Pupil Premium

‘Pupil Premium’ funding, now called ‘disadvantage funding’, is allocated to schools from central government for the specific purpose of raising attainment amongst an identified group of children and closing the gap between them and their peers.

It is calculated based on the number of pupils who have registered for free school meals at any point in the last 6 years, children whose parents are serving in the armed forces and those who have left local authority care under adoption, special guardianship or residence orders.

As a school we can decide how our funding is spent in order to benefit our children. However, we will be held to account on how we have used this funding and the impact that it has had.

1. Summary information
School White Mere Community Primary School
Academic Year 2017-18 Total PP budget £22,860 Date of most recent PP Review July 2017
Total number of pupils 137 + 11 Nursery Number of pupils eligible for PP 19 (13%) Date for next PP Strategy Review July 2018

2. Current KS2 attainment
  All Pupils (WhiteMere) All Pupils (National) Pupils not eligible for PP (WhiteMere) Pupils eligible for PP (WhiteMere) Pupils not eligible for PP (national)
% / numbers achieving the expected standard or above in reading, writing
& maths
RWM = 83%
R=89%, W=83% M=89%
RWM = 61%
R=71%, W=76% M=75%
RWM = %
R=87%, W=82% M=87%
RWM = 100%
R=100%, W=100% M=100%
RWM =%

R=%, W=% M=%

Progress in reading 2.0 To follow To follow To follow To follow
Progress in writing 1.7 To follow To follow To follow To follow
Progress in maths 0.4 To follow To follow To follow To follow

3. Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A. A proportion of pupil premium children are on the SEN register and require additional support to address identified learning needs. There are a range of issues including speech and language, SPLD and physical issues.
B. A proportion of children have social and emotional wellbeing issues which impact on learning and outcomes – this is especially the case for some pupil premium children who are in long term foster care.
C. Most of our pupil premium pupils need additional support to address gaps in learning and ensure good progress.
External barriers (issues which also require action outside school, such as low attendance rates)
E. Some pupil premium children are affected by wider, significant family circumstances and relationships which impact on their development. Some of these families have engagement with social services or other agencies.
F. Some pupil premium pupils enter school with basic skills and experiences that are lower than those of their peers. They need early support with toileting, speech and vocabulary development, social skills, exposure to number, physical development and the wider world. This group of children tend to need continued support from school to continue the expansion of their horizons and provide exposure to teaching and other experiences which will support the development of basic skills such as reading , vocabulary development, spelling, writing, comprehension and number fluency as well as wider curriculum and cultural experiences to develop their understanding of the world they live in.
G. Some pupil premium children do not receive the same levels of support with reading or homework in the home environment as other children in school.

4. Outcomes (Desired outcomes and how they will be measured) Success criteria
A. Increase proportions of pupil premium reaching and exceeding expected standards and making positive progress
  • % achieving expected and higher levels is at least in line with national (others)
  • Progress is at least in line with national others
  • B. Children who have additional needs, who have gaps in learning or are at risk of falling behind or not making the progress expected of them will be supported through effective intervention to help them to catch up.
  • Pupils will be involved in high quality one to one or small group interventions which will focus on addressing gaps in learning.
  • Children will make rapid progress in acquiring basic skills and will be able to apply these in daily learning.
  • C. Children will show high levels of engagement with reading and will access an increasing amount of quality reading material in school and at home.
  • Children will choose to read both in and outside of school and will develop enjoyment and reading resilience.
  • Children with engage with adults in meaningful discussions about books.
  • Reading outcomes improve for pupil premium children.
  • D. Children are supported to develop strong basic skills including good number knowledge to support fluency, accurate use of speech and grammar, developing vocabulary and improving spelling.
  • Teaching timetables provide opportunities to teach basic skills
  • Pupil premium writing outcomes improve (attainment and progress)
  • Book scrutiny demonstrates use of a wider vocabulary across the curriculum
  • Children have rapid recall of number facts and are able to apply spelling patterns
  • E. Children are provided with experiences outside of their normal range which will promote understanding of the wider world and aspirational thinking.
  • The curriculum offers exciting opportunities to engage beyond a normal school day e.g. outdoor adventurous activities, cultural visits, arts, spiritual / SMSC visits
  • Pupil premium children have subsidized visits where needed to ensure equal access to all additional activities
  • Pupil premium children will have subsidized access to extra-curricular clubs.
  • F. Children with emotional and social needs are provided with access to appropriate support.
  • Children with emotional needs have rapid access to appropriate support e.g. additional adult or external services
  • G. Pupil premium children with significant social needs will have the opportunity to be supported in making meaningful relationships with peers.
  • Children will have access to a nurture group twice a week.
  • Children will have the chance to have meaningful talk time with an adult of their choice when needed.
  • Children will have subsidized access to wrap around care if this is seen as beneficial to this outcome.
  • 5. Planned expenditure
    Academic year 2017-18
    The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies
    A. Quality of teaching for all
    Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Cost
    Increase proportions of PP reaching and exceeding expected standards and making positive progress
  • Feedback / marking – continue to refine processes and ensure systems are embedded through staff training sessions
  • Our own evidence of the effectiveness of changes to the marking and feedback policy. EEF – Feedback study – high impact. Book scrutiny

    Staff / pupil discussions
    Staff meeting time
    Lesson observations

    SLT Termly £1,000
  • Use of focused pupil progress meetings to raise staff awareness of the progress of individual children and to identify key targets for the next term
  • High quality pupil progress meetings have enabled leaders to engage with staff members and identify the specific gaps in children’s learning and development. Targets
    Children’s books

    Assessment information

    SLT Termly £5,400
    Children will show high levels of engagement with reading and will access an increasing amount of quality reading materials in school and at home
  • Focus on developing reading in school Purchase of class texts
  • Development of library and reading scheme books
  • Reading engagement sessions / book challenges
  • Library links to be established
  • Reading tracking
  • DHT/Yr 2 teacher to access training to enhance the teaching of reading within school
  • In our experience, children who are engaged and successful readers are able to bring a wider vocabulary into their writing.
  • Evidence of PP children engaging with reading
  • Assessment information including reading book progression
  • Evidence of expanded vocabulary, both orally and in written work
  • Improved reading resilience
  • SLT Termly £2,000
    Children are supported to develop strong basic skills including good number knowledge to support fluency, accurate use of speech and grammar, developing vocabulary and improving spelling
  • Grammar training for staff (staff meetings)
  • Introduction of Family Learning sessions for parents both in EYFS and Yr1-6 subject areas
  • Spelling focus – use of effective approach in Yr 5/6 to be rolled out across school & related staff development
  • Timetabling to ensure focus on spelling
  • Monitoring of impact
  • In our experience, children who are able to access the more advanced elements of the curriculum are those who have a strong grounding in the basic skills and are able to draw upon these fluently. This can be a particular issue for PP children. Assessment info
    Lesson observations
    Monitoring
    Timetables
    SLT Termly £2,000
    Total budgeted cost £10,400
     
    B. Targeted support
    Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Cost
    Children who have additional needs will be supported by effective intervention Teacher delivery of some SEN interventions Providing least able children with focused, regular quality teaching Observations of sessions
    Monitoring of assessment information
    Feedback from staff
    B Titterton, SLT and SENDCo Half termly £3,500
    HLTA/Teaching assistants delivering high-quality one-to-one and small group support using structured intervention packages for which they have received training e.g. First Class
    @Number, Success @ Arithmetic, app-focussed use of iPads or bespoke programmes based around the needs of the individual child
    Our own experience and EEF research shows that TAs are most effective when delivering structured programmes Observations of sessions
    Monitoring of assessment information

    Feedback from staff

    SLT & SENDCo Termly at pupil progress meetings £6,500
    Total budgeted cost £10,000
     
    C. Other approaches
    Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Cost
    Children are provided with experiences outside of their normal range which will promote understanding of the wider world and aspirational thinking. Performance in musicals
    Theatre visits

    Supported access to trips, residential visits

    Supported access to clubs

    Supported access to instrument-based music lessons

    EEF – arts participation – positive engagement
    EEF – aspiration

    Our own experience of visits providing children with the chance to broaden their view of themselves and the world around them.

    Lesson observations
    Pupil interviews
    Use of language
    SLT Termly £1,000
    Children with emotional and social needs are provided with access to appropriate support Specified adult to be able to provide rapid intervention where most vulnerable PP children need emotional support, including establishing and delivering a nurture group. Advice of counselling services and educational psychology Regular meetings with counselling services
    Observations from staff Presentation of children
    HT / AHT / TA Every six weeks £1,000
    Total budgeted cost £1,500

    For the academic year 2016/17 we received £24,660 in Pupil Premium funding. 

    As we evaluated our 2015/16 work and how our pupil premium allocation was used to support targeted pupils we continued to develop our work.  This years’ funding enabled us to continue to deliver a range of interventions:

    • In Nursery and Reception, children benefited from a range of early intervention strategies. These consisted of regular, small group sessions that were delivered by Teaching Assistants or Teachers and were planned to meet the specific needs of the children. They included early reading, writing and maths groups as well as speaking and listening and social skills.
    • In Key Stage 1, there were a variety of interventions which we implemented including focussed reading sessions (in 1:1, paired or small group) and First Class at Number.
    • In Key Stage 2, a wide range of interventions were implemented including focussed reading sessions (in 1:1, paired or small group), Group Writing Intervention, Success @ Arithmetic and booster sessions for the children in Year 6.

    We therefore allocated our funding to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

    • Mrs Henderson (Teaching Assistant) supported children requiring emotional support on a 1:1 basis and supported teaching staff and pupils within our Reception class.
    • Within KS1, Mrs Cutter (Teaching Assistant) delivered First Class at Number to small groups 3 times a week.
    • Within KS2, Mrs Parry (HLTA) delivered Success @ Arithmetic to small groups 2 times a week.
    • Within Year 5 and 6, Mrs Titterton (Year 6 teacher) delivered targeted booster sessions to small groups 2 mornings a week.
    • Resources to meet specific needs, highlighted through our approach to intervention, were purchased. 

    The impact of this funding on pupil attainment

    Key Stage 2 2016 – 2017 Data School Average National Average
    Reading 89% 71%
    Writing 83% 76%
    Mathematics 89% 75%
    Reading, Writing and Mathematics combined 89% 61%
    Key Stage 2, 2016 to 2017 Progress Data School Progress
    Reading 2.0
    Writing 1.7
    Mathematics 0.4

    The achievement shows that the school is narrowing the gap at a quicker and at a more effective rate than nationally in the areas of Reading, Writing and Mathematics at the end of Key Stage 1.

    Phonics Screening Check – Year 1, 2017 School National
    Percentage Attaining Expected Levels 90% TBC

    Our school’s results show notable improvement when compared to the 2016 outcomes – the figures can be directly compared in the ‘School Performance’ tab on the website.  Our focussed use of interventions, as outlined and explained here, has played a significant role in this improvement.

    We have also identified the following key principles that will continue to be focused upon. We believe these will further maximise the impact of our pupil premium spending going forward.

    Culture – we will provide a culture where:

    • staff believe in ALL children
    • there are “no excuses” made for underperformance
    • staff adopt a “solution-focused” approach to overcoming barriers
    • staff support children to develop “growth” mind-sets towards learning

    Analysing Data – we will ensure that:

    • all staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school
    • we fully analyse the impact of the interventions used in school
    • we use research and advice from other local primary schools to support us in determining the strategies that will be most effective

    Identification of Pupils – we will ensure that:

    • allteaching staff and support staff are involved in analysis of data and identification of pupils
    • allstaff are aware of who pupil premium and vulnerable children are
    • allpupil premium children benefit from the funding, not just those who are underperforming
    • underachievement at all levels is targeted (not just lower attaining pupils)
    • children’s individual needs are considered carefully, so that we provide support for those children who could be doing “even better if…..”

    Improving Day to Day Teaching and Learning – we will continue to ensure that all children across the school receive good teaching, with increasing percentages of good and outstanding teaching achieved by using our leadership team to:

    • set high expectations
    • address any within-school variance
    • ensure consistent implementation of the non-negotiables, e.g. marking and guided reading
    • share good practice within the school and draw on external expertise
    • provide high quality CPD and coaching
    • improve assessment through joint levelling and moderation
    • support children in taking more responsibility for their own learning and helping them to plan, monitor and evaluate their learning so that they have a better understanding of their next

     Increasing learning time – we will maximise the time children have to “catch up and keep up” through:

    • improving attendance and punctuality
    • providing earlier intervention (KS1 and EYFS)
    • providing extended learning and development opportunities out of school hours (e.g. early mornings and after school)

     Meeting needs – we will ensure that the additional support we provide is effective by:

    • looking at the individual needs of each child and identifying their barriers to learning
    • ensuring additional support staff and class teachers communicate regularly
    • using team leaders in partnership with the SENDCo to set and monitor high quality interventions across their phases
    • matching the skills of the support staff to the interventions they provide
    • working with other agencies to bring in additional expertise
    • tailoring interventions to the needs of the child

    For the academic year 2015/16 we received £26,400 in Pupil Premium funding.

    We are continuing to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

    • Nichola Parry, HLTA
    • Diane Cutter, Level 3 Teaching Assistant

    Intervention continues to be  delivered through small group work and one-to-one tuition.  The focus is to ensure that:

    • expected levels of progress is made during the year in terms of level and average point score in writing;
    • expected levels of progress is made during the year in terms of level and average point score in maths;
    • children are on track to make expected, or better, progress by the end of Key Stage 2.

    For the academic year 2014/15 we received £33,432 in Pupil Premium funding.

    We continued to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

    • Nichola Parry, HLTA
    • Diane Cutter, Level 3 Teaching Assistant

    Intervention was delivered through small group work and one-to-one tuition.  Again, the focus was to ensure that:

    • expected levels of progress was made during the year in terms of level and average point score in writing;
    • expected levels of progress was made during the year in terms of level and average point score in maths;
    • children are on track to make expected, or better, progress by the end of Key Stage 2.

    For the academic year 2013/14 we received £20,013 in Pupil Premium funding.

    We allocated our funding to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

    • Nichola Parry, HLTA
    • Diane Cutter, Level 3 Teaching Assistant

    Intervention was delivered through small group work and one-to-one tuition.  The focus was to ensure that:

    • expected levels of progress was made during the year in terms of level and average point score in writing;
    • expected levels of progress was made during the year in terms of level and average point score in maths;
    • children are on track to make expected, or better, progress by the end of Key Stage 2.

    To measure the impact on pupil attainment, APS and sub-level progress was measured at the end of each term in reading, writing and maths.

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