Home Page

Pupil Premium Funding

Pupil Premium

 

What is Pupil Premium?

 

Schools receive additional income called the Pupil Premium. This money is allocated by the Government to help schools support children from low income families and children in care. The amount of additional funding is based on the number of children who have been entitled to free school meals at any time in the last 6 years. Children who have been Looked After Children for one day or more, were adopted from care or are under a special guardianship arrangement also benefit from the Pupil Premium.

 

Nationally, Pupil Premium children achieve less well compared to their peers at the end of Foundation Stage, Year 2 and Year 6. Pupil Premium money has been given to schools to help schools narrow the gap.

 

"Disadvantaged children" is used by the Government and Ofsted to refer to only those children who received additional Pupil Premium funding. We recognise that other may in fact be disadvantaged and we provide support for them through our other income from the Government.

 

In 2017-18 we are receiving £1320 Pupil Premium funding per child.

Our Pupil Premium funding for 2017 - 18 is £249,480.

 

What is the profile of Pupil Premium Children? (May 2018)

 

 

 

Count 

 

Boys 

Girls 

 

SEND 

Without EHCP 

 

SEND 

With  

EHCP 

Individual behaviour plan 

English as an additional language 

 

In Care 

DA 

195 

104 

91 

62 

124 

 

53.3% 

47.7% 

31.8% 

4.6% 

4% 

63.6% 

0% 

All 

446 

227 

219 

99 

20 

10 

310 

 

50.9% 

49.1% 

22.2% 

4.5% 

2% 

69.5% 

0% 

June 2018: 62 out of our 128 children who have lower than 96% attendance are Pupil Premium children (48%). This is disproportionately high

 

This group has a disproportionately large number of children who are on the SEN register without a Statement or EHCP compared with the rest of the school. This group requires additional interventions but does not receive additional funding over and above our notional SEN grant.

Out of the 17 children on role who have a Child Protection Plan, Child in Need Plan, CAF or are currently being assessed by social services, 6 out of 17 are Pupil Premium children (35%). This is a higher proportion of our DA children than our school population as a whole. We see a disproportionately high level of frequent social and emotional issues or risk of harm at home leading to mental health and behaviour issues.

A similar proportion have English as an additional language compared to the rest of the school, but at 65% this is very high.

 

Barriers to learning and provision to support:

  • Frequent social and emotional issues or risk of harm at home leading to mental health and behaviour issues. Many children in this group require pastoral and therapeutic input. We provide this from our Learning Mentor Team, Pastoral Care Worker, and our HEWS worker.
  • Special education needs without a statement or EHC plan is common in this group. This group requires evidence-based interventions led by trained support staff, such as Dragon Quest and 1st Class at Number (EEF effectiveness: Remarkable). Termly intervention analysis is completed to track progress and impact.
  • Becoming fluent English speakers is a priority for many children in this group. Specialist teaching for new to English children is a priority for this group. We have a specialist, skilled English as an Additional Language team of a Teacher and Teaching Assistant.
  • We fully recognise the importance of Quality First Teaching in supporting all of children in making progress, achieving at expected levels and so having improved life chances. We have invested heavily in professional development for staff so that all children have high quality teaching in their lessons. This includes weekly staff meetings for all staff, external courses where these meet an identified need, demonstration and team teaching led by members of SLT and opportunities to observe other effective teachers. Areas of focus for us this year have included: consistent approaches to teaching and learning, high quality feedback (see our Teaching and Learning policy), independent learning and teacher subject knowledge.
  • We have also worked with all teachers to set aspirational end of year targets for each child for Reading, Writing and Maths. These have been rigorously tracked throughout the year and children not on track have been discussed in detail at Pupil Progress Meetings. This high quality professional development and aspirational target setting is not costed within this document as it is funded through other cost centres.

 

We have allocated our 2018 - 19 Pupil Premium budget to spending on:

 

Quality of teaching for all

  • We know (Sutton Trust) that Quality of Teaching impacts on the progress of Disadvantaged children more than their peers. We must secure consistently good Quality of Teaching. We have a large SLT team without class teaching responsibilities who can support teachers with planning, demo lessons, coaching and leading whole school INSET.
  • Effective feedback on learning for all children through our Marking and feedback policy (part of our Teaching and Learning policy), staff development, and further monitoring and feedback to staff by our Leadership Team
  • Growth Mindset and resilience developed through INSET for staff, assembly themes, display
  • Children across the school make good progress from September to the end of the year. Children make good progress from the end of the previous Key Stage. Children are set end of year targets (Reading, Writing, Maths) in the Autumn Term. These form one of teachers' appraisal targets. They are tracked half termly in Pupil Progress Meetings and children who are not on track are discussed and supported.
  • Additional teachers and teaching assistants for high quality Read Write Inc phonics teaching
  • Full or part-subsidy for access to wider curriculum activities, including Y6 School Journey and after-school Sprots Clubs
  • 1 additional teacher for Y6 Maths lessons each day
  • 1 additional teacher for Y6 English lessons each day
  • Specialist EAL teacher: new to English lesson each day, vocabulary teaching, specialist advice to teachers

 

Targeted support

  •  
  • KS1 and KS2 Speech and language therapy and follow up
  • Talk Boost for Reception and Year 1 children
  • Power of 1 Maths and Power of 2 maths, First Class @ Number, Dragon Quest Writing
  • Afternoon Read Write Inc catch-up sessions

 

Other approaches

  • Improving attendance and punctuality
  • HEWS worker
  • Learning mentor team 1.5 Learning Mentors
  • Breakfast Club subsidy
  • 1:1 support for high profile children Pupil Premium children with SEMH concerns

 

Our Pupil Premium Strategy Reports detail our rationale for how we spent our Pupil Premium Grant and our plan for the current year.
Review of 2017-18 Pupil Premium spending.