Impact of Pupil Premium 2016-17 and strategy for use of the grant 2017-18
The Pupil Premium was introduced in April 2011. The Government believe that the pupil premium, which is in addition to main school funding, is the best way to address any inequalities between disadvantaged pupils and their peers. This money is for schools to decide how to use but should be spent in order to improve educational attainment of children from less privileged backgrounds. From September 2012 schools are obliged to publish online information about how they have used the Premium. This ensures that parents and others are fully aware of the attainment of pupils covered by the Premium and the extra support they receive.
The Pupil Premium is allocated to the school and is generated by children:
- who are currently known to be eligible for Free School Meals (FSM) or have been registered for FSM at any point in the last six years
- who are or have been ‘looked after’ continuously by a Local Authority for more than 6 months;
- who are from service families.
We believe that every child should be encouraged and supported to achieve the best standards of which he or she is capable, and through the careful spending of our pupil premium funding and additional support put in place by the Governors, we can provide the very best learning possible.
Use of Pupil Premium 2016-17
In 2016-17 the level of the premium is £1,300 per pupil known to be eligible for FSM, £1900 for currently or previously in local authority care, and £300 for those children whose parents serve in the armed forces. The school received a total of £53,020 Pupil Premium funding allocated as follows:
|Occupational Therapy||2,100.00||Delver specific programmes to relevant pupils|
|Pupil Conferences, half termly||1,140.00||Every eligible pupil has conference with class teacher every half term|
|Speech and language support||1,560.00||Assessment, training and delivery of relevant programmes|
|Specific intervention programmes||11,083.00||Delivery of specific intervention programmes|
|Emotional Support Assistant||2,316.00||Targeted small group support in core curriculum areas to narrow gaps in attainment.|
|Proportion of new maths scheme||4,500.00||Narrow the gap in maths|
|Out of class Inclusion Manager||20,990.00||Early identification of vulnerable pupils and targeted, personalised support.|
|Admin Manager – Service pupil management||975.00||Communication with service families|
|Additional Staff||4,750.00||To narrow the gap in phonics, spelling, reading and maths|
|Clubs / tuition subsidy||500.00||Broaden experiences for targeted pupils|
|Play worker – lunchtime||3,106.00||Ensure inclusion of vulnerable pupils at lunchtimes|
The Pupil Premium has been used to support our most vulnerable children across the school by funding staffing for a number of programmes; reading intervention, emotional support, social groups, play leader focussing on children’s emotional needs and further support in the classroom to ensure vulnerable pupils make progress.
How have we used the Pupil Premium funding?
The school analysed the progress data of children eligible for funding in July 2016 and identified pupils who were in need of intervention programmes to boost their performance for the academic year 2016-17. Much of the support is for reading and writing and literacy skills are vital to good progress and outcomes at school. Therefore the impact measures analyse progress in reading and writing.
We know from a number of sources that some pupils were experiencing emotional difficulties so the role of the Emotional Literacy Support Assistant has developed and grown through the year as more pupils require her support. Some of the funding contributed to her salary. Funding was also directed to the appointment of a play leader and a social skills leader. The impact of their work has contributed to a number of children making good progress.
Teaching staff have noted the impact of the additional reading provision. It is imperative that children in receipt of free school meals do as well as their peers and continue to make good progress. Below is a table demonstrating the impact the Pupil Premium funding has had on reading levels:
Table showing percentage of pupils at Age Related Expectations from Y1-Y6
In July 2017
In July 2016
The number of pupils on track for reading has increased from July 2016 to 2017 and the gap between all pupils and those eligible for the PP funding has lessened, demonstrating the funding has made a difference.
Teaching staff have also recognised the impact of the emotional support pupils have received on attitudes to learning.
Use of Pupil Premium 2017-18
Below is the Pupil Premium Strategy Statement for 2017-18
Pupil Premium Strategy Statement – 2017-18
|Academic Year||2017-18||Total PP budget||£42,160||Date of most recent PP Review||July 2017|
|Total number of pupils||315||Number of pupils eligible for PP||41||Date for next internal review of this strategy||July 2018|
|Attainment 2016-17 – end of KS2|
|School – PP (7 pupils)||School – non-PP (37 pupils)||2017 National – all pupils|
|% achieving expected standard or above in reading, writing and maths||86%||65%||61%|
|% achieving expected standard or above in reading||100%||81%||71%|
|% achieving expected standard or above in writing||86%||87%||76%|
|% achieving expected standard or above in maths||86%||76%||75%|
|Background and barriers to future attainment and progress|
There are no clear trends in data as there are small numbers of pupils eligible for the premium in each year group. In 2016:
· the end of KS2 data suggested there was a significant gap between PP and non-PP pupils but in 2017, the cohort of 7 pupils performed well
· there was a significant gap between the performance of the 9 PP pupils at end of KS1 with only 3 reaching the expected standard in writing and maths and 4 reaching the standard in reading
· there was no difference in the performance in the Y1 phonics screening test with 90% of the 10 PP pupils gaining the standard compared with 89% of the cohort
· at the end of EY, the attainment gap was not significant with 75% of the 8 opupils reaching GLD compared with 80% of the cohort overall. However, some of the PP pupils did have significant barriers to overcome to attain GLD and will need support to reach ARE in Y1.
The current Y6 has 11 pupils eligible for the premium, nearly 25%, two of which have a EHCP with another having a plan that ceased last year. There is no simple way to improve outcomes for disdavantaged pupils; each cohort and each pupil is unique in the barriers they present. However, there are a number of typical barriers that pupils may present and can lead to underachievement that need to be considered:
· Lack of routine which can lead to poor attendance and punctuality, incomplete or poor quality homework and limited experiences
· Low ambition, poor resilience and perseverance so children give up easily
· Poor reading skills and/or phonics with a negative attitude towards reading
· Pupil opportunities for writing not sufficient enough to allow pupils to develop and apply writing skills effectively
· Low self-esteem leading to friendship issues, poor behaviour and lack of positive relationships with adults.
Planned expenditure for 2017-18
|Pupils improve their motivation and attitude towards their learning.||
· Develop a Growth Mindset culture across the school, improving pupils’ perseverance and resilience – see Growth Mindset action plan
· ELSA supports targeted pupils on a weekly basis (or as need demands)
· School assemblies and the St Swithun’s Stars encourage growth mindset.
|PY||Mindset questionnaire of PP pupils demonstrates improvements in the 4 areas (emotional resilience, celebrating mistakes, approach to challenge and persistence).||
· Admin of questionnaire
· ELSA time to focus on individual pupils.
|Pupils at risk of not reaching ARE make accelerated progress and narrow the gap in reading, writing and maths.||
· Clear identification and support of SEN pupils that is monitored closely
· Proactively working with parents
· Pupil progress meetings each term identify pupils at risk of not reaching ARE and identify strategies in order to do so
· Intervention programmes for targeted groups of pupils
· Staff and volunteers focus on supporting vulnerable pupils; e.g. homework sessions outside of lessons; hearing children read who are not heard at home.
More pupils achieve ARE in each year group in July 2018 than in July 2017
PP pupils have made ‘good’ progress.
· SENCo time for expert advice
· Speech and Language support (Springboard)
· Release time for termly pupil progress meetings
· TA time to implement interventions, including Y1 nurture group and Y6 Springboard group, reading catch-up programme.
|Progress of PP / vulnerable pupils is closely monitored on a weekly basis.||
· Identified staff discuss progress with specific pupils each half term
· HLTA monitors performance of vulnerable pupils each week.
|SH||Pupils are meeting class objectives regularly with or without support and those that are not have IEPs with individual targets.||
· HLTA time to monitor impact of whole class and intervention strategies
· HLTA time to support service families, when relevant.
|The attendance of PP pupils improves.||
· HT and SIMS manager to monitor attendance fortnightly
· Parents are contacted when relevant with targets to improve attendance
· In-class strategies to support improved attendance and continuity in learning is ensured, including membership of school run clubs.
|AO||Attendance of PP pupils is in line with non-PP and above national average.||· HT and SIMS manager time|
|TOTAL COST £42,160|
The 2017-18 Pupil Premium Strategy will be reviewed in July 2018.