Impact of Pupil Premium 2017-18 and strategy for use of the grant 2018-19
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 2017-18
In 2017-18 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:
|Pupil Conferences, half termly||1,140.00||Every eligible pupil has conference with class teacher every half term|
|Speech and language support||2,850.00||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.|
|Contribution towards out of class Inclusion Manager||16,415.00||Early identification of vulnerable pupils and targeted, personalised support.|
|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 at 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 staff for a number of programmes; reading intervention, emotional support, social groups, play leader focused on pupils’ 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 2017 and identified pupils who were in need of intervention programmes to boost their performance for the academic year 2017-18. Much of the support is for reading and writing as literacy skills are vital to good progress and outcomes at school. Therefore the impact measures analyse progress in reading and writing. However, while reading and writing results at the end of KS2 in 2017-18 were above national average, mathematics outcomes were disappointing.
We know from a number of sources that a significant number of 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. In addition, funding was also directed at improving lunchtimes – TA hours were restructured to cover lunchtime, so vulnerable pupils were known and proactively supported. A play leader / social skills leader was also appointed. 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:
The number of pupils on track for reading in 2018 was virtually the same as the previous year, though, despite the funding, the gap between all pupils and those eligible for PP has grown.
The table below shows there is still a significant difference in performance in reading between year groups, largely driven by the number of pupils eligible for PP who have SEN. Overall, 30% of the PP cohort have SEN, which is more than double that of the rest of the school – all PP children in Y5 have SEN.
In the plan for next year, there will be a major focus on Y2 and Y6 to narrow the gap as the gap is greatest in these year groups.
In July 2018
In July 2017
In July 2016
Table showing performance in reading in the last 3 years
|Year group||% of pupils at ARE||% of PP pupils at ARE||Gap – ppts||Number of PP pupils||
Teaching staff and teaching assistants have also recognised the impact of the emotional support pupils have received on attitudes to learning. We will look to ensure PP pupils have positive attitudes to reading and the opportunity to read regularly with staff and our volunteers.
|Average – 89||Average – 73||-16||Total – 63|
Table showing the performance in reading of all pupils and pupils eligible for PP grant
Pupil Premium Strategy Statement – 2018-19
|Academic Year||2018-19||Total PP budget||£69,480||Date of most recent PP Review||July 2018|
|Total number of pupils||315||Number of pupils eligible for PP||60||Date for next internal review of this strategy||July 2019|
|Attainment 2017-18 – end of KS2|
|School – PP (12 pupils)||School – non-PP (33 pupils)||2017 National – all pupils|
|% achieving expected standard or above in reading, writing and maths||58%||70%|
|% achieving expected standard or above in reading||92%||80%||78%|
|% achieving expected standard or above in writing||83%||82%||76%|
|% achieving expected standard or above in maths||58%||70%||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. However, overall, pupils eligible for the premium do not do as well as other pupils. In the nationally reported tests in July 2018:
· the end of KS2 data suggested there was no significant gap between PP and non-PP pupils, except in mathematics. IN 2017, the cohort of 7 pupils performed well. Progress data were similar for both groups.
· at end of KS1 there was no difference with all groups attaining well, including the group of 11 eligible for PP. in 2017, there was a significant gap between the performance of the 9 PP pupils with only 3 reaching the expected standard in writing and maths and 4 reaching the standard in reading
· in the Y1 phonics test there was a significant difference between PP and all pupils; only 60% of the group of 10 PP achieved the standard compared with 84% of all pupils. In 2017, there was no difference between the groups
· at the end of EY, the attainment gap was not significant with 85%+ of PP and all pupils reaching GLD.
The current Y6 has only 5 pupils eligible for the premium.; all are boys and all are on the SEN register. Most face a challenge to reach ARE.
There is no simple way to improve outcomes for disadvantaged 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 needs 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 2018-19
|Pupils improve their motivation and attitude towards their learning.||
· Continue to develop a Growth Mindset culture across the school, improving PPs’ ambition, perseverance and resilience – see SIP
· ELSA supports targeted pupils on a weekly basis (or as need demands)
· School assemblies and the St Swithun’s Stars encourage growth mindset.
When interviewed, PP pupils understand the characteristics of GM and can point to features of their work and attitude when these have been demonstrated.
· ELSA time to focus on individual pupils
· Release of PY to monitor – 6*pm
|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
· Support from EMAS adviser on creating a classroom environment that supports language difficulties – see SIP
· 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
Weekly tracking sheets show pupils are learning more effectively
PP pupils have made ‘good’ progress.
· SENCo time for expert advice
· Speech and Language support (Springboard)
· EMAS adviser SLA
· Release time for termly pupil progress meetings
· TA time to implement interventions, including Y1 nurture group and Y6 Springboard group, reading catch-up programme.
· Maths intervention
|Improve attitudes of PP pupils to reading by increasing the range of banded reading books to choose from||
· Audit of books available in each band
· Band relevant library books to increase choice and challenge
· Purchase books as audit suggests
|CE||Pupils take books home to read and change their books at appropriate intervals||
· Release of CE to audit books and to monitor – 6*pm
· Increase stock
|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, do 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 – it is currently just below overall attendance due to a small number of individual pupils||
· 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||£200|
|Pupils eligible for the premium do no miss out on residential visits, educational visits, learning musical instruments or after-school clubs for financial reasons.||
· Letters make clear a subsidy may be offered
· Approach individual families as appropriate
Greater participation of PP pupils in after-school activities
No PP pupils miss trips and visits for financial reasons
· Admin Assistant time
· Subsidy (25% reduction)
|Pupils from service families (16 pupils) are well supported, particularly when their parent is away from home||
· Know when parents are overseas
· Regular lunchtime clubs
· Links with local schools support group and the Naval Federation
· Further support for individual pupils as and when necessary
|SH||Pupils from service families make good progress, access school support and local activities and events||· HLTA time||£2,000|
|TOTAL COST £69,480|
The 2017-18 Pupil Premium Strategy will be reviewed in July 2019.