing Body, including the Standards and Working Achievement group

 

 

Barriers to Learning that our Pupil Premium pupils faced:

 

  • In 2018 /19 13% of our Pupil Premium children (4 out of 35 pupils) were on our special educational needs register. Their needs are well catered for and impact of support is closely monitored by the SEND team and Standards and Achievement Group
  • Although not on the SEND register, some of our Pupil Premium children (4 out of 35) enter Reception below average in reading, writing and maths (12%)
  • 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
  • Some of our Pupil Premium children also have medical needs. In 2018-2019 15% (5 pupils out of 33) eligible for Pupil Premium have particular medical needs which can result in reduced attendance
  • For a minority of children (5 out of 35), 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

 

Staff then use the profiles to note strategies that would help these pupils achieve their targets on action plans.

Percentage of Pupil Premium attendance:

Our attendance for our Pupil premium children for 2018/19 was 95.4% (national: 94%) compared to non-pupil premium attendance for 2018/19 which was 97.6% (national: 96%)

 

Allocation of funding for 2019/2020

Upon the review of the above, the following tiered approach of teaching, targeted academic priorities and wider strategies have been put in place to help support pupils to reach their identified targets this year:

Teaching priorities

  • Training and resources linked to ‘metacognitive strategies’ – to help teachers plan practical ways in encouraging pupils’ metacognitive skills, to help knowledge ‘to stick’ so they can make progress
  • Phonics training – professional development provided by our English Hub for all EYFS, KS1 and Lower KS2 staff in order to support with their understanding of key strategies for the teaching of phonics when reading.
  • Spelling training – time provided to plan and embed the ‘No-Nonsense’ scheme across the school
  • Delivery of reading groups in EYFS and KS1 – 2 additional adults needed to support in the delivery of reading group 3 mornings a week per class in EYFS and Key Stage 1 – to help further embed pupils’ phonics and reading comprehension skills
  • Maths groups in lower and upper Key Stage 2 – these have continued to show impact on pupils learning in maths mastery and remain a key priority

Targeted academic priorities

  • Focused short, sharp, phonics intervention in Key Stage 1 for 2 afternoons a week
  • Focused reading and writing intervention for Key Stage 1 each day for 6 weeks
  • Reading Gladiators– to support more able pupil premium children
  • 60+ minutes weekly Lexia Programme – to develop pupil’s phonics and reading comprehension. Focus pupils are identified from pupil progress meetings and termly data. Parents have received tracking sheets which identify the skills pupils need to work on. This is regularly reviewed to track progress
  • Maths intervention – focused, short, sharp intervention in groups – to diminish the difference of focus pupils and address needs as identified from data and half termly pupil progress meetings
  • Maths Whizz and Maths Rock Star programmes to support in embedding mathematical learning at school and at home

Wider strategies

  • Reading resources for Pupil Premium children to support with our love of reading across the schools
  • Resources for writing, maths and SPaG skills for KS1 and KS2 pupils
  • Subsidised trips for disadvantaged pupils for extra-curricular clubs or/and peripatetic music lessons
  • Provision of personal mentors and support from the education welfare officer with to support families with attendance and acute needs
  • Monitoring of and support for pupils whose attendance is below 96% by DHT and regular review meetings to ensure attendance is taken seriously

Monitoring of Progress and Implementation for 2019/20

Area

Challenge

Mitigating action

Teaching

Ensuring enough time is provided to allow for staff professional development

Use of INSET days and additional cover to embed phonics and maths training support.

 

Close monitoring of pupil’s progress by class teacher and Phase Leader.

 

Targeted support

Continuing to ensure enough time is provided to support in the effective delivery of phonics, reading and maths interventions 

KS1 TA to be released 2 afternoons a week to plan and lead small phonic intervention across KS1.

 

Phonic Lead to be released for 1 morning a week to review impact of phonics and reading groups.

 

1 TA to be released to support in the delivery of reading groups across lower Key stage 2.

 

English Lead and 1 TA to be released for up 2 afternoons a week to lead small reading and writing groups in upper Key Stage 2.

 

Maths Lead to be released to lead small intervention groups in Years 5 and 6.

 

Timetable revised to ensure Lexia and Maths Whizz are implemented across the relevant year groups.

 

Regular evaluations and modifications of the above interventions implemented by Phase Leaders and Subject Leads including if impact is not evident after 4 weeks.

 

Wider strategies

 

 

 

Continued engagement with families facing particular challenges

Continuing to work closely with the SLT and Welfare Attendance Officer to monitor attendance and provide support where applicable to families.

 

Continue to work with outside agencies and other LTE schools on school outreach programmes that can support personal and social skills.

 

Reviewed by the 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 October 2020.