Pupil Premium

Pupil Premium is an allocation of funds to children currently in receipt of free school meals or have been eligible for free school meals in the last 6 years. It also includes children of service men or women and those children looked after. Although these resources are targeted to PPG children, they are accessible to all pupils where necessary.

If you think your child is entitled to free school meals (whether you want them to eat them or not) then please let us know.

Every year we are in receipt of Pupil Premium funding. This runs with the financial year and we have to report on the impact it has had on the academic year. We also have to outline how we intend to spend our funding for the following year. Please see Pupil Premium Strategy 2018-2019.

During 2017/2018 we continued to develop our specialist Pupil Premium Team consisting of experienced teachers and teaching assistants. Class Teachers are able to request targeted provision on a weekly basis as well as some continual longer term provision. The team is led by Mrs Wood the dEputy Head Teacher and Mrs Dubberly our SENCo who is responsible for inclusion.  

 

Pupil premium grant expenditure

Report to parents: 2017/2018

 

Number of pupils and pupil premium grant (PPG) received

 

Total number of pupils on roll = 446

Total number of pupils eligible for PPG = 61

Amount of PPG received per pupil = £1320

Amount of PP+ received for Post Lac = £1900

Total amount of PPG received = £82,420

 

Summary of PPG spending 2017/2018

 

Objectives in spending PPG:

  • To secure at least expected progress in English and Maths in terms of points (yrs2,6) and steps (yrs1,3,4,5)
  • To narrow the gap in attainment and achievement between PP and non PP children
  • To build self-confidence, self-esteem and readiness for learning in order to raise attainment and progress

 

Summary of spending and actions taken (see 2017-2018 financial breakdown for further details):

 

Targeted Teaching by Pupil Premium Teacher

Targeted Teaching by Pupil Premium Teacher

Inco leader pupil premium focus (1 day a week) – overseeing provision and practise within team

Targeted Teaching Assistant Team – dedicated targeted support across KS1 and 2

Learning Mentor – pastoral support and nurture programmes for vulnerable children

Learning Club – morning club with priority given for PP children

Extra Curricular Clubs  -after school club, breakfast club and sports etc

Booster – maths booster for year 6 children

Resources to enhance learning and development

 

Outcomes at end of Key Stage 2 (Year 6):

Comparison in attainment between Disadvantaged and Non-Disadvantaged Pupils:

 

 

Attainment

 

 

Disadvantaged

Non-Disadvantaged (51)

Reading (test)

% Expected or better

% Higher Standard

Average Scaled Score

78.6

21.4

104.3

75.9

39.7

106.6

Writing (TA)

% Expected or better

% GDS

78.6

14.3

81.0

37.9

GPVS (test)

% Expected or better

% Higher Standard

Average Scaled Score

71.4

7.1

101.8

77.6

36.2

107.3

Maths (test)

% Expected or better

% Higher Standard

Average Scaled Score

64.3

14.3

103.6

87.9

41.4

108.9

RWM combined (tests)

% Expected or better

% Higher Standard

63.8

25.9

42.9

7.1

 

Children working at expected is similar for pupil premium and non pupil premium. Where a gap exists it is one or two children that is equivalent to the gap (who is also SEN, Prior LA, poor attendance (medical and exclusion/children protection and one is a Summer Birthday) – the low numbers skew this slightly.

Outcomes at end of Key Stage 1 (Year 2):

Comparison in attainment between Disadvantaged and Non-Disadvantaged Pupils:

 

 

Attainment

 

 

Disadvantaged (7)

Non-Disadvantaged (53)

Reading (test)

% Expected or better

% GDS

62.5

62.5

86.7

38.3

Writing (TA)

% Expected or better

% GDS

75

25

85

20

Maths (test)

% Expected or better

% GDS

 

87.5

37.5

91.7

41.7

R,W,M

combined

% Expected or better

% GDS

62.5

25

80

16.7

 

Comparison in Points Progress between Disadvantaged and Non-Disadvantaged Pupils:

 

Progress

 

Disadvantaged Progress

Non Disadvantaged Progress

Comments

Reading

6.8

6.5

Disadvantaged stronger

Writing

6.6

6.4

Disadvantaged stronger

Maths

6.6

6.6

Disadvantaged pupils in line with Non Disadvantaged.

 

The progress shows that in writing the pupil premium children do better than their peers.

Despite this, the comparison against national progress scores for disadvantaged puts us above national for reading and writing.

The PP progress compared to Non PP for subjects shows that Non PP do better so we do have a gap for reading and writing.

 

Outcomes at end of Foundation Stage (Reception)

Comparison in ARE in C&L between Disadvantaged, Non-Disadvantaged Pupils:

 

Communication and Language

 

 

Non-Disadvantaged (56)

Disadvantaged (3)

Listening and Attention

% Expected or better

91.1

 

33.3

 

Understanding

% Expected or better

92.9

 

33.3

 

Speaking

% Expected or better

94.6

33.3

Progress

% Expected or better

100

 

100

 

 

All except 1 PP children made the expected standard. (Pupil has SEN)

All PP children made expected progress and 5/7 made accelerated progress.

The difference has diminished for CL at ‘expected’ levels.

 

Comparison in ARE in PD between Disadvantaged and Non-Disadvantaged Pupils:

 

 

Physical Development

 

 

Non-Disadvantaged (56)

Disadvantaged (3)

Moving and Handling

% Expected or better

87.5

33.3

Health and Safe Care

% Expected or better

96.4

66.7

Overall PD

% Expected or better

87.5

33.3

Progress

% Expected or better

100

100

 

Pupil Premium is in line with non-pupil premium for Physical development.

All PP made expected progress.

Gap is diminishing through EYFS (on entry 29% PP were at age related compared to 65% non PP)

 

Comparison in ARE in PSED between Disadvantaged and Non-Disadvantaged Pupils:

 

 

Personal Social Emotional Development

 

 

Non-Disadvantaged (56)

Disadvantaged (3)

 

Self confidence and awareness

% Expected or better

92.9

33.3

Managing feelings and behaviour

% Expected or better

89.3

33.3

Making relationships

% Expected or better

92.9

66.7

Overall

% Expected or better

87.5

33.3

Progress

% Expected or better

100

100

 

PP achieve in line with non PP.

Progress for all PP is good.

The difference has been diminished at ‘expected’ levels.

 

Attainment Outcomes in other year groups (comparison is within school – not against national)

Above Expected

Securely Expected 

Broadly Expected

Below Expected

 

Year 1

PP (7)

Non PP (51)

Attainment

 

 

Reading

A2

A2

Writing

A1/A2

A2

Maths

A1/A2

A2

 

Year 3

PP (6)

Non PP (52)

Attainment

 

 

Reading

B1

B2

Writing

B1

B1/B2

Maths

B1/B2

B2

 

 

Year 4

PP (8)

Non PP (52)

Attainment

 

 

Reading

B4

B5

Writing

B4

B4/B5

Maths

B4

B5

 

Year 5

PP (9)

Non PP (50)

Attainment

 

 

Reading

B6

C2

Writing

B6

C2

Maths

B6

C2

 

Progress Outcomes in other year groups (comparison is within school – not against national)

Very strong Progress

Good Progress

Minimum Sufficient Progress

Below Sufficient Progress

Significantly  Below Sufficient Progress

 

Year 1

PP (7)

Non PP (50)

Progress

 

 

Reading

3.6

3.7

Writing

3.1

3.4

Maths

3.1

3.3

 

 

Year 3

PP (6)

Non PP (50)

Progress

 

 

Reading

2.5

3.0

Writing

2.7

3.0

Maths

3.0

3.0

 

Year 4

PP (8)

Non PP (52)

Progress

 

 

Reading

5.9

6.2

Writing

5.9

6.3

Maths

6.1

6.4

 

Year 5

PP (8)

Non PP (47)

Progress

 

 

Reading

8.6

9.9

Writing

9.8

9.9

Maths

9.0

10.0

 

Key findings Pupil Premium:

  • At key stage 1 (yr 2), children working at the expected level is similar for pupil premium and non pupil premium. Where a gap exists, it is one child that is equivalent to the gap (who is SEN, Prior LA & a Summer Born)
  • At key stage 1 (yr 2), 100% of Pupil Premium children achieved age related in maths, in comparison to 85% of Non Pupil Premium children. 1 Pupil Premium child is working at Greater Depth in maths.
  • Pupil Premium children are making good progress – the gap continues to diminish
  • Still an in school attainment gap in years 3,4 and 5
  • Attainment at year 6 for PP children is likely to be above national in all measures
  • The gap is closing at Year 6 for Pupil Premium in attainment because 7/8 children achieved Age Related – the one pupil who didn’t was disapplied from the SATS.
  • Pupil premium children did as well as non pupil premium children in GPVS
  • Pupil premium didn’t do as well as their peers in Reading, although all children found this challenging
  • Year 1 progress is in line
  • Reception Pupil Premium children made progress in line with non-Pupil Premium children

 

So what now? (See Inclusion Action Plan)

Main Priorities:

  • Increase the proportion of disadvantaged children achieving 'greater depth' and demonstrating 'rapid progress'.
  • To ensure there is a balance between reading, writing and maths interventions
  • Identified children who are significantly below. These children have been targeted for intensive support during the Autumn term
  • Re-assign key teachers to support all year groups (MI/RW)
  • PP Teachers to support team – subject knowledge and methods
  • All staff to receive SPLD training
  • All PP staff to attend pupil progress meetings
  • To continue to slim down logs so that the recording is beneficial and not onerous
  • Focus in on engaging pupils in order to promote retention – using OSIRIS techniques
  • Organise trips for PP children – real life experiences which can then be followed up at school
  • More able PP children to be challenged during Spring/Summer term
  • Getting to know you sessions are complete – aim is to promote pupil accountability and responsibility for their learning
  • Coaching of class TAs to be arranged with regards to meeting the needs of PP during class time
  • Use assembly, break and lunchtimes to liaise with teachers and TAs regarding tailor made support
  • Ensure effective communication with parents through email, telephone, coffee mornings, meetings, workshops and written correspondence
  • Continue to offer training and a package of support to other schools in order to raise attainment and enhance progress local
  • Learning Mentor to target vulnerable children and break down barriers to learning

 

Other impact measures                                                     

  • Children report that they feel they are listened to and can share their problems (learning mentor)
  • Parental engagement is higher and reputation of the school is very good – particularly around nurturing children and meeting their individual needs
  • Teachers report that behaviour incidents at lunchtime are dealt with more effectively, meaning less learning time is wasted
  • Teachers also report that there are less interruptions during lunchtime, meaning teachers are better prepared for the afternoon sessions
  • External professionals report that our pastoral care and provision for disadvantaged pupils is of very high quality
  • There is better communication between team members and a cohesive approach to individuals’ learning