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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

 

‘Great schools are a cradle for resilient, effective and confident learners regardless of their socio-economic background.’

Marc Rowland, A Practical Guide to The Pupil Premium

 

What is Pupil Premium? 

 

The Pupil Premium is additional funding provided by the government to help schools like ours close the attainment gap between children from families on low-income or income support and entitled to free school meals, and their peers. Closing the attainment gap means identifying where (and why) eligible pupils are under-performing when compared with their peers and removing any barriers to learning which may be causing this gap in performance. 

 

This additional income is to be used specifically for pupils eligible for pupil premium, in a variety of ways, including: targeted teaching interventions, support with behaviours for learning and well-being, assisting with readiness for school and accessing enriched curriculum opportunities, such as educational visits and resources, which they would not otherwise be able to afford. 

 

This funding is available for pupils who have been eligible for Free School Meals (FSM) at any point over the past 6 years, or have been looked after by a local authority for a continuous period of one day or more (LAC), or who have a parent in the armed services.  

 

Our aims for Pupil Premium 

 

  • to raise attainment and progress for our eligible pupils;

  • to close the attainment gap between pupils eligible for pupil premium funding and those who are not;

  • to ensure our eligible pupils have the same opportunities for an enriched learning experience;

  • to reduce or remove those barriers to learning which may be preventing our eligible pupils from reaching their fullest potential, including: readiness for school, well-being and behaviour, speech and language, literacy and numeracy skills.

 

 Opportunity for all 

 

We want to ensure that every child in our school is given the best possible opportunity to flourish and make good progress, not only academically, but socially and emotionally too, developing attitudes, behaviours and skills they will carry into their adult lives. We believe that all children are entitled to a good education, filled with enriching and motivating opportunities, but we know that some of our pupils have disadvantages which would preclude them from accessing these enriching opportunities if this additional funding were not available. We know too that some, though not all, of our pupils eligible pupils may have educational needs that hinder their ability to access our curriculum. We want to ensure that they receive the extra support they need so that they too can make good progress in all areas, like their peers. 

 

Where possible, any educational visits and extra-curricular events that require a fee, may be subsidised for our eligible pupils if the cost cannot be met by parents or carers. The Pupil Premium fund is there to enable equal opportunities for all.  

 

Regular reviews 

 

The strategies and support measures we put in place using the Pupil Premium grant need to have impact on our pupils’ learning and progress. In order to ascertain the level of this impact, and how we can improve further, we conduct a variety of evaluations through the year. Oversight of how this income is spent, and its impact, is carried out by the Headteacher, Deputy Headteacher and a member of the school’s governing body who has specific responsibility for Pupil Premium. 

 

Some of this impact is long-term and leads to improved attitudes, behaviours and skills that are transferred into adulthood. However, some impact is more immediate and can be tracked by looking at the academic performance of our eligible pupils compared with their peers. 

 

Half-termly progress meetings are held at the school, in which all teachers present assessment data to show the attainment and progress of all the pupils in their class. A key feature of these meetings is a focused discussion on the children eligible for pupil premium in their class and their performance compared to other pupils. Where there is an attainment gap, colleagues are encouraged to demonstrate what steps they are taking to close this gap, and what ways in which the school leadership can support them, either through the deployment of current staff, subsidizing educational visits or buying in specialist help to address academic, social and behavioural needs which may be acting as barriers to learning. We regularly monitor and evaluate the ways in which we spend this pupil premium income and the impact that our actions have on our eligible pupils’ learning.    

 

School context – 2017-2018

Total number of pupils eligible for pupil premium funding

 

Number of pupils eligible for free school meals in the last six years
(ever 6 FSM)

Number of looked after children (LAC)

Number of post-LAC

Number of service children

 

71

 

55 FSM/Ever 6 @ £1320

1 x £2300

0

16 x £300

 

 

 The total PP grant rec'd for 17-18 financial year was £79,700.


 The ways in which we have spent the Pupil Premium grant in the last academic year are listed below, with a rationale and ultimate impact on our eligible pupils’ learning and progress.

 

Scroll right to see whole table

 

Review of the PP spending for the year 2017-2018

Total pupil premium allocation for the year 2017-2018: £79,700

Desired outcome

Rationale

Actions

Expenditure

Impact on learning and progress

Improved oral language skills for all pupils.

 

 

To enable all pupils to access our curriculum and to learn independently and collaboratively with others. Children ‘talk to learn’ and those who have speech and language needs have significant barriers to learning, which we want to remove.

Provide speech and language therapy from a trained SALT for those most in need.

Allocate additional time with our own speech and language (Elkan trained) Teaching Assistant

£16,535.00

 

 

£1776.00

 

Pupils who have received SALT sessions have returned to class more able to access the curriculum and more able to integrate with peers, and participate in discussions with teachers and TAs.

Improved well-being and behaviour for learning for all pupils.

 

 

Learning is significantly affected by well-being; emotional and social needs can lead to barriers to learning. ‘How we feel is what’s real, it’s the link to what we think.’ Eric Jensen.

Provide cognitive and behavioural therapy for those in need (child and family support).

Weekly nurture sessions in our Sunshine Club, run by a designated Teaching Assistant.

£9,555.00

 

 

£3,607.00

Pupils visiting our CBT counsellor have gained confidence and clarity of thought, engaging more readily with peers and, ultimately, making better progress in the classroom.

An enriched learning experience for all pupils, with equal opportunity to develop new skills and interests.  

We want our curriculum to be an enriching experience for all, with opportunities for developing creative skills and beginning life-long appreciation of the arts. 

Subsidise music lessons where needed, to enable PP pupils to access creative opportunities. 

£170.00

Having music lessons has raised pupil engagement and enjoyment in school, broadening interests and developing new skills.

Improve school readiness and punctuality so that all pupils are ready to learn every day. 

Readiness for learning is essential, with all pupils needing to have proper breakfast and be in school on time, minimizing disruption to their learning.

Provide a breakfast club for those children who would not otherwise eat or drink before school and may frequently arrive late.

£770.00

Pupils attending breakfast club may otherwise not have eaten properly before school and may have been late arriving. They learn better with breakfast and are more prepared for learning by being punctual.

Improved collaborative learning, building confidence & willingness to work with others, through effective language and behaviour strategies.

Working in smaller groups, or with partners is an effective strategy for building pupils’ confidence and developing their collaborative learning skills.

Talking Partners intervention provided by our trained Teaching Assistant.

£2,649.68

Our Talking Partners sessions have helped pupils to re-integrate back into paired and group group with confidence and better communication skills.

Increased reading and vocabulary skills for all pupils, regardless of background or disadvantage.

Reading unlocks learning for all pupils; literacy skills lie behind any effective learning and enable pupils to access our curriculum. For our pupils who may not be exposed to reading and talking about books at home, we can provide additional support.

Wave 3 literacy intervention provided with our trained Teaching Assistant.

£4,456.28

This has helped our pupils improve their reading and writing skills, shown in assessments made before and after the Wave 3 interventions.

Enabling all pupils to visit a range of sites of educational interest, including historic, scientific and creative. 

We want all our pupils to be able to experience a range of educational visits that develop interest and deepen their engagement in learning.

Subsidised educational visits for pupils most in need.

£1,200.00

Eligible pupils unable to participate in trips without financial support, have been able to engage in wider curriculum learning and benefit from the range of learning activities that follow such visits. 

Ensuring that all pupils are receiving sufficient challenge and stretch in order to achieve their fullest potential in class.

All pupils, regardless of background or disadvantage, should be given the opportunity to be challenged in order to reach their potential. This requires continuous professional development of staff to differentiate in class to meet various needs and potential.

Continuous professional development of staff, specifically in terms of differentiating in class to support/extend learning.

£2,000.00

Continuous professional development through in-house twilight CPDs and off-site courses attended by our staff, have led to better teaching and better differentiation to meet pupils’ needs and extend higher attainers.

Quality assuring that our interventions and support work for PP pupils is effective and that staff are trained well.

We want to ensure that the interventions and support we offer our disadvantaged pupils is meeting their needs and having impact. For this we increased our SENCO’s hours in order to give her capacity to train, monitor and evaluate colleagues’ support.

Increasing the hours of our SENCO to build in capacity for support and training.

£9,699.00

Eligible pupils with identified learning needs have benefitted greatly from extra time with our SENCO, who has also been able to liaise with class teachers and advise on learning plans to best meet their needs.

Closing the attainment gap for our pp pupils, so that they perform as well as their peers in reading, writing and maths and across the curriculum.

We want to remove the barriers to learning which prevent our disadvantaged pupils from performing as well as their peers. This means closer interventions, support and motivation by our teachers and teaching assistants.

Contribution to additional teaching assistants’ salaries: to provide in-class support and targeted interventions for disadvantaged pupils, providing extra support with reading, writing and number work.

£27,282.04

Our disadvantaged pupils have benefitted from having extra support from a TA with reading, writing and maths – identifying barriers to learning & tailoring their teaching to meet individual needs. Without this support, progress would not have been as good.

 

 

Total premium spend

£79,700.00

 

 

 

 

‘At the heart of every successful school, strong leadership of the Pupil Premium underpins success. The ambitions for the pupils are driven by values, by ambition for the school community.’

Marc Rowland, A Practical Guide to The Pupil Premium.

 

The Academic Year 2018-2019

 

 Looking forward to this new academic year, we will continue to serve the same aims for our eligible pupils as above, but will also make extra efforts to raise aspirations for all our pupils, including those eligible for pupil premium funding, by:

 

  • articulating a new ethos and vision for our school, with new community values that raise ambitions and encourage pride in our school community;
  • establishing an inspirational speakers programme (speakers who will visit our school to talk about their experiences and professional roles);
  • increasing the number of educational visits and inspiring trips to broaden horizons and increase interest in the world around us;
  • holding a careers convention, where local organisations can visit our school to share with our pupils who they are, what they do, and how they serve our local community;
  • building closer links with our local secondary schools and further education institutions, welcoming students and their tutors to our school to inspire our children and share their own stories of success.

 

We also aim to improve our communication and collaboration with parents of our eligible pupils, so that we can work in partnership with them to assist with:

 

  • developing reading, writing and oracy skills at home
  • developing mathematics skills at home
  • supporting well-being, social and emotional skills at home
  • working with us to instill ambition, resilience and a growth mindset in their children.

 

School context – 2018-2019

Total number of pupils eligible for pupil premium funding

Number of eligible boys

Number of eligible girls

Number of pupils eligible for free school meals in the last six years
(ever 6 FSM)

Number of looked after children (LAC)

Number of post-LAC

Number of service children

 

73

 

 

 

33

 

40

24 FSM x £1320

25 Ever FSM x £1320

1 x £2300

0

23 x £300

 

 

 The total PP grant for financial year 2018-19 will be £73,880.

 

 The ways in which we will spend the Pupil Premium grant for this year are listed below, with a rationale. The ultimate impact on our eligible pupils’ learning and progress will be posted at the end of the year.

 

Scroll right to see whole table

 

Action Plan for Pupil Premium for the year 2018-2019

Total pupil premium allocation for the year 2018-2019: £73,880

Desired outcome

Rationale

Actions

Costing plan will be displayed shortly

Impact on learning and progress

Raising aspirations for our pupils shared values and ethos. 

 

All pupils can have aspirations and ambitions that motivate them and engage them in learning. Aspirational learners set goals for themselves and work hard to realise them.

Review the school’s ethos and values; articulate new values and display them across the school.

 

 

Raising aspirations for our pupils through inspirational speakers and visits.

We want to inspire our pupils to have ambitions and see the myriad opportunities out there for them.

Invite visiting speakers to the school to share their success stories and inspire our children to have career aspirations.

 

 

 

Motivating pupils to work hard in school in order to succeed at secondary school and beyond.

 

 

When pupils can see and hear from students in secondary school and FE/HE institutions, it can motivate them to work hard in school now, make progress and achieve the goals they set for themselves.

A rolling programme of visiting students (including alumni) from local secondary and upper schools and FE/HE institutions to inspire and motivate our pupils.

 

 

Working in partnership with parents and carers of eligible pupils to increase learning opportunities at home.

All pupils make faster and deeper progress when our school works in partnership with our families, sharing strategies and support methods that work in school and at home. 

A programme of parent workshops for how to support their child’s language skills, numeracy and emotional literacy at home. 

 

 

Equal access to after-school clubs which develop a wide range of skills and interests, thus raising engagement and motivation for all pupils.

We want to give our eligible pupils the same opportunities to develop their extra-curricular skills and interests as their peers, without associated fees being a barrier, where possible.

Subsidise places in after-school clubs where fees are required for those eligible pupils who show interest and aptitude and would otherwise not be able to attend.

 

 

An enriched learning experience for all pupils, with equal opportunity to develop new skills and interests.  

We want our curriculum to be an enriching experience for all, with opportunities for developing creative skills and beginning life-long appreciation of the arts. 

Subsidise music and sports lessons where needed, to enable PP pupils to access creative opportunities. 

 

 

Improved oral language skills for all pupils.

 

 

To enable all pupils to access our curriculum and to learn independently and collaboratively with others. Children ‘talk to learn’ and those who have speech and language needs have significant barriers to learning, which we want to remove.

Provide speech and language therapy from a trained SALT for those most in need.

 

Allocate additional time with our own speech and language (Elkan trained) Teaching Assistant

 

 

Improved well-being and behaviour for learning for all pupils.

 

 

Learning is significantly affected by well-being; emotional and social needs can lead to barriers to learning. ‘How we feel is what’s real, it’s the link to what we think.’ Eric Jensen.

Provide cognitive and behavioural therapy for those in need (child and family support).

 

Weekly provision from a trained Counsellor, including 1:1 sessions and support meetings with pupils’ parents.

 

Weekly nurture sessions in our Sunshine Club, run by a designated Teaching Assistant.

 

 

 

 

Improve school readiness and punctuality so that all pupils are ready to learn every day. 

Readiness for learning is essential, with all pupils needing to have proper breakfast and be in school on time, minimizing disruption to their learning.

Provide a breakfast club for those children who would not otherwise eat or drink before school and may frequently arrive late.

 

 

Improved collaborative learning, building confidence and willingness to work with others, through effective language and behaviour strategies.

Working in smaller groups, or with partners is an effective strategy for building pupils’ confidence and developing their collaborative learning skills.

Talking Partners intervention provided by our trained Teaching Assistant.

 

 

Increased reading and vocabulary skills for all pupils, regardless of background or disadvantage.

Reading unlocks learning for all pupils; literacy skills lie behind any effective learning and enable pupils to access our curriculum. For our pupils who may not be exposed to reading and talking about books at home, we can provide additional support.

Wave 3 literacy intervention provided with our trained Teaching Assistant.

 

 

Enabling all pupils to visit a range of sites of educational interest, including historic, scientific and creative. 

We want all our pupils to be able to experience a range of educational visits that develop interest and deepen their engagement in learning.

Subsidised educational visits for pupils most in need.

 

 

Closing the attainment gap for our pp pupils, so that they perform as well as their peers in reading, writing and maths and across the curriculum.

We want to remove the barriers to learning which prevent our disadvantaged pupils from performing as well as their peers. This means closer interventions, support and motivation by our teachers and teaching assistants.

Additional teaching assistant support for classes with significantly disadvantaged pupils, providing extra support with reading, writing and number work.

 

 

Ensuring that all pupils are receiving sufficient challenge and stretch in order to achieve their fullest potential in class.

All pupils, regardless of background or disadvantage, should be given the opportunity to be challenged in order to reach their potential. This requires continuous professional development of staff to differentiate in class to meet various needs and potential.

Continuous professional development of staff, specifically in terms of differentiating in class to support/extend learning.

 

 

Quality assuring that our interventions and support work for PP pupils is effective and that staff are trained well.

We want to ensure that the interventions and support we offer our disadvantaged pupils is meeting their needs and having impact. For this we increased our SENCO’s hours in order to give her capacity to train, monitor and evaluate colleagues’ support.

Increasing the hours of our SENCO to build in capacity for support and training.

 

 

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