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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Pupil Premium expenditure and outcomes 2016 -2017

 

What is the ‘Pupil Premium’?

The Pupil Premium was introduced in April 2011 and is a sum of money in the school’s budget.

 

The Government allocates a particular amount to each school based on the number of students who are known to be entitled to Free School Meals or have been in Local Authority care continuously for more than six months; this is because children in these categories have, nationally, consistently attained lower results in schools. The aim is that schools use the funding to help raise attainment and accelerate these pupils’ academic progress thereby diminishing the difference between their performance and that of their peers.

 

Funding for those pupils whose parents are currently serving in the armed forces has also been

introduced. This is known as the ‘Service Premium’.

 

Woolavington Village Primary School acknowledges the responsibility for ‘socially disadvantaged’

pupils and we are committed to meeting their pastoral, social and academic needs in order to

diminish the difference between vulnerable pupils and their peers. The Pupil Premium and Service

Premium are vital to that process, which is approached through the following principles:

 

  • ensuring that ‘Quality First’ teaching and learning opportunities meet the needs of all the

    pupils;

  • ensuring that appropriate provision is made for pupils who belong to vulnerable groups,

  • ensuring the needs of socially disadvantaged pupils are adequately assessed and

    addressed;

  • recognising that not all pupils who receive free school meals will be socially disadvantaged,

    or that not all pupils who are socially disadvantaged are registered or qualify for free school

    meals;

  • allocating the funding to support any pupil or groups of pupils the school has legitimately

    identified as being socially disadvantaged;

  • ensuring the progress of pupils is rigorously monitored and reviewed as part of the school’s

    assessment cycle by senior leaders, staff and governors;

  • linking performance management and whole school development targets to the

    achievement of these groups of pupils;

Limited funding and resources, and changing school priorities driven by identified areas of need mean that not all eligible children will be in receipt of Pupil Premium interventions at one time.

 

Overview of Provision for disadvantaged children 2016 -2017

Allocation 2016/2017

£1320 per FSM or LAC child

£300 per Services child

The school has £56,100 for this academic year for 42 pupils.

 

Identified barriers for our disadvantaged children

Our disadvantaged children face a variety of different barriers to learning. Academic interventions are key to quickly addressing issues of attainment and progress which is why the school has invested in Talkboost interventions. Tackling poor speaking and listening issues from an early age has been identified as a key area for attention for the school. Addressing confidence around speaking correctly and clearly and developing the skill of actively listening is considered vital to later progress in reading and writing. In addition to this bespoke intervention, small group and  1:1 teacher led sessions in reading comprehension, writing support and maths are organised to tackle historical gaps in learning so that children are able to catch up with their peers more quickly.

 

In addition to academic interventions, the school also recognises that enrichment activities and opportunities for our disadvantaged children are essential, in order to support their holistic development. Developing a love of learning and providing emotional support for this to happen is key. We have therefore provided opportunities to extend learning beyond the school day by providing homework clubs after school, a home school learning platform to allow children to continue to access learning support at home and this year an Easter school to ensure the momentum of learning for vulnerable Year 6 disadvantaged children continues over the extended Easter break.   

 

As well as academic barriers, social and emotional disadvantage is tackle through our Breakfast and After school club both of which are offered to disadvantaged children to promote well being and confidence within the school setting. Our Forest school offer is aimed at disadvantaged pupils who are socially vulnerable or lacking in confidence. The Pupil Premium funding has also meant that the school is able to make learning outside of school hours, eg. trips and educational visits more accessible to Pupil Premium children.

 

Attendance was identified as an issue for this school in the last Ofsted inspection so the school is also intending to use some of its Pupil premium funding to promote better attendance and punctuality for disadvantaged children for the remainder of this academic year and beyond. This includes subsidised breakfast club places and end of year incentives for regular attendance and punctuality.  

 

Expenditure 2016/2017

With the identified barriers to learning for our disadvantaged children in mind, this is a breakdown of how the pupil premium funding will be allocated this year  :

Initiative

Desired Outcome

Amount

Pupil Premium Lead Teacher

Progress of Pupil Premium Children is tracked rigorously by a dedicated member of staff to ensure the attainment gap between those pupils and non-pupil premium peers is diminishing

£4200

Additional Teaching Assistant hours and social and emotional support staff to provide interventions

Pupil Premium children make accelerated progress as a result of tailored interventions to plug learning gaps in their knowledge including in 1:1 and group support; English, Maths and Social and Emotional daily reading, phonics and most importantly TALK Boost interventions

£30,798

Group and 1:1 Intervention teacher support for identified Children

Teaching Assistants release  teachers so that they can access children directly and manage bespoke interventions for Identified Pupil Premium children  to address learning gaps.

£12, 500

Additional Forest Schools

Additional sessions for Pupil Premium children to support their social and emotional mental health, promote positive relationships, speaking and listening skills, teamwork, independence and responsibility.

£700

Swimming

Subsidising the cost of additional swimming lessons to provide a broad and balanced curriculum and encourage physical activity and health.

£500

Free access to milk for children in Reception, Breakfast and After School club and running an Easter school for Year 6.

Encourage high attendance, punctuality and extending the school day as well as ensuring children have a meal at three points throughout the day

£4500

School trips and visits

Subsidise the cost of additional enriching school trips, including residential, to provide a more broad and balanced curriculum for specific Pupil Premium children.

£1500

Specific Interventions, resources, books eg Talk Boost materials

To provide specific resources to meet individual or small group needs to promote accelerated learning.

£1400

Total

 

£56,100

 

The intended impact of this expenditure is to identify the children who are eligible for pupil premium whose attainment is below that of their peers, identify and address learning gaps in order to accelerate their rate of progress and reduce the difference in attainment. For some children, progress may not be academic but in their social and emotional wellbeing that enables them to be in a better place to access learning.

 

Intended Expenditure 2017/2018

(based on 55 PP children receiving £1320.00)

Initiative Desired Outcome Amount
Breakfast Club/After School Income Provide wrap around care for PP children to encourage high attendance and punctuality, ensuring children have a meal at three points throughout the day. £7,000.00
Breakfast Club/After School Salary including on cost. Provide wrap around care for PP children to encourage high attendance and punctuality, ensuring children have a meal at three points throughout the day. £7,000.00
Pupil Premium Lead Teacher Progress of Pupil Premium children is tracked rigorously by Pupil Premium Lead Teacher; PP Lead Teacher monitors budget and expenditure.  £4,083.00
Teaching Assistants salaries including on cost Teaching Assistants provide afternoon whole class support to enable class teachers to carry out specific one to one teaching of PP children to support gaps in learning and ensure good or accelerated rates of progress for PP children. Teaching Assistants carry out Impact Case studies providing intervention for PP children to help ensure every PP child makes a good level of progress. £42,497.00
Book Sacks (Book Fair Allowance) To ensure that PP children have access to good quality books at home and encourage a love of reading. £1,740.00

 

Classroom Resources

Each class to be given an allocated budget based on the number of PP children in their class to provide specific resources that will aid the teaching and learning for PP children. £700.00
Enrichment Pot To enable PP children to have financial support such as provision of milk in Reception (once they have turned 5 years old), uniform, percentage of support for school trips and swimming) £2,500.00
Professional Services - curriculum To provide Forest School and other services that enrich the curriculum for PP children. £1080.00
Professional Services - non curriculum To provide a PFSA (Parent and Family Support Advisor) to help PP Parents and children with accessing school and any behaviour support issues and to support children at school with one to one sessions and a group 'Toast Club'. £5000.00
Training/Course Fees Courses/Training is given for CPD to support PP progress in teaching and learning. £500.00
More Able Enrichment Pot  (Music, sports etc.) To enable More Able PP children to develop and extend their individual talents. £500.00
  TOTAL £72,600.00

 

Impact assessment for disadvantaged children 2015 – 2016

Data sources

We have considered:

  • Target Tracker internal data

  • FFT Aspire 2015 and 2016 data

  • Raise online 2015 data

  • KS2 SATs results 2016

  • KS1 Teacher Assessments in line with the interim assessment frameworks

Context

During the academic year 2016/2017 we had 47 Pupil Premium children. We did not have any Looked after children or any Services children. This represented 31% of our school population. Our heaviest concentration of Pupil Premium children were in our current Year 5 and Year 6 cohorts.

The Trend over 2 years

The outcomes for disadvantaged children at Woolavington are good and are continuing to improve. An analysis of internal gaps in Reading, Writing and Maths for each Year group this year 2015 -2016 shows an improving trend in narrowing the attainment and progress gap in each subject between Woolavington Pupil Premium children and their non pupil premium counterparts.

Internal School Pupil Premium/Non Pupil Premium gaps compared to National Pupil Premium/Non pupil Premium gaps in 2014 -2015 showed that in Year 3 in all subjects our school gaps were narrower than nationally, in Year 4 our Maths gap was narrower than national; in Year 5 our Maths gap was close to being in line to national gaps and in Year 6 our Reading and Writing gaps internally were much narrower than nationally.

We have not been able to compare national gaps with our school gaps in 2016 yet.

Headline Data 2015 – 2016

EYFS

In last year’s Reception class, 66% of our pupil premium children achieved a GDL compared to 70% of their non pupil premium counterparts. 75% of our FSM children achieved a GDL compared to 68% of our non free school meal pupils.

Year 1

In Year 1 100% of our cohort achieved the required standard in the Phonics Screen test including all 5 of the Pupil premium children in this cohort. The average phonics score for Pupil premium children was 37.8 out of 40 compared to the Non pupil premium average score of 38.8.

End of Key Stage 1

In the academic year 2015 2016, there were 7 pupil premium children in this cohort. Teacher assessment based on the interim assessment frameworks for Reading, Writing and Maths indicated the following:

Reading

% at/above expected

% below expected

Whole cohort

17/23       74%

6/23       26%

Pupil Premium children

4/7            58%

3/7          42%

Non Pupil Premium children

13/16       81% 

3/16        19%

Writing

 

 

Whole cohort

16/23       70%

7/23        30%

Pupil Premium children

3/7            42%

4/7          58%

Non Pupil Premium children

13/16       81%

3/16        19%

Maths

 

 

Whole cohort

17/23       74%

6/23        26%

Pupil Premium children

5/7            71%

2/7          29%

Non Pupil Premium children

12/16       75%

4/16        25%

 

The performance of pupil premium children in Reading and Writing compared to their Non pupil premium counterparts was weaker and this resulted in a number of changes for the academic year 2016 2017.

The school was chosen to administer the Key Stage 1 Maths test early (early April) and the Punctuation ad Grammar test was not administered. The Teacher assessments are therefore the only accurate measure of attainment and progress.

All teacher assessments were externally moderated.

End of Key Stage 2

In the academic year 2015 2016, there were 2 pupil premium children in this cohort until the last half term when we were joined by another Pupil Premium child. This child was teacher assessed but did not sit the Key Stage 2 tests at our school. Teacher assessment was based on the interim assessment frameworks for Reading, Writing and Maths indicated the following:

Reading

% at/above expected

% below expected

Whole cohort

16/16    100%

0%

Pupil Premium children

3/3         100%

0%

Non Pupil Premium children

13/16     100

0%

Writing

 

 

Whole cohort

16/16    100%

0%

Pupil Premium children

3/3         100%

0%

Non Pupil Premium children

13/13     100%

0%

Maths

 

 

Whole cohort

14/16     87%

2/16  13%

Pupil Premium children

1/3         33%

2/3    66%

Non Pupil Premium children

13/13    100%

13/13   100%

 

The End of Key Stage tests produced the following results for pupil premium and non pupil premium children.

Reading

% at/above expected

% below expected

Whole cohort

74%

26%

Pupil Premium children

50%

50%

Non Pupil Premium children

77%

23%

Writing

 

 

Whole cohort

100%

0%

Pupil Premium children

100%

0%

Non Pupil Premium children

100%

0%

GPS

 

 

Whole cohort

66%

33%

Pupil Premium children

0%

100%

Non Pupil Premium children

77%

23%

Maths

 

 

Whole cohort

74%

26%

Pupil Premium children

0%

100%

Non Pupil Premium children

100%

0%

 

FFT Aspire analysis showed a sharp improvement in Pupil Premium performance in terms of scaled scores in Reading and Maths. The Pupil Premium scaled score for our school was 99.0; a significant improvement on the preceding two years and in line with the National pupil premium scaled score of 100.2.

Gap analysis

Each year group’s teacher assessment has been analysed for both the academic year 2014/2015 and 2015/2016 and it is clear that internal attainment and progress gaps are mostly closing or substantively closed. Where this is not the case, interventions are already in place to try to fill learning gaps through Quality first teaching as well additional interventions

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