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.

For the academic year 2018/19 we received £22,860 in Pupil Premium funding. 

1. Summary information
School White Mere Community Primary School
Academic Year 2018-19 Total PP budget £22,860 Date of most recent PP Review September 2018
Total number of pupils 143 + 12 Nursery Number of pupils eligible for PP 23 (15%) Date for next PP Strategy Review July 2019

 

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 = 71%
R=71%, W=86% M=86%
RWM = 64%
R=75%, W=76% M=78%
RWM = %
R=%, W=% M=%
RWM = 100%
R=100%, W=100% M=100%
RWM =%

R=%, W=% M=%

Progress in reading 2.5 To follow To follow 11.3 To follow
Progress in writing 1.9 To follow To follow 4.4 To follow
Progress in maths 4.3 To follow To follow 9.7 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.
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 subsidised visits where needed to ensure equal access to all additional activities
  • Pupil premium children will have subsidised 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 2018-19
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
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