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 at the office or complete this form and bring it into us: Pupil Premium Form.

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 2019-2020.

During 2018/2019 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: 2018/2019

 

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.

 

Number of pupils and pupil premium grant (PPG) received

 

Total number of pupils on roll = 446

Total number of pupils eligible for PPG = 55

Amount of PPG received per pupil = £1320

Amount of PP+ received for Post Lac = £1900

Amount of PP+ received for LAC = £2300

Total amount of PPG received = £ 79200

 

 

Summary of PPG spending 2018/ 2019

 

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 2018/ 2019) financial breakdown for further details):

 

Targeted Teaching by Pupil Premium Teachers x4

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

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

66.7

11.1

102.2

75.9

39.7

106.6

Writing (TA)

% Expected or better

% GDS

77.8

0

88

42

GPVS (test)

% Expected or better

% Higher Standard

Average Scaled Score

66.7

0

101

94

48

110.2

Maths (test)

% Expected or better

% Higher Standard

Average Scaled Score

77.8

0

102.1

92

54

109.3

RWM combined (tests)

% Expected or better

% Higher Standard

55.6

0

80

28

 

 Progress

Disadvantaged (7)

Non Disadvantaged (48)

Reading

(test)

 

0.8

0.9

Writing

(TA)

 

0.6

0.1

Maths

(test)

 

0.7

1.3

 

The pupil premium children by the end of KS2 this year have performed well with most PP children reaching ARE in either reading, writing or maths and 55.6% of PP children reaching the expected standard in all three. Whilst this is still not yet in line with their peers, the gap is closing. This is an improvement on the past two years where 42.9% (2017/2018) and 50% (2016/17) made the expected standard in all three areas. This raise in attainment is down to the significant support that has been provided to our disadvantaged children through after school boosters and small group and 1-1 support from the Pupil Premium team that focused on reading comprehension and basic maths skills. The biggest impact has been in maths where 77.8% of PP children reached the expected standard compared to the previous year where 64.3% of children made ARE. Moving forward, we will need to focus on reading and writing for our PP children as these areas were not as strong as previous years. PP children are making slightly less progress than their peers in writing and maths but equitable progress in reading.

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

Comparison in attainment between Disadvantaged and Non-Disadvantaged Pupils:

 

 Attainment

 

 

Disadvantaged (6)

Non-Disadvantaged (54)

Reading (test)

% Expected or better

% GDS

57.1

14.3

88.5

40.4

Writing (TA)

% Expected or better

% GDS

57.1

0

84.6

32.7

Maths (test)

% Expected or better

% GDS

 

57.1

14.3

86.5

48.1

R,W,M

combined

% Expected or better

% GDS

57.1

0

78.8

28.8

 

 

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

 

 

Disadvantaged Progress

Non Disadvantaged Progress

Reading

83.3%

98%

Writing

83.3%

91.8%

Maths

83.3%

93.9%

 

The progress of PP by the end of KS1 is very strong in R, W and M. Whilst these groups are not yet performing in line with their peers, their progress and the number of children reaching ARE now, compared to last term, shows us that the gap is closing. The pupil premium team personalised interventions have had a significant impact on these results, especially the reading inference and targeted writing groups twice weekly which have seen a significant rise in the PP children reaching ARE in English. In phonics, 2/3 PP children reached the expected standard. The child who did not make it is also SEND.

Outcomes at end of Foundation Stage (Reception)

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

Attainment and progress

 

Disadvantaged (4)

Non-Disadvantaged

% of children achieving GLD

50% (2/4)

82.1%

Average % children making expected progress or better

75% (3/4)

83.9%

ARE in Literacy

75% (3/4)

92.9%

ARE in maths

50% (2/4)

89.3%

 

By the end of EYFS, two out of the four PP children in the cohort achieved GLD. Of the two children who did not achieve this, both children were well below ARE on entry; one child made good progress was still below ARE in some areas and the other child has been diagnosed with global developmental delay and placed on the SEND register. Of the three PP children with no additional needs, they all made at least expected progress and achieved ARE in Literacy. Maths will continue to be a focus for all PP children as we move into the next Key Stage.  

 

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

Year 1

PP (3)

Non PP (58)

Attainment

 

Reading

33.3%

85.7%

Writing

0%

82.1%

Maths

33.3%

83.9%

 

Year 3

PP (8)

Non PP (51)

Attainment

 

Reading

50%

82.7%

Writing

62.5%

82.7%

Maths

62.5%

92.3%

 

Year 4

PP (6)

Non PP (54)

Attainment

 

Reading

33.3%

75%

Writing

33.3%

69.2%

Maths

50%

86.5%

 

Year 5

PP (9)

Non PP (52)

Attainment

 

Reading

44.4%

74%

Writing

33.3%

60%

Maths

22.2%

72%

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

Year 1

PP (3)

Non PP (54)

Progress

 

 

Reading

4.0

1.7

Writing

-1.0

1.8

Maths

0.0

1.2

 

Year 3

PP (8)

Non PP (52)

Progress

 

 

Reading

3.6

0.5

Writing

2.9

0.2

Maths

2.9

0.9

 

Year 4

PP (6)

Non PP (52)

Progress

 

 

Reading

-0.5

0.2

Writing

-0.5

-0.2

Maths

0.5

1.5

 

Year 5

PP (9)

Non PP (50)

Progress

 

 

Reading

-3.7

0.5

Writing

-5.3

-1.5

Maths

-4.3

-0.0

 

Across the rest of the school, PP children are not yet attaining in line with their peers. In year 1, phonic interventions and RWI have made a huge impact on their progress in reading. Next term our PP focus will be writing. Year 3 PP children have made very strong progress showing that the gap at LKS2 is closing. Our biggest focus area for the next academic year will be in Years 4 and 5, particularly in English where the progress of our PP children has significantly slowed. We have changed the way that provision is organised for KS2 having now 3 teachers working across these focus year groups.

Key findings Pupil Premium:

  • The percentage of pupil premium children leaving Cranborne with ARE in RWM is increasing each year.
  • Pupil Premium children are making slightly less progress to their peers in English by the end of KS1 and KS2. Progress in maths is slightly below their peers.
  • Focused interventions in maths for KS2 has ensured an increase in pupil premium children reaching ARE.
  • Pupil Premium children are not achieving the higher standard.
  • KS1 attainment of Pupil premium children was not in line with the previous year’s attainment.
  • Upper KS2 in-school data shows we need to monitor Pupil premium children to ensure they are able to reach ARE by the end of KS2.

 

So what now? (See Inclusion Action Plan)

Main Priorities:

  1. To raise attainment, accelerate progress and close the gap for vulnerable children in maths.
  2. To recognise and address the level of pastoral and Mental Health support required for our vulnerable groups of children.
  3. To increase parental engagement for Pupil Premium children.
  • 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 (EH: R,1,2. SJ: 3, 4. ED/ RW: 5,6)
  • PP Teachers to support team – subject knowledge and methods
  • All staff to receive Attachment and trauma and Supporting children with mental health training
  • All PP staff to attend pupil progress meetings
  • To continue to slim down logs so that the recording is beneficial and not onerous
  • 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
  • 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
  • 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)
  • Teachers report that behaviour incidents at lunchtime are dealt with more effectively, meaning less learning time is wasted
  • 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
  • The Pupil Premium Team come to all pupil progress meetings putting the needs of these children at the forefront of discussions and planning