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Pupil Premium

Pupil Premium
 

What is the Pupil Premium?  The National Picture
The Pupil Premium was introduced by the Government in April 2011.  It was designed to give additional money to support schools in raising the attainment of children who are eligible for free school meals and those children in local authority care. These groups of children have been identified nationally as achieving at a lower level than children from less disadvantaged backgrounds.  For example, national figures show that 11 year olds who are eligible for Free School Meals are around twice as likely not to achieve age related expectations in maths and English as other 11 year olds. 
 
It is described as follows: “the pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers”.
 
Where does the money come from? 
Pupil Premium is allocated to schools based on the number of children who are currently known to be eligible for Free School Meals, and those who have been in receipt of Free School Meals at any time during the past six years. Also included are children who have been looked after in local authority care continuously for more than six months.
 
Nationally, the level of the Pupil Premium in 2014-15 was £1300 per pupil. It increased slightly to £1320 per pupil in 2015-16.  A lower premium is also in place for children whose parents are currently serving in the Armed Forces. The level of Pupil Premium for the financial year 2016 - 2017 is as follows: 

  • £1320 per pupil who has been eligible for free school meals in any of the previous six years
  • £1900 per looked after child
  • £1900 per child adopted from care under the Adoption and Children Act 2002
  • £300 per pupil whose parents have served in the armed forces within the last four years
 
The purpose of the Pupil Premium is to help schools to provide targeted support for vulnerable children- not necessarily just children who qualify for FSM.
 
“It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.” Source - DfE website 
 
The funding is therefore given to schools to spend as they think best, although there is a requirement to publish online how this money is spent and the impact.
 
For the financial year 2015/16, Sun Hill Junior School received £44,020 Pupil Premium funding.
 

Pupil Premium Strategy

The following seven ‘building blocks’ form the strategy to improve outcomes for our disadvantaged pupils:

  • Whole-school ethos of attainment for all

    There is an expectation that all pupils should achieve high levels of attainment. There is an ethos that all disadvantaged pupils are capable of overcoming their personal barriers to succeed.

  • Addressing behaviour and attendance

    The school responds rapidly to ensure behaviour management strategies are effective for pupils that need support. Attendance is monitored. Strategies, where applicable, are implemented to improve absence or lateness to maximise opportunities for learning in school.

  • High quality teaching for all

    The school places a strong emphasis on ensuring all disadvantaged pupils receive high quality teaching; responsive on- going formative assessment is essential to ensure disadvantaged pupils make strong progress.

  • Meeting individual learning needs

    Personalised profiles are used to ensure barriers are overcome so that disadvantaged pupils can benefit from enrichment, emotional well -being support and interventions that enable them to succeed in their learning across a wide range of subjects.

  • Deploying staff effectively

    Both teachers and support staff are deployed flexibly in response to the changing learning needs of disadvantaged pupils.

  • Data-driven and responding to evidence

    The progress of disadvantaged pupils is discussed at all pupil progress meetings and at key assessment milestones.  Actions are identified, implemented and regularly reviewed within each assessment phase.

  • Clear, responsive leadership

    The inclusion leader leads a strategy group comprising of the Deputy headteacher, SENCo, ELSA and a governor. English and mathematic leaders are involved in monitoring activities designed to secure good progress.

 

Pupil Premium Context Information

Our current Pupil Premium group profile is as follows (September 2016).

 

 

Year 3

Year 4

Year 5

Year 6

Whole school numbers and %

 

TOTAL

 

3

7

 

10

 

10

30

(13%)

GIRLS

 

2

3

5

5

15

(15%)

BOYS

 

1

4

5

5

15

(11.5%)

FSM

 

3

4

5

4

16

(6.9%)

EVER 6

 

0

3

4

5

12

(5.2%)

SERVICE

 

0

0

2

0

2

(0.9%)

LAC

 

0

0

0

1

1

(0.4%)

POST LAC

0

0

0

0

0

(0%)

SEN

 

1

2

1

3

7

(3%)

 
 

 

Pupil Premium Provision and Interventions

 

It is imperative to understand that every child is different; different needs and different strengths and our Pupil Premium category is no different. The way in which we have spent the grant reflects this to utilise it in the best possible way. There are direct approaches to ‘narrow the gap’ and more creative approaches to support and enhance the social and emotional well-being which has an impact on their self-belief and self-esteem. Although the Pupil Premium has been used to directly impact on individuals, it has also had an effect on whole school as all children have been and are benefitting from whole school changes that have taken place to improve learning for all. The interventions that have been put in place are on an individual needs led basis which directly matches their needs. Although this money is ring fenced, we are committed to providing bespoke provision for all children to ensure all have the opportunity of making the best possible progress. We have also continued developing relationships and communication with parents regarding the barriers to learning for their child and are working together for the benefit of the child. We have also continued with the discretionary spend for areas to support the families in reducing barriers to learning, as you will see in the spending and outcomes table.

 

 

Allocated funds for Financial Year 2015-16

 

Record of Pupil Spending and Outcomes

 

Project/Interventions

 

Investment

 

Outcomes

 

 Small group support sessions (Delivered by Learning Support Assistants)

 

 Provide small group learning activities/ interventions for some children on a daily basis to provide focused tuition on target areas for improvement informed by teacher assessment enabling the children to achieve age related expectations.

Specific interventions include:

 Phonics support groups Yr 3/4

 Reading Support groups Yr 3-6

 Guided Reading groups Yr 3-6

 Reading Comprehension groups Yr 3-6

 Grammar support groups Yr 6

 Handwriting groups Yr 3-6

 Able Mathematicians extension – Year 5

 

 

£18,000

 

As a result of this action children demonstrate progress in mastering specific skills as demonstrated in individual assessments of progress.

 

 

 Emotional Literacy Support (Delivered by Emotional Literacy Support Assistants)

 

 

£10,000

 

Targeted children report that they feel much happier in school, and are more able to access their learning. We have a marked decrease in playtime difficulties involving children who require support.

 

Extra-curricular or enrichment activities

 

£1500

Pupils make good progress in the specific areas that they are learning about. They integrate well with other children and are able to demonstrate age appropriate

 

Training – Therapeutic Story writing, ELSA supervision

£890

Staff feel confident to support the children with pastoral needs.

Lunch Club

£3900

Staff cover Lunch Club provision for vulnerable children.

Specialist Teaching of Writing – Year 6 (Therapeutic Story writing)

 

£900

Improved confidence, self esteem and self efficacy. Improved attitudes towards writing. Improved productivity, accuracy and content. 8 out of the 12 children achieved ARE

Learning Mentor

£1,350

Improved learning behaviours – concentration, perseverance, collaboration and curiosity, which led to an improvement in confidence, self esteem and self efficacy.

Booster Teaching in Year 6 - Writing

£1104

For children to meet ARE in writing. 20/22 children achieved ARE.

Booster Teaching in Year 6 – Maths & Reading (Team teaching and targeted interventions)

£4500

Developed confidence and self efficacy in maths and reading.

Shared 7AS schools Educational Psychologist

 

£600

More targeted interventions were put in place for specific pupils who were then able to make progress in their learning.

 

 Additional EP support

 

£1355

Resources bought to support with home learning through discussions with families. For example; watches and dictionaries.

 

The total Pupil Premium fund allocated for the academic year 2015 to 2016 was £44,020 and the actual budget spent was £44,099. The allocated spend slightly exceeds the allocated pupil premium funds for 2015 to 2016. The school ethos is to identify areas in need of provision or enhancing and provide the best outcomes for all our children; pupil premium and non-pupil premium. The calculated figures show the money spent directly on pupil premium; additional funding is used from the school budget to support many of these interventions for all our pupils.

 

Impact

July 2016 End of Year data (in %, please see brackets for numbers of children)

 

Year 3

ARE + (inc close to)

Pupil Premium (7)

Non-Pupil Premium (51)

Gap

Reading

28

82

-54

Writing

57

49

+8

Maths

72

69

+3

 

Year 4

ARE + (inc close to)

Pupil Premium (10)

Non-Pupil Premium (56)

Gap

Reading

80

71

+9

Writing

80

73

-7

Maths

100

82

+18

 

Year 5

ARE + (inc close to)

Pupil Premium (10)

Non-Pupil Premium (43)

Gap

Reading

40

74

-34

Writing

40

77

-37

Maths

50

74

-24

 

Year 6

ARE + (inc close to)

Pupil Premium (8)

Non-Pupil Premium (56)

Gap

Reading

25

88

-63

Writing

0

0

0

Maths

25

84

-59

 
 

 

Closing the Gap

There are some areas in Year 3 and 4 where pupil premium have slightly out performed the non pupil premium children across reading, writing or maths for the close to + data.

Where there are significant gaps in narrowing the gap between PP and Non PP children for secure + data, these will be a priority for the academic year 2016-17 for those children.

We do need to consider the curriculum deficit for upper key stage 2 as well as the complete change to the assessment system. Therefore, although we will be able to draw on patterns, we cannot directly compare previous years’ results with this year. We are using the HAM model for our assessment (Hampshire Assessment Model) and track all of our children termly for each individual area in reading, writing and maths. When we assess and track, we review provision and interventions for our pupil premium children depending on whether it is having the right impact.

 

Priorities for 2016-2017 (academic year)

The Interim Headteacher coaching programme will ensure a focus on disadvantaged children (including MA disadvantaged children). This will involve swift feedback and guidance to teachers to ensure progress and challenge. Disadvantaged children will always be represented as part of any SLT book scrutiny to ensure that progress will be monitored. Disadvantaged children will be discussion as part of the pupil progress meetings which will monitor progress and ensure accountability. Through all areas of leadership disadvantaged pupils will be a thread of the monitoring work. Class teachers will positively discriminate to ensure that disadvantaged pupils are a focus in lessons and marking.

The Pupil Premium Leader will be mentored by the Pupil Premium Leader from Berrywood Primary School.  An audit of the current systems will take place to ensure that they are robust and effective in monitoring the progress of the children. For example by using the focus areas from above table of data we will be ensuring Provision Maps are used to effectively record all interventions taking place and the direct impact these are having each half term. The tracking of data for reading, writing and maths will make evaluating provision and intervention more effective.

 

Allocation of funds 2016-2017

New allocation for Financial Year 2016/17 £41, 680       (figures for annual statement published in March)

Our funds for 2016/17 will continue to be spent in effective ways using what the children need in order to progress, be this support academically, emotionally or practically with specific resources.

Some ways in which we will be spending the money are;

* invest in a Pupil Premium Champion Leader

* staff training on assessing using HAM to ensure accuracy and consistency

* additional individualised and group intervention for phonics, spelling, maths, handwriting/fine motor skills

* Individualised and group intervention to support social, emotional and behavioural needs including ELSA

* partly funded extended schools provision including wrap around care, trips and clubs

* music / sporting opportunities (inc. clubs, choir)

 
Free School Meals
If you think your child may possibly be eligible for free school meals, even if you don't want your child to eat school meals, please fill in a claim form. Every child who is eligible generates valuable income for the school. These online forms are available by following the link below.
 
Service Families
If you are in this category and you believe the school is not aware of it please arrange to inform the Headteacher.
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