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Pupil Premium

Pupil Premium Statement

Pupil Premium Strategy Document

Pupil Premium Funding March 2016- March 2017

 

For a full breakdown of the Pupil Premium Funding for 2016-2017 please open the document above.

 

 

 

 

Pupil Premium Funding 2015/16


Currently we have 99 pupils attending our school entitled to the Pupil Premium allocation (36.7%). This figure has increased since 2014/15. This accounts for £136,860 of our school budget. We will continue to support these pupils by directing this funding to specific resources and learning activities. Our aim is to ensure that PP funded achievement is in-line with that of other pupils in our school. We also have 6 pupils eligible for Service Child Premium.

At the end of every academic year our governors review PP spending and evaluate the effectiveness of this spending. Our HT; School Business Manager; Headteacher; Governors and Pastoral Leader are responsible for this review. We have a track record of improving outcomes by using Pupil Premium effectively. Within the past school year we have also had our LA Achievement Partner review provision for PP funded pupils.

Our previous funding has been utilised in various ways such as: employing additional teachers to improve teacher / pupil ratio for those pupils who require additional support; additional IT equipment and software; school trip financial support; additional teacher time for SEND support across school; booster classes (HLTA support); additional small group support across both key stages as well as additional teaching assistant time across Early Years. This provision has proved effective in the past - however we strive to refine our PP provision and for our 2015/16 allocation we have funded the following:

Family Support Officer (£7800)

We employ a FSO (Shelly Carr) for a day every week to support PP pupils and their families. Our FSO’s tasks include attendance and punctuality support; transition to KS3 support and assisting families experiencing difficulties or requiring assistance in supporting their children at school. Her aim is to maximise the time spent in school by PP pupils and work with families to alleviate any difficulties they may be experiencing. She works closely with school staff and other external agencies in supporting these children.

Impact of PP Funding

Evidence suggests that our FSO work increases learner engagement but also parental and carer engagement in the learning of pupils. Attendance has also been a key indicator of the work of the FSO as PP funded pupils attend less than other pupils. However we have evidence to suggest that this gap has closed since 2013. For the last three years the attendance gap between PP funded pupils and other pupils in school has closed and overall we have seen the attendance of PP funded pupils increase by almost 3%. Currently PP funded pupils attendance is at 94% - this is currently 1% above the 2014/15 total for the year. The FSO has continually targeted those with attendance concerns. For example: pupils below 92% attendance were monitored immediately in the 2015 autumn term by our Family Support Officer. By the end of the November monitoring period only 3 families from the 22 pupils being monitored had not achieved their target. Also 33% of the target group achieved 100% during the monitoring period. These families will continue to be support and challenged through our FSO so that over the school year their attendance is closer to the national average. This intervention occurs in other ways also. For example; through the intervention of the FSO the numbers attending our most recent Parent Consultation Evening increased from 90% attendance during the first round of appointments to eventually 94.2% attendance. The FSO has also worked with around 5% of our families on a regular basis during autumn - we can also observe that the readiness to learn for these pupils concerned had increased. We have a range of evidence to demonstrate that the improved engagement of this group through: attendance; punctuality; welfare and support arrangements for individuals. 

Nursery Nurse - 0.5fte (£11,295)

We have employed additional time to support pupils within our expanded Nursery cohorts. We have increased numbers within our Nursery during 2014 and also offered ‘rising 3’ provision for the first time whilst at the same time targeting groups of pupils.

Impact of PP Funding

The numbers at age related expectation increased by 5% during this period with good progress scores also in evidence in Nursery.

Pastoral Leader & Non-Teaching Deputy-Headteacher / SENCO (£49,402)

We employ a full-time Pastoral Leader (Sharon Selkirk) to monitor the academic, social, emotional and behavioural approach of PP pupils. The PL works very closely with the Deputy Headteacher in the design and delivery of intervention programs. She is part of our Achievement Team and is responsible for monitoring the progress of these pupils and works towards closing any achievement gaps. She works within class in support of PP pupils and also undertakes small group work. She liaises with parents, school staff and outside agencies in order that provision for PP pupils is effective.

We will employ our substantive DHT (Wendy Leeming) to organise, coordinate, deliver and monitor learning activities for PP pupils at a whole school level. Much of this work involves coordinating our highly effective SEND system and linking this to assessment, tracking and target setting for PP pupils alongside the Headteacher. As part of the Achievement Team she is ultimately responsible for the progress of PP pupils and the closing of achievement gaps. Much of this work involves utilising her professional expertise alongside school staff and improving provision through her leadership role. We have used funding to replace the DHT in the classroom with a recently appointed KS1 practitioner - her phase leadership duties are also undertaken by an experienced teacher at KS1. She contributes also to the emotional and behavioural development of these pupils as part of our THRIVE team and this involves liaison also with key staff members, parents and outside agencies. She particularly leads on aspects of pastoral tracking and safeguarding for PP pupils also.

Impact of PP Funding

It is clear that in a wide range of subjects, the progress of those eligible for PP funding currently on roll is close to or is improving towards that of 'other' pupils with the same starting points. We know this is the case because current percentages of disadvantaged pupils at age related expectation significantly increases over time in all our year groups towards that of other pupils and our tracking of achievement data currently indicates 'within school' gaps are closing in reading, writing and maths.

HLTA Support (£6500) 

PP funds the deployment of two HLTAs (Anne Watkins – lower school; Tracey Hibberd – upper school) to work alongside teaching staff. They deliver learning activities planned by teachers in support of PP pupils. This involves a variety of learning contexts – in class support or group work for example. This work is targeted towards specific pupils and their aim is to close achievement gaps and accelerate progress scores of PP pupils. They are deployed by our Deputy Headteacher and Assistant Headteacher who monitor this provision.

Impact of PP Funding

Current evidence suggests that the lower school HLTA is effective in her support of pupils progressing towards achieving the statutory phonics screen. The numbers on track to achieve the phonic screen are similar for both PP funded pupils and other pupils. Currently we expect this to be 10% above the national PP funded figure for the end of 2016. Similarly, we have evidence to suggest that our year 6 pupils supported by our upper school HLTA have increased the numbers of pupils achieving age related expectation in writing since the start of the autumn term – this is now at 85%. The gap between PP funded and other pupils continues to decrease over time and we have evidence to indicate that this gap has closed in reading, writing and maths since the beginning of autumn term also in year 6.

School Trip Support (£3000)

We believe in pupils getting involved in all aspects of school life. This includes after school activities as well as other curriculum trips and visits that lend great value to the children's learning experience. Whilst we do generally ask parents or carers for a voluntary contribution towards the cost of school trips there is no obligation to make a contribution and our aim is that no child will ever be excluded from a visit or activity. In order that PP pupils successfully undertake such learning activities we subsidise the cost of these learning experiences by utilising PP funding. This includes school clubs, day trips, visitors and residential experiences. These experiences are extensive and can be tracked daily on our website.

Impact of PP Funding

The school has offered various residential experiences and numerous off site visits during this period. This has included residential trips to Broomley Grange; Belgium and Robin Wood. Funding has been transferred to subsidise shortfalls in voluntary contribution as well subsiding the cost of visits for PP funded pupils.  Pupils tell us that this is an important part of their experience at our school and they enjoy learning off site.

Forest School Teacher 0.5 FTE(£23,288)

We have previously  funded half a week of Forest School provision for PP pupils across the school on a weekly basis by extending the role of our Forest School practitioner (Richard Roberts). This work now takes place a day each week in total and supplements our enrichment program in terms of curriculum provision but also gives PP pupils excellent opportunities to develop their emotional well-being through outdoor adventure. We believe that the development of ‘self’ has an enormous impact in supporting pupils’ academic work and we see this as a very important part of our ‘new’ curriculum in the areas of geography and science in particular.

Impact of PP Funding

All PP pupils have undertaken Forest School activities in our school and this is now an integral part of our curriculum. Observations of the learning undertaken demonstrate that pupils have highly positive outcomes in terms of their emotional development with increased opportunities for personal growth; social skills as well as experiential learning on aspects of science in particular.
 
Outdoor Classroom (£11,680)

For the longer term enrichment opportunities for PP funded pupils we have constructed an outdoor classroom that includes a tipi and camp area. This will supplement the Forest School opportunities but within the school grounds. The pupils in our school indicated in surveys that they enjoyed this type of learning experience and that more opportunities were desirable.

Impact of PP Funding

The classroom is not yet fully operational – impact will be outlined at the end of spring.

Booster Class Provision (£5500)

Towards the end of KS2 we employ extra teachers, TAs and HLTAs to support the work of our year 6 PP pupils. Their aim is to target particular achievement gaps and to accelerate performance as they prepare for transition to KS3. Our Assistant Headteacher (Karen Sample) is responsible for the design, delivery and monitoring of this program. This can involve in class support; small group work; after school activity or work before school as well as homework activity and access to IT programs.

Impact of PP Funding

We have clear evidence from our most recent end of KS2 cohort that the pupils eligible for pupil premium funding are closing the ‘within school’ gap and the gap between these pupils and ‘other’ pupils nationally. In all significant groups of pupils of those eligible for Pupil Premium funding it can be observed that the gap is reduced in reading, writing and maths for expected progress and more than expected progress (expect for the writing more than expected gap).

IT Equipment (£5000)

PP pupils utilise daily catch-up programs such as NESSY, Mathletics, RM Maths and Maths Whizz so that their learning is enhanced. For this reason both software and hardware budgets are partly funded by PP monies. These sessions sometimes take place outside normal classroom sessions. In order that these sessions are effective we have invested in a program of PC renewal as well as iPads for PP pupils.

Impact of PP Funding

We have groups of PP pupils working on catch-up programs. Outcomes indicate that this impacts upon the progress of the PP funded pupils overtime with increasing numbers at age related expectation as pupils move through the school. The programs also indicate success: Nessy scores for autumn term indicate very good progress in terms of both single word spelling assessments and single word reading assessments. We have evidence that reading ages and spelling ages are closer to chronological ages of the PP funded pupils.

Additional TA Support (£12,595)

We have utilised teaching assistants to support pupils across the school - this has included targeted small group intervention as well as in class support. Basic skills have been the focus of these interventions.

Impact of PP Funding

We have implemented phase action plans with targeted PP funded pupils since autumn term 2015 to reverse the gap between these pupils and other pupils. In Nursery we have the progress of PP funded pupils in line with other pupils. In Reception we also have 75% of PP funded pupils predicted to achieve a good level of development –this is likely to be higher than other pupils as well as the national picture at this stage. At KS1 we know that 77% of PP funded pupils on track to achieve the phonic screen in year 1 and 100% in year 2. Across KS2 the percentages of PP funded pupils at age related expectation in reading, writing and maths is 85%; 87% and 86% respectively in reading, writing and maths with the gap less than 10% at this stage with other pupils .

Reading Schemes (£800)

We have purchased graded phonic reading books aimed at PP boys in particular. These books supplement the other scheme books we utilise at KS1 currently.

Impact of PP Funding

77% of PP funded pupils are currently on track to achieve the end year 1 phonic screen. This is likely to be above the national average as are the numbers of boys achieving the phonic screen. Currently the gap between boys and girls is predicted to be less than 2%.

 

Pupil Premium 2014/15

 

During 2014/15 we had 86 pupils (32%) of pupils attending our school entitled to the Pupil Premium allocation. This was 5% above the national average and accounted for £117,300 of our school budget. We continued to support these pupils by directing this funding to specific resources and learning activities. Our aim was to accelerate achievement of these pupils. We also had 8 pupils eligible for Service Child Premium. The school received an additional £2400 for the provision of these pupils.

Our previous funding had been utilised in various ways such as: employing additional teachers to improve teacher / pupil ratio for those pupils who require additional support; additional IT Equipment and software; school trip financial support; additional teacher time for SEN support across school; booster classes (HLTA support); additional small group support across both key stages; additional teaching assistant time across Early Years. This provision had proved effective in the past - however we attempted to refine our PP provision and for our 2014/15 allocation:

Family Support Officer (£7800)

We employed a FSO (Shelly Carr) for a day every week to support PP pupils and their families. Our FSO’s tasks included attendance and punctuality support; transition to KS3 support and assisting families experiencing difficulties or requiring assistance in supporting their children at school. Her aim was to maximise the time spent in school by PP pupils and work with families to alleviate any difficulties they may have been experiencing. She worked closely with school staff and other external agencies in supporting these children.

Pastoral Leader & Non-Teaching Deputy-Headteacher / SENCO (£74043)

We employed a full-time Pastoral Leader (Sharon Selkirk) to monitor the academic, social, emotional and behavioural approach of PP pupils. The PL worked very closely with the Deputy Headteacher in the design and delivery of intervention programs. She is part of our Achievement Team and is responsible for monitoring the progress of these pupils and works towards closing any achievement gaps. She worked within class in support of PP pupils and also undertook small group work. She liaised with parents, school staff and outside agencies in order that provision for PP pupils was effective.

We employed our substantive DHT (Wendy Leeming) to organise, coordinate, deliver and monitor learning activities for PP pupils at a whole school level. Much of this work involved coordinating our highly effective SEND system and linking this to assessment, tracking and target setting for PP pupils alongside the Headteacher. As part of the Achievement Team she was ultimately responsible for the progress of PP pupils and the closing of achievement gaps. Much of this work involved utilising professional expertise alongside school staff and improving provision through her leadership role. We have used funding to replace the DHT in the classroom with a newly appointed KS1 practitioner - her phase leadership duties were also undertaken by an experienced teacher at KS1. She contributed also to the emotional and behavioural development of these pupils as part of our THRIVE team and this involved liaison also with key staff members, parents and outside agencies. She also led on aspects of pastoral tracking and safeguarding for PP pupils also.

HLTA Support (£6500) 

We funded the deployment of two HLTAs (Anne Watkins – lower school; Tracey Hibberd – upper school) to work alongside teaching staff. They delivered learning activities planned by teachers in support of PP pupils. This involved a variety of learning contexts – in class support or group work for example. This work was targeted towards specific pupils and their aim was to close achievement gaps and accelerate progress scores of PP pupils. They were deployed by our Deputy Headteacher and Assistant Headteacher who monitor this provision.

School Trip Support (£10,000)

We believe in pupils getting involved in all aspects of school life. This included after school activities as well as other curriculum trips and visits that lend great value to the children's learning experience. Whilst we did generally ask parents or carers for a voluntary contribution towards the cost of school trips there was no obligation to make a contribution and our aim was that no child would ever be excluded from a visit or activity. In order that PP pupils successfully undertook such learning activities we subsidised the cost of these learning experiences by utilising PP funding. This included day trips, visitors and residential experiences. These experiences are extensive and can be tracked daily on our website.

Forest School (£7000)

We funded half a week of Forest School provision for PP pupils across the school on a weekly basis by extending the role of our Forest School practitioner (Richard Roberts). This work supplemented our enrichment program in terms of curriculum provision but also gave PP pupils excellent opportunities to develop their emotional well-being through outdoor adventure. We believe that the development of ‘self’ has an enormous impact in supporting pupils’ academic work and we see this as a very important part of our ‘new’ curriculum in the areas of geography and science in particular.

Booster Class Provision (£4170)

Towards the end of KS2 we employed extra teachers, TAs and HLTAs to support the work of our year 6 PP pupils. Their aim was to target particular achievement gaps and to accelerate performance as they prepared for transition to KS3. Our Assistant Headteacher (Karen Sample) was responsible for the design, delivery and monitoring of this program. This involved in class support; small group work; after school activity or work before school as well as homework activity and access to IT programs.

IT Equipment (£7787)

Our IT Coordinator worked alongside the Pastoral Leader to ensure that PP funded pupils utilised the IT suite effectively to support their learning. PP pupils utilise daily catch-up programs such as NESSY, Mathletics, RM Maths and Maths Whizz so that their learning was enhanced. For this reason both software and hardware budgets were partly funded by PP monies. These sessions sometimes took place outside normal classroom sessions. In order that these sessions were effective we have invested in a program of PC renewal as well as iPads for PP pupils.

Evaluation of Pupil Premium Spending

At the end of the academic year our governors reviewed PP spending and evaluated the effectiveness of spending. Our HT; School Business Manager; Headteacher; Governors and Pastoral Leader were responsible for this review. We have a track record of improving outcomes by using Pupil Premium effectively.

The table below compares our PP pupils to the 2014 national data set. This cohort contained 10 pupils eligible for PP funding.

(Note brackets denote national averages)
 

LEVEL % OVERALL
RWM
% READ % WRITE % MATHS % SPAG
PUPIL PREMIUM L4+
(10 PUPILS)
70(67) 80 (82) 70(76) 80 (78) 60 (66)
PP L5+ 10 (12) 30 (35) 20 (20) 10 (28) 40 (39)
PROG
POINTS/VALUE ADDED
13
99.4
13
99.4
13.04
99.4
12.5
99.4
NA
PP APS 27
(27)
27.6(27.5) 26.4 (26.2) 27.2 (27) 27(26.9)
PP 2 LEVEL PROGRESS % - 80 90 90 NA
PP 3 LEVEL PROGRESS % - 20 30 10 NA
 
This confirmed the view of Ofsted Inspectors in November 2012 when they indicated that we used PP funding very well and stated the following:

“The current progress of disabled pupils and those with special educational needs and those supported by pupil premium is excellent and greater than other pupils at the school and better than similar pupils nationally. Action taken recently to restructure the teaching arrangements and provide those pupils with better quality teaching and effective support by teaching assistants is helping them to succeed”.
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