Pupil Premium 2017 to 2018
The pupil premium is funding in addition to the school’s budget. Schools are free to decide how to allocate this funding to best support the raising of attainment for this group of pupils. Currently 44% of the school receive Pupil Premium under the Ever 6 measure with 30% of pupils being in receipt of free school meals. The school received approximately £101,112.00 for this academic year.
How do we intend to spend our Pupil Premium allocation this year?
We intend to spend the allocated money in the following areas:
| Strategy | Reason | Evidence/Impact of expenditure |
| Appoint a Pupil Premium Champion | Schools that have a Pupil Premium Champion in place allow for a senior leader to take leadership of the spending of PP funding. |
National Pupil premium Champion David Law supports the use of Pupil premium funding to put in place a pupil premium Champion for the following reasons:
|
| Attendance Club | School analysis shows that Pupil Premium Pupils as a group have attendance and punctuality that is lower than other pupils. | Evidence from the DFE report 'The link between absence & attainment at KS2 & KS4' (feb 2015) evidences that in general the higher the percentage of sessions missed across the key stage, the lower the likely level of attainment at the end of KS2. In particular, pupils with no absence are 1.6 times more likely to achieve level 4 or above, and 4.7 times more likely to achieve level 5 or above, than pupils that missed 15-20 per cent of all sessions. In consultation with the local authority PAST team, this was seen as a strategy to engage targeted pupils to improve their attendance. Pupil premium pupils are a key group for the school to raise attendance. |
| Free Breakfast Club |
Historically, some Pupil Premium Pupils have come to school without breakfast therefore we want to ensure every pupils has had breakfast and are ready to learn. Some Pupil Premium Pupils had not been completing homework regularly; Breakfast Club provides access to computers for Study Support. |
Evidence from the DFE report 'The link between absence & attainment at KS2 & KS4' (feb 2015) evidences that in general the higher the percentage of sessions missed across the key stage, the lower the likely level of attainment at the end of KS2. In particular, pupils with no absence are 1.6 times more likely to achieve level 4 or above, and 4.7 times more likely to achieve level 5 or above, than pupils that missed 15-20 per cent of all sessions. In consultation with other local schools from the SHARES cluster, this has been an effective strategy in improving attainment and punctuality. |
| Learning Mentor Time | Some of our pupils need the opportunity to work with our learning mentor to support them with issues both inside and outside of school. Pastoral Support removes barriers to learning, including supporting family needs and identifying support mechanisms. | Evidence from the Education and Endowment Foundation indicates that social and emotional learning interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average). |
| Play Therapy | Some of our pupils access Play Therapy to as they have barriers to learning and this supports their continued development. | Evidence from the Education and Endowment Foundation indicates that social and emotional learning interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average). |
| Staffing for Intervention | Needs of pupil premium pupils are identified on class provision maps and staff provide additional support, for example every day readers where applicable. |
Evidence from the Education and Endowment Foundation indicates that small group tuition is effective and, as a rule of thumb, the smaller the group the better, e.g. groups of two have slightly higher impact than groups of three, but slightly lower impact compared to one to one tuition. Further evidence suggests that early years and pre-school intervention is beneficial. On average, early years interventions have an impact of five additional months' progress, and appear to be particularly beneficial for children from low income families. |
| 1:1 Support | Data reflects that pupil premium pupils need to further narrow the gap in achievement on other children despite making good progress last year, therefore strategies for targeted support will be provided to ensure continued progress so that they achieve in line with other pupils. |
Evidence from the Education and Endowment Foundation indicates that one to one tuition can be effective, on average accelerating learning by approximately five additional months’ progress. Previous 1:1 and small group interventions led to improved outcomes for our pupils, particularly in Year 6 where our Pupil Premium Pupils outperformed Other Pupils nationally. |
| Speech Therapist (half a day per week) | Data identifies pupils on entry Communication and Language skills are low, therefore through the use of the WellComm screening, pupils are identified for support from a speech therapist. | Evidence from the Eduaction and Endowment Foundation indicates that studies of oral language interventions consistently show positive benefits on learning, including oral language skills and reading comprehension. On average, pupils who participate in oral language interventions make approximately five months' additional progress over the course of a year. |
| Curriculum Enrichment & University of Delph Side | We want to ensure that pupils have access to a wealth of experiences through visits that provide opportunities to develop their knowledge and understanding and support both academic and social development. |
Ofsted's guide 'The Pupil Premium' (Jan 2013) identified: The full range of educational experiences in their Top Ten of ‘Gap busters’ – identifying the levers for improvement, so that support is given to ensure that all pupils have full access to broad educational experiences, such as residential courses, competing in sporting events and career-linked finance and banking events. The school believes in providing pupil premium pupils with opportunities they may or may not have access to enrich their learning particularly to support the development of key knowledge and skills in a range of subjects including contextualising in Maths and Reading and developing ideas for their Writing. |
| Additional Lunchtime Staff |
As a school we want to ensure a harmonious playtime that allows pupils to behaviour appropriately and ensure that pupils can learn immediately following a playtime. Some Pupil Premium Pupils had not been completing homework regularly; extra lunchtime supervision provides access to computers for Study Support and opportunities to read with adults; pupils are also able to be engaged in sporting clubs to ensure a healthy lifestyle. |
Evidence from the Education and Endowment Foundation suggests that behaviour interventions can produce large improvements in academic performance along with a decrease in problematic behaviours, though estimated benefits vary widely across programmes. |
| Family Learning | We believe that as a Community School our parents should be involved in their child’s learning and will be implementing Wild Families (families back to nature) project; Paediatric First Aid; Eat Well for Less; FAST project. | Evidence from the Education and Endowment Foundation highlights that two recent meta-analyses from the USA suggested that increasing parental involvement in primary and secondary schools had on average 2-3 months positive impact. |
2015 to 2016 Impact
In the academic year 2015 to 2016, the school was allocated £108,733. The school allocated the money to the following areas:
- Learning Mentor to remove barriers to learning
- A walking bus for targeted Pupil Premium Pupils
- Staffing for intervention
- Every day reading support in Key Stage 2
- Lunchtime play leader
- Curriculum Enrichment
- One to one support for targeted pupils
What impact did the strategies have?
Attendance:
Improving the attendance of this group of pupils is also key to their academic success. Analysis of attendance data HT 1 to 4 in comparison with the same period last year reflects an improvement in attendance of 0.5%. Therefore their attendance was 93.6% and the gap is narrowing to the school target of 96%. Further work needs to be completed to ensure the target is reached and the disadvantaged pupils are still a long way behind their peers.Pupil Premium Pupils targeted on the Walking Bus improved their attendance.
EYFS
End of Reception data indicates that 43% of pupils made a Good Level of Development (GLD). This is an increase on the previous year and would have been greater, however, a new Pupil Premium Pupil with SEN joined the school on 25/4/16.
Disadvantaged pupils in Year 1 make good progress and are broadly in line with their peers in terms of progress.
End of KS1 data 2016 reflects that a higher percentage of Pupil Premium Pupils have achieved the expected level in their SATs. Therefore the gap has been closed on the previous year. A new scaled score has been introduced. However, in its infancy, it is difficult to show accuracy as one pupil has achieved a 0 mark as they did not sit the test as they are a pupil with SEN. A score of 100 reflects a national expectation. Therefore if our pupil with SEN was taken off the data (as illustrated below) Pupil Premium Pupils on average will be above national expectations in all subjects.
KS1
| Reading | Writing | Maths | GPS | |||||||
| % | Group Scale Score | Scale without 1 SEN | % | % | Group Scale Score | Scale without 1 SEN | % | Group Scale Score | Scale without 1 SEN | |
| Class(21) | 62% | 97.0 | 101.9 | 62% | 76% | 99.6 | 104.6 | 62% | 97.3 | 102.2 |
| PP(14) | 64% | 94.5 | 101.8 | 64% | 79% | 96.6 | 104.1 | 79% | 95.6 | 102.9 |
| Non(7) | 57% | 102.0 | 57% | 71% | 105.3 | 29% | 100.7 | |||
| Phonics | |||
| Year 1 | Class | PP | Non PP |
| 2015 | 80% | 66% | 80% |
| 2016 | 83% | 63% | 93% |
3/8 PP pupils were also SEN in Year 1. The national average last year for Disadvantaged Pupils was 66%.
In the Year 2 retest, 2 Disadvantaged pupils took the test and one child passed. The child who didn’t is also on the SEN Register.
KS2
All Pupil Premium Pupils make at least good progress in Reading, Writing and Maths. Pupil Premium Pupils in Y6 made better progress than their peers based on teacher assessment. Whilst attainment at Y3 is broadly in line with other pupils, further substantial progress will be needed across the next academic year to continue to increase the percentage of Pupil Premium Pupils on track to attain age related expectations by the end of Year 6.
Attendance
Pupil Premium attendance has been improved by 0.5% this year and was 93.6% based on 2 terms data. However, their attendance remains below that of their peers.
A range of strategies have engaged all pupils in the school, therefore despite Disadvantaged pupils improving their attendance this has also been the case for School Other pupils and the attendance gap has increased by 0.3% on the previous year and is currently 3.4%.
Pupil Premium Funding In Action
