Pupil Premium

The government launched additional funding for schools called Pupil Premium.  It is money for the school to target the needs of more disadvantaged pupils.  They include:

  1. Pupils who are eligible for free school meals (FSM)
  2. Looked After Children (LAC)
  3. Armed Forces Children

From September 2012, the funding has been widened to include all pupils who have been eligible for FSM or LAC within the last 6 years.

The governors allocate pupil premium funding in order to support all eligible pupils to achieve at least age related expectations or better.

The following strategies and interventions are being provided to ensure all  pupils including pupils who are eligible for Pupil Premium funding reach their full potential:

  • Good, high quality teaching across the school
  • Daily feedback to pupils on their learning and time for the pupils to respond during early work
  • Small group work with the class teacher and/or the Teaching Assistant to close the gaps in learning
  • Attendance Officer – to ensure pupils have a high attendance rate
  • Work matched to the ability of the pupils
  • Good professional development for staff – mentoring and coaching teams across the school to share best practice

The progress and attainment are tracked and monitored carefully for all pupils including pupils eligible for the Pupil Premium.  Reviews and evaluation of the strategies are conducted regularly and provision is changed accordingly.  Parents are informed of these changes 6 times a year.  On-Track meetings and Pupil Progress Meetings take place with the Senior Leadership Team to identify, analyse and evaluate the progress of all pupils, to take steps to address any gaps in learning and to ensure all pupils make at least good progress or better.

Barriers to Learning 2016/17

Following monitoring by the Headteacher and Deputy Headteacher, 3 specific barriers to learning were identified for Pupil Premium pupils at New Ash Green Primary School:
1. Attendance and housing
2. Language skills
3. Complex family needs

Key actions implemented in 2016/17

1. Rigorous weekly/3 weekly monitoring of attendance by the FLO.
2. The school is focusing on being a ‘language rich school’, as part of the school development plan.
3. The Nurture Team, including the Deputy Headteacher, SENCO, FLO, Learning Mentor and Counsellor, supports key families with their issues
For a further detailed allocation of £96,060, see the table below.

Pupil Premium Allocation for 2016 – 2017

Pupil Premium used for:ProvisionActual Cost
Readiness to Learn• Learning Mentor interventions
• Counsellor
• Mental Health Project training
• ELSA training for Learning Mentor
£19,500
Readiness for school• FLO support for attendance
• FLO support for family issues
• Parent support worker
£22,900
Overcoming barriers• Speech and Language issues – training for staff
• Speech and Language assessments
• Educational Psychologist assessment
• Internal assessments/support from SENCO
• Internal assessments from Teacher
£9,300
Teaching and Learning• Whole school lesson study focusing on PP pupils – SLT/teacher/TA release
• Tuition – 1:1
£17,500
Closing the gaps in learning between PP and NON PP pupils• Specific interventions eg rapid read
• Individual support from TAS for complex pupils
• Focus tuition
£16,940
Leadership• Deputy – additional time to monitor attainment and progress of PP pupils
• SENCO – evaluate the PP provision across the school
• Leadership training with the IOE on impact of leadership on PP pupils achievement
• Coaching and mentoring to have a focus on PP pupils over the year
• All staff to have a PP appraisal Objective as part of the appraisal system in the school
£4,300
Enrichment of the curriculum• Hampton Court Flower Show and Royal Academy Trip
• every PP pupil to attend an annual school trip
• Residential trips for Year 5 and 6
• Uniform, milk and extras
£5,620
Total allocated£96,060

Key strategies that impacted the most for PP pupils were

  1. Good teaching in place, due to coaching and mentoring, and the teachers know the needs of the pupils especially the PP pupils
  2. Provision of PP pupils who need extra support is planned for individually and the staff are explicit about the interventions each PP pupil receives and its impact
  3. The teachers then use this information to plan accordingly and the pupils are highlighted on the teachers’ planning
  4. Tuition for maths
  5. Interventions to support readiness to learn

 

Progress for PP pupils

  • Across the school PP pupils made good progress in reading – 89% in writing 88% and in maths 83%
  • Pupil premium pupils –
    • In reading – good progress is made by PP in all year groups except Year 2 and Year6, good progress is made by PP without SEN in Year 1,4,5 and 6, and good progress for PP with SEN in Year 1 and 3.
    • In writing. Good progress was made by PP in Year 1, 3 and 6, PP without SEN made good progress in all year groups except Year 5.
    • In Maths. Good progress was made in PP in Year 3 and Year 6, without SEN in Year 1-4 and PP without SEN made good progress in all year groups.

 

Attainment for PP pupils

Across the school, PP pupils reaching ARE in reading are – 65%. In writing – 63%, in maths – 60%

  • Reading- PP without SEN all achieve ARE in all year groups except Year 2
  • Writing – PP without SEN all achieve ARE in all year groups except Year 2
  • Maths – PP without SEN all achieve ARE in all year groups

 

Closing the gap for PP pupils

  • KS1 – In Year 2, PP without SEN attain higher in maths than NON PP and significant improvement in attainment for writing from a low starting point – 0% to +67% for PP without SEN – the gap has decreased from -63% to -14%
  • Year 3 – PP without SEN attain higher than NON PP in writing and closing the gap in reading and maths
  • Year 4 – PP without SEN attain higher in reading and writing than NON PP.
  • Year 5 – PP without SEN attain higher than NON PP in reading
  • Year 6 – PP without SEN attain higher than NON PP in reading and writing and maths

 

Small Group Tuition with a teacher for maths for PP pupils

  • 20% pupils made accelerated progress
  • 80% pupils made expected or accelerated progress

 

Behaviour for PP pupils

95% of PP pupils have improved in their behaviour due to the impact of the Pastoral Team. The number of incidents have reduced. 12% of PP pupils have reduced the number of incidents significantly. The number of children with more than 5 incidents is now only 2 from 7.

Emotional Resilience for PP pupils

91% of PP pupils have maintained or improved their well-being. 6 did not – 2 social services, 3 CiC and 1 family issue). 48% of PP pupils’ well-being improved.

  • for all pupils – For Listening Ear – 100% maintained or improved, 51% improved
  • For draw and talk – 100% maintained or improved, 60% improved,
  • For social skills group – 87% maintained or improved, 17% improved
  • For Lego therapy – 87.5% maintained or improved, 50% improved
  • For counselling – 66% maintained or improved, 33% improved

 

Attendance for PP pupils           

The FLO worked with 51 out of 65 PP pupils and 35% improved their attendance.

  • 46% improved attendance from 2014/2015 to Sept 15- July 16
  • 9% PP pupils improved by 5%
  • 2% PP pupils improved by 10%
  • 45% of pupil premium pupils attend 95% or more

Pupil Premium Allocation for 2015 – 2016

Pupil Premium used for: (following the Sutton Trust Toolkit)Amount allocated to the intervention / action (£)Brief summary of the intervention or action, including details of year groups and pupils involved, and the timescaleSpecific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? What will it achieve if successful?How will this activity be monitored, when and by whom? How will success be evidenced?
Quality teachers to ensure effective assessment for learning – all teachers close the gaps in learning – feedback on learning and differentiated teacher input19,339Quality staff to implement the actions to accelerate learning
All year groups
Improved attainment and progressProvision map – SENCO to evaluate. Intervention every term.
Analysis given.
Guided Writing/reading and maths8,000All year groups.
Phonics/guided writing
Improved attainment and progress in writing
To support the development of Spelling across KS2 and SPAG from Year 1-62,000 resources
5,000 training
All year groups.Improved attainment and progress in spelling and grammar
Tuition – 1:1, 1:2
One teacher 0.1 FTE a week
4,000All year groups – focus on the individual needs of the childrenImproved attainment and progress
Embed peer assisted learning and restorative approach to ensure the children are ready for learning1,000All year groupsReadiness for learning and improved attainment and progress
Specialist services eg Educational psychologist, SENCO, Speech Therapy, assessment10,500 (3,000 +6,000 +1,500)All year groups – focus on the individual needs of the childrenImproved speech and language
SEN assessments to close the gaps in learning
Teaching by the Deputy to support in maths and maths skills3,500Years 3, 4, 5 and 6Improve attainment in Maths Years 3-6
Learning Mentor11,000All year groups when necessaryImprove well-being of pupils
Family Action Worker7,400
Enrichment of the curriculum – every PP pupil to attend a club and trips including residential trips3,000 (visitors and trips)All pupilsImprove well-being of pupils
Relevant equipment if applicable1,000Targeted pupilsImproved attainment and progress
Counselling9,000Targeted pupilsImprove ability for pupils to concentrate
FLO – family support9,950All pupilsImproved engaged of parents and children with their learning
FLO – attendance support9,950All pupilsImproved attendance
Total allocated104,639

Pupil Premium Evaluation for 2014 – 2015

Pupil Premium used for: (following the Sutton Trust Toolkit)Amount allocated to the intervention / action (£)Brief summary of the intervention or action, including details of year groups and pupils involved, and the timescaleSpecific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? What will it achieve if successful?How will this activity be monitored, when and by whom? How will success be evidenced?
Quality teachers to ensure effective assessment for learning – all teachers close the gaps in learning – feedback on learning and differentiated teacher input30,500Expanding school additional teacher recruited and quality staff to implement the action
All year groups
Improved attainment and progressProvision map – SENCO to evaluate. Intervention every term.
Analysis given.
Guided Writing/reading and maths7,565All year groups.
Phonics/guided writing
Improved attainment and progress in writing
Tuition – 1:1, 1:24,000All year groups – focus on the individual needs of the childrenImproved attainment and progress
Development of peer assisted learning and restorative approach to ensure the children are ready for learning4,000 (in school training on learning powers, learning partners and growth mind set and anti-bullying workshops restorative approach trainingAll year groupsReadiness for learning and improved attainment and progress
Specialist services eg Educational psychologist, SENCO, Speech Therapy, assessment10,500 (3,000 +6,000 +1,500)All year groups – focus on the individual needs of the childrenImproved speech and language
SEN assessments to close the gaps in learning
Teaching more able and support in maths2,577Years 3, 4, 5 and 6Improve attainment in Maths Years 3-6
Listening Ear6,500All year groups when necessaryImprove well-being of pupils
Enrichment of the curriculum – every PP pupil to attend a club and trips including residential trips3,000 (visitors and trips)All pupilsImprove well-being of pupils
Laptops or other equipment if applicable2,000Targeted pupilsImproved attainment and progress
Counselling5,000Targeted pupilsImprove ability for pupils to concentrate
FLO – family support9,529All pupilsImproved engaged of parents and children with their learning
FLO – attendance support9,529All pupilsImproved attendance
Total given
Total allocated
94,700
94,700

Impact July 2015

In July 2015, 100% consistently good teaching or better.
Attainment is increasing and the gaps in learning are closing.
Maths 2015 from Year 1-6 – four year groups are closing the gaps in learning and two year groups have closed the gaps.

Reading 2015 from Year 1-6 – two year groups are closing the gaps in learning and two year groups have closed the gaps.

Writing 2015 from Year 1-6 – three year groups are closing the gaps in learning and two year groups have closed the gaps.

Pupils make good progress from a low starting point ( MFS).

Data Analysis shows

  • Pupil Premium pupils achieve above the national data for Level 4+ in writing
  • Pupil Premium pupils achieve above the national data for Level 5+ in RWM Maths and writing
  • SEN pupils achieved above national data in Level 5+ in RWM, Maths and writing and in line for reading SEN pupils in Year 6, 100% made expected progress in maths and writing and only one did not make it in reading

Pupil premium pupils attendance improved

  • 2014 – 91.4%
  • 2015 – 93.5%

76% of the pupils improved their attendance

54% were above 95%

5% improvement was achieved by 14%

10% improvement was achieved by 3%