Pupil Premium

Pupil Premium Strategy

Background Information

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 29 (6.9%)  students registered as having been entitled to FSM within the last 6 years. Our FSM children make up 8.3% 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 2018-2019 2017-2018
Total number of pupils on roll 421 421
Total number of pupils eligible for the pupil premium grant (%)

 

29 (6.9%) 35 (8.31%)
Amount of PPG received per pupil £1,320.00 £1,320.00
Total amount of PPG received £44,209* £47,936
Total cost spent (including subsided amount from the school budget)   £54,954.35 (£7,018.35)**

*Includes on estimated funding for April 2018 to August 2019

**Subsidised amount

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 2017-2018

The funding allocated for 2017-2018 was: £47,936

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.

Cost: £12,965

 

  • 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 Year  2.

Cost: £872.10

 

  • 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.

Cost: £2,593.65

 

  • 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: £3,890.15

  

  • 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 during the Summer period to support transition. The impact of this is analysed by the class teachers and the class lead. (1 adults).

Cost: £1,560

 

  • Maths support

Focused support for maths sets in Year 5 for 6 mornings a week – to accelerate pupil progress.

Cost: £4,062

 

  • Senior Teaching Assistant to train, manage and implement the intervention programmes

Senior Teaching Assistant to train staff in the delivery of Lexia, 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 interventions in reading and maths. To analyse the impact of intervention and report outcomes to Standards and Achievement working group.

Cost: £19,435

 

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: £9,576.45

 

The total cost was: £54, 954.35 


 Strategies that were effective

  • Focused, short, sharp intervention.
  • Mastery learning.
  • 60+ minutes per week using Lexia.
  • Maths intervention/tuition.
  • Maths groups in Year 5 and 6.
  • Maths Whizz intervention.
  • Talk for Writing
  • 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.
  • Speficic teaching of reading comprehension strategies include A.P.E (Answer, Prove and Explain) and recipricaol reading to develop inference skills.
  • Close monitoring of pupils progress by class teacher and Phase Leader. Reviewed by Assistant Heads, Deputy Head teacher and Head teacher.
  • Regular evaluations and modifications to interventions used if impact not evident after 4 weeks.
  • 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.
  • Daily rapid intervention picking up on a lack of understanding, misconceptions, identified from reading including phonics and reversal of letters

 

Impact of strategies on performance of Pupil Premium Pupils

Reception

In 2017/2018 three pupils were eligible for Pupil Premium funding (FSM6). 33% (1 child out of 3) achieved a Good Level of Development (GLD) compared to 80% of all pupils in the school and 72% of all pupils nationally.

Year 1

In 2017/2018 five pupils were eligible for Pupil Premium funding. 100% of our children eligible for funding (FSM6) passed the Phonics Screening Check compared to 97% of all pupils in the school and 83% of all pupils nationally.

Key Stage 1 SATs

In 2017/2018 one pupil was eligible for free school meals who undertook KS1 SATs.

  • In reading 100% of children (1 pupil) achieved the expected standard compared to 89% of other pupils in our school and 75% of all pupils nationally.
  • In writing 100% of children (1 pupil) achieved the expected standard compared to 85% of other pupils in our school 70% of all pupils nationally.
  • In maths 100% of children (1 pupil) achieved the expected standard compared to 90% of other pupils in our school and 76% of all pupils nationally.

Key Stage 2 SATs

In 2017/18 eight pupils were eligible for Pupil Premium funding.  This included three children who had Special Educational Needs.

In 2018 schools were considered above floor standards if 65% of pupils met 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.

75% of our FSM6 (6 of 8 pupils) achieved the expected standard in reading, writing and maths, compared to 90% of other pupils in our school and 64% of pupils nationally.

Specifically:

  • Reading – 75% (6 out of 8) of our pupils eligible for free school meals achieved the expected standard (compared to 90% of other pupils in our school, and 75% of all pupils nationally). 25% (2 out of 8) achieved a high standard (compared to 53% of other pupils in our school and 28% of all pupils nationally). The average scaled score was 104.5 (compared to 109.2 of all pupils in our school and 105.0 nationally).
  • Writing – 88% (7 out of 8) of our pupils eligible for free school meals achieved the expected standard (compared to 97% of other pupils in our school and 78% of all pupils nationally). 13% (1 out of 8 children) achieved a high standard (compared to 30% of all pupils in our school and 20% of all pupils nationally).
  • Grammar, Punctuation and Spellings – 75% (6 out of 8) of our pupils eligible for free school meals achieved the expected standard (compared to 95% of other pupils and 78% of all pupils nationally). 50% (4 out of 8) achieved a high standard (compared to 58% of all pupils in school and 34% of pupils nationally). The average scaled score was 107.4 (compared to 111.6 of all pupils in our school and 106.0 of all pupils nationally).
  • Maths – 88% (7 out of 8) of our pupils eligible for free school meals achieved the expected standard (compared to 97% of other pupils in our school, and 76% of all other pupils nationally). 38% (3 out of 8) achieved a high standard (compared to 50% of all  pupils in our school and 24% (2 out of 8) of all pupils nationally). The average scaled score was 105.9 (compared to 109.3 of other pupils in our school and 104.0 of all pupils nationally).

 

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 lower achievers 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.

In KS2 disadvantaged pupils made 1.1 average in reading compared to 1.6 average progress of other pupils in the school. 75% (6 out of 8) of our pupils eligible for free school meals achieved the expected standard in reading (compared to 90% of other pupils in our school, and 75% of all pupils nationally). 25% (2 out of 8) achieved a high standard (compared to 53% of other pupils in our school and 28% of all pupils nationally). The average scaled score was 104.5 (compared to 109.2 of all pupils in our school and 105.0 nationally).

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 2018 Phonic scores show that 100% of our Pupil Premium children achieved the Phonics test compared to 97% of all other pupils in our school and 83% of other pupils nationally.

As a result of the Year 2 class reading interventions the one child that was Pupil Premium made significant progress from their starting points. In reading 100% of children (1 pupil) achieved the expected standard compared to 89% of other pupils in our school and 75% of all pupils nationally. In writing 100% of children (1 pupil) achieved the expected standard compared to 85% of other pupils in our school 70% of all pupils nationally. In maths 100% of children (1 pupil) achieved the expected standard compared to 90% of other pupils in our school and 76% of all pupils nationally.

Impact of KS1 Maths Intervention programme a Maths intervention programme to support pupils in both key stages was put in place. In particular, at KS1, one child who was Pupil Premium made significant progress from the starting points as a result of the programme. This child achieved the GDS. The two other pupils also made progress from their starting points and will continue to benefit from the one to one support into KS2.

Impact of Maths groups and one to one intervention/tuition – In KS2 disadvantaged pupils made 0.6 average in maths compared to 1.8 average progress of other pupils in the school. 88% (7 out of 8) of our pupils eligible for free school meals achieved the expected standard (compared to 97% of other pupils in our school, and 76% of all other pupils nationally). 38% achieved a high standard (compared to 50% of all  pupils in our school and 24% of all pupils nationally). The average scaled score was 105.9 (compared to 109.3 of other pupils in our school and 104.0 of all 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 are well informed and able to ask challenging questions to ensure funding is effectively spent.

Percentage of Pupil Premium pupils for attendance for 2017/2018:

Our attendance for our Pupil premium children for 2017/2018 was 95.3%. (national: 94%). Compared to non pupil premium attendance for 2017/2018 which was 97.2%  (national: 96%)

Barriers to learning that our

Pupil Premium pupils face:

  • In 2017/18 14% of our Pupil Premium children (5 out of 35 pupils) were on our special educational needs register. In 2017 6.9% of our Pupil Premium children (2 out of 29 children) are on the 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(3 out of 35) enter Reception below average in reading, writing and maths (8.6%).
  • 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 2017-2018 11.4% (4 pupils out of 35) eligible for Pupil Premium have particular medical needs which can result in reduced attendance.
  • For a minority of children (3 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.

Allocation of funding for 2018/2019

The funding allocated for 2018/2019  is: £44,209.00

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.
  • Mastery learning – reading and maths that will help children develop learning strategies to support their learning.
  • Maths groups in lower and upper Key Stage 2
  • Collaborative reading – reading buddies with focus pupils – to help increase the love of reading, fluency and comprehension.
  • 60+ minutes weekly Lexia Programme  – 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.
  • Teaching of reading comprehension including, A.P.E, reciprocal reading to develop specific skills including inference.
  • Part-time Teaching Assistant (15 hours) to deliver early intervention.
  • Delivery of reading groups in Years 5 and Year 6 – to develop reading comprehension.
  • Maths intervention – working in small groups to develop pupil’s fluency and mathematical reasoning.
  • Reading intervention – working in small groups to develop reading and spelling of key words with focus pupils.
  • Focused support to challenge pupils to achieve greater depth.
  • 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.
  • Rapid intervention to address lack of understanding and misconceptions for reading, including fluency with phonics and letter reversal.
  • Subsidised trips for disadvantaged pupils for extra-curricula clubs or/and peripethetic music lessons.
  • Monitoring of and support for pupils whose attendance is below 96%.
  • 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 2019.