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 2020-2021.

 

Pupil premium grant expenditure

Report to parents: 2019/2020

 

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 = 456

Total number of pupils eligible for PPG = 45

3 EYPP received = £771.15

Amount of PPG received per pupil = £1320

Amount of PP+ received for Post Lac = £2300

Amount of PP+ received for LAC = £2300

Total amount of PPG received = £ 64,771.15

 

 

Summary of PPG spending 2019/ 2020

 

Objectives in spending PPG:

  • The progress for disadvantaged pupils matches or is improving towards that of non-disadvantaged pupils
  • The progress for disadvantaged pupils is above average
  • Disadvantaged pupils attain as well as non-disadvantaged pupils
  • To close the gap in achievement and attainment between PPG and non PPG children
  • To build self-confidence, self-esteem and remove barriers to learning for both children and parents

 

Summary of spending and actions taken (see 2019/ 2020) financial breakdown for further details):

 

  • Targeted Teaching by Pupil Premium Teachers x3
  • Inco leader pupil premium focus ( 2x half days per week) – overseeing provision and practise within team
  • Learning Mentor – pastoral support and nurture programmes for vulnerable children (x3 days per week)
  • Reading comprehension booster for Year 3 children x1 per week.
  • Learning Club – morning club with priority given for PP children
  • Booster – maths and reading boosters for year 6 children
  • Resources to enhance learning and development

 

We would normally report on the end of year data for the following criteria:

 

  • Outcomes at end of Key Stage 2 (Year 6) – A comparison in attainment and progress between Disadvantaged and Non-Disadvantaged Pupils in Reading, Writing, GPVS, Maths and RWM Combined
  • Outcomes at end of Key Stage 1 (Year 2) - A comparison in attainment and progress between Disadvantaged and Non-Disadvantaged Pupils in Reading, Writing, Maths and RWM Combined
  • Outcomes at end of Foundation Stage (Reception) - Comparison in ARE in C&L, Literacy and Maths between Disadvantaged and Non-Disadvantaged Pupils:
  • A comparison in attainment and progress outcomes in other year groups (comparison is within school – not against national)

 

Due to the Coronavirus / Covid 19 Pandemic, schools were required to close to the majority of pupils from 23rd March 2020.  As a Pupil Premium Team, our focus had to dramatically shift in supporting vulnerable children and families at home.  In order to continue to remove the barriers to their learning and well-being.  We therefore delivered the following:

  • Full time place in school
  • Saved places within school to enable families to rely on the provision at a moment’s notice
  • Full time holiday provision –in the form of a sports camp
  • Interactive Zoom lessons delivered every day for core subjects
  • Packs of work created and delivered for families who did not have access to laptops or printers at home – new packs provided as required throughout Lockdown
  • iPads and chargers provided to families who did not have technology at home
  • Individual and personalised feedback provided on all work submitted on the day of learning
  • Daily lunch collection from an isolated room at school or, for those who could not travel to school, lunch delivery to pupils’ homes was provided
  • Food bank vouchers provided by school
  • Eden Red vouchers for those unable to use school lunch facilities
  • Weekly calls from teachers to vulnerable families
  • Teachers reported new families of concern to the DSP team who made contact to offer support
  • Daily monitoring of all vulnerable families from the safeguarding team
  • Daily meetings within the safeguarding team to ensure our provision was tight and evaluated areas where we could be providing more support

So what now? 

Main Priorities:

  1. To support children and families with their return to school following COVID closures.
  2. To recognise and address the level of pastoral and Mental Health support required for our vulnerable groups of children.
  3. To close the gaps for children following school closures.
  • Identified children who are significantly below. These children have been targeted for intensive support during the Autumn term
  • Language and communication skills are a focus
  • Classroom support is used more often to enable to children to remain learning with their peers.
  • Class support staff to take on responsibility for PP interventions to allow a more flexible timetable.
  • 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 trial a new way of recording and logging
  • 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 settle quickly back into school.
  • Families are happy and confident to send their children back to school.
  • 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