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Pupil Premium 2016-2017

Overview

The Pupil Premium was introduced in April 2011, and paid by means of a specific grant based on school census figures for pupils registered as eligible for FSM in Reception to Year 11. For looked after children the Pupil Premium was calculated using the Children Looked After data returns. A Premium has also been introduced for children whose parents serving in the armed forces. This service premium is designed to address the emotional and social well-being of these pupils.

 

The Pupil Premium is additional to main school funding and it will be used by this school to address any inequalities between children eligible by ensuring that funding reaches the pupils who need it most.

 

Objectives

  1. The Pupil Premium will be used to provide additional educational support to improve the progress and to raise the standard of achievement for those pupils.

  2. The funding will be used to narrow the gap between the achievement of these pupils and their peers.

  3. The school will use the additional funding to try to address any underlying inequalities between children eligible for Pupil Premium and others.

  4. We will ensure the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives.

 

 

Accountability

The Headteacher and Leadership Team will regularly and rigorously monitor, evaluate and review the strategies we have put in place for Pupil Premium and report to the Governing Body on its progress and impact.

 

 

Statistics

Pupil Premium is paid to the Local Authority Schools on an annual basis over a financial year however this report is formatted to the academic year.

 

 

Based on pupils

(Jan census)

Per pupil amount

Annual amount

£

April 2016 – April 2017

54

1320

71,280

Strategy for using the funding

In addition to quality first teaching and learning, the school has looked very carefully at the needs of each pupil and has identified the following intervention strategies to accelerate progress:

  • 1:1 support for pupils entitled to PP funding to help them make improved progress and to raise their standards of achievement. For example, FFT intervention, Speech and Language and classroom support

  • Providing small group work for pupils entitled to PP funding with an experienced teacher focussed on overcoming the gaps in learning to help them make improved progress and to raise their standards of achievement. For example, Yr6 and Yr2 Booster

  • Additional teaching and learning opportunities for pupils entitled to PP funding provided through trained TAs to help them make improved progress and to raise their standards of achievement. For example, Year 2 Booster, Narrative group, Active Listening and our new programme - ‘Racing to English’

  • Time for Leadership Team to analyse PP pupils’ progress and impact of strategies to ensure narrowing of the gap

  • Buying in additional support from outside agencies, including Educational Psychology support and Bi-lingual support

  • Acquiring effective materials for pupils entitled to PP funding aimed at raising standards particularly in reading and maths

  • Ensuring emotional and health needs of children entitled to PP are met through ELSA support

  • Ensuring children entitled to PP have equal access to trips, extra- curricular Activities and uniform. For example, J Rock and trips including residential

  • Providing ‘Cool Milk’ for PP children on a daily basis

  • Ensuring PP pupils are prioritised for reading buddies.

Summary of evidence from the evaluation of impact (2015-16 data)

 

KS1:

Disadvantaged pupils –

1 pupil out of the 3 had significant support for emotional needs. This impacted on attendance and attainment.

 

Key Headlines:

Pupil Premium:

  • Worth noting it is only 3 pupils (each child is worth 33%)

  • 1 child did not achieve expected standard (Has had regular nurture support throughout the year for emotional needs & low attendance impacted on progress and attainment).

  • In line with national for % at expected standard combined (+7)

  • Expected progress is in line with National

  • 0% got higher standard and this has impacted on progress at higher standard (1 child should have achieved this).

FSM:

  • Worth noting it is only 2 pupils (each child is worth 50%)

  • 1 child did not achieve expected standard (Has had regular nurture support throughout the year for emotional needs & low attendance impacted on progress and attainment).

Picture 1

In 2014-2015, eligibility for funding was extended to all children who had been looked after for 1 day or more; were adopted from care on or after 30 December 2005; left care under a Special Guardianship Order on or after 30 December 2005 or had a Residence Order on or after 14 October 1991. This data does not include pupils who this applies to; however, the pupil supported through this funding also achieved the expected standard in reading, writing and maths, which would have increased the % to 75%.

KS2:

Disadvantaged pupils –

It is important to note 4 out of the 6 pupils were on the Special Educational Needs register. They had support for emotional needs as well learning needs. This impacted on the amount of progress they made; they made expected progress not accelerated progress. 2 out of the 6 pupils were also not ‘home grown’ and joined the school in KS2.

 

Key Headlines:

Pupil Premium & FSM ever:

  • 6 pupils (each pupil is work 16.7%)

  • In line with national for average scaled score (+1.5)

  • In line with national for all pupils at combined (-2%) – however 1 child was 1 mark off age related in Reading which would have made it 67%

  • Progress is in line with National, however, it is worth noting that the 2 pupils who joined the school in KS2 were both Level 3 at the end of KS1 – these pupils did not achieve GDS which has impacted on the progress result.On the other hand, of the 2 pupils who were Level 1b at the end of KS1, one of these made accelerated progress and achieved age expectation in the reading test.

  • Non-pupil premium/ever 6 children are significantly above National.

 

FSM:

  • Only 3 pupils – each pupil is work 33%.

  • FSM scaled score outperformed not FSM (+1.9)

  • Combined % is above National

Progress has been impacted by the child who did not achieve expected in the Reading test (missed by 1 mark) but did achieve it at teacher assessment.  One pupil joined in Year 5, he achieved Level 3 in KS1 but did not reach GDS at KS2.

 
Picture 1

Important points about the data:

  1. The national curriculum and school performance indicators have changed with scaled scores replacing levels.
  2. The expected standard for pupils in 2016 is higher than the expected standard in previous years (e.g. Level 4).
  3. It is not possible to make direct comparisons about performance using old indicators (e.g. Level 4+) and new indicators (e.g. % Expected Standard and Scaled Scores).

 

Date of this strategy report:  September 2016

Date for review:  September 2017

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