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Pupil Premium

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between pupils eligible for free school meals (FSM) and their peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years. Schools also receive funding for pupils who have been looked after and pupils of service personnel. In addition, the funding now supports those children who have special guardianship orders, but have previously been in the care of the LA. The Pupil Premium is used strategically to ensure maximum impact on attainment. As a school we will work hard to support disadvantaged pupils. We will regularly review our actions and their impact, and add or remove initiatives to ensure continued success, raised aspirations and to limit social exclusion.  

Principles

  • We are committed to ‘narrowing the gap’ between all pupils and any specific cohort or group of pupils.
  • We will ensure teaching and learning opportunities meet the needs of our pupils.
  • We will ensure that appropriate provision is made for pupils who belong to vulnerable groups; this ensures that the needs of pupils are adequately assessed and addressed.
  • We reserve the right to allocate the Pupil Premium to support any pupil or group of pupils we have legitimately identified as being disadvantaged.
  • Funds will be allocated following an analysis which will identify priority groups or individuals.
  • Not all eligible pupils will be in receipt of Pupil Premium interventions at one time.

Pupil Premium Funding 2016/2017:

For the 2016/2017 Academic Year, we received £232,620 based on 178 pupils (31% of school roll) and £12,651 for 6 CLA (Children Looked After).  In addition, we also received Early Years Pupil Premium funding (£2,848.22), for children aged 3 and 4 years old.

Impact Statement 2016-2017

Characteristics of our Pupil Premium children roll 2016-2017:

EYFS: 22 pupils (19%); KS1: 43 pupils (25%); KS2: 116 pupils (42%)

 

Boys

girls

PP

SEN

EAL

Non WBRI

Attendance average

 

FS1

4

4

8

4

0

1

86.1%

 

FS2

4

10

14

4

3

3

93.9%

 

1

8

15

23

9

0

4

92.1%

 

2

13

7

20

7

1

1

91.3%

 

3

16

14

30

12

3

4

95%

 

4

19

14

33

15

4

8

91.4%

 

5

13

12

25

7

3

3

91.3%

 

6

12

15

27

7

4

4

91.8%

 

 

Vulnerability factors

  • 33 (18%) have received or are receiving children centre support;

26 children have an EHA

5 children in need

10 children are on child protection plans

6 children are looked after

3 children are part of a Special Guardianship order

16 are a cause for concern including those who are recently placed in the ‘women’s refuge’.

 

 

The Pupil Premium was allocated as follows:

Item/Project

  Pupil Premium Expenditure 2016-2017

Intervention

Barriers and  reason for approach

Allocated Pupil Premium

Teacher Interventions

TA Interventions

Small group sessions or 1:1 with a Teacher and/or Teaching Assistant.

From 2015/2016 results:

51% PP children are working below ARE in Reading

7% are working at greater depth in reading

59% PP children are working below ARE in writing.

6% are working at greater depth in writing

56% PP children are working below ARE in mathematics

3% are working at greater depth in mathematics

£69,462

Reading Recovery

Wave 3 reading intervention Fischer Family Trust

A highly effective short term intervention of 1:1 tutoring and supporting resources (PM benchmarking)

21 children, who are working below ARE in reading, were identified to work with reading recovery teacher

£32,791

 

Nurture Provision

A short term, inclusive, structured and focused intervention, based on the principles of Theraplay to support social and emotional wellbeing with the aim of enabling children to be able to fully function in their classroom.  A Boxall is completed before during and after involvement in provision. 8 children between Yr1 and Yr 3 identified.

£44, 331

Learning Mentor

To provide support and guidance to help pupils who are experiencing difficulties/barriers with their learning due to social, emotional or behavioural problems. Referrals are completed by any staff who also complete NFER emotional literacy assessment. 38 PP children identified for support.

£26,695

 

Designated Safeguarding Lead

To represent pupil’s voice, to support and protect pupil’s rights.  

30 (31%) PP children are known to Social Care at level 3 or higher or who are experiencing family situations that are impacting on their learning.

£18,518

 

EAL

Intervention and support for pupils learning English as an additional language where their application of English is impacting on their learning.

12 PP children  identified for support

£7,044

 

Attendance Officer

To work alongside key staff in school to promote excellent attendance, reduce levels of absence and work with pupils and families to promote high levels of attendance.

Overall attendance of PP children is 86.37% compared to 90.24%.

£2,960

 

School Holiday Camp

To provide care, stimulation and socialisation opportunities for pupil premium children in school holidays. It is hoped that the opportunity to form friendships and create a sense of belonging will enhance children’s self-esteem and confidence and remove potential barriers to learning.

£1,279

Transport

To ensure that pupil premium children travel to and from school safely and arrive in school on time.   Persistent absence is 40.22% compared to PP persistent absence which is 47.87%

£10,731

Resources and Equipment 

To ensure that pupils have the necessary resources to support their learning at home. In addition, it is hoped that parents, will get involved and be interested in their child’s learning.  (e.g. letterbox subscription) and break the cycle of intergenerational deprivation.it is also hoped to be aspirational and raise expectations.

£8,987

School Trips

To enable pupil premium children to get involved in residential and planned trips that will enhance their learning and allow them to have full participation in the follow up activities in the classroom.

£6,377

Breakfast and Teatime Club

To provide child care services before and after school. PP children will be identified, particularly those that are persistently late or have a high absence rate so that they are in school and ready to learn. In addition, PP children will be identified who would benefit from having a substantial breakfast prior to learning.

£3445 (fees)

Total = 232,620

 

Impact on educational attainment of vulnerable pupils for whom we receive Pupil Premium funding

Tables showing the Pupil Premium Data compared with the Non Pupil Premium Data for Year 1 Phonics Screening and Year 2 Phonic Retakes 2016/ 2017

Year 1 Phonics Screening Data

 

Cohort

Number achieving expected standard

% School

% National 2016

All Pupils

86

66

76.7%

81%

Pupil Premium

22 (25.5%)*

12

54%

70%

*10 (12%) of the children that are disadvantaged are also SEND

 

Year 2 Phonics Screening Re-takes

 

Cohort

Number achieving expected standard

% School

% National 2016

All Pupils

15*

13

86.6%

91%

Pupil Premium

5 (33.3%)

4

80%

86%

*4 (26.6%) children are SEN and PP.

  • In Phonics at the end of Year 1, 54% of pupils eligible for Pupil Premium met the expected standard, compared to the National figure of 70%.
  • In the Year 2 phonic retakes, 80% of pupils eligible for Pupil Premium met the expected standard, compared to National figure of 86%.

 KS1 Results

A table showing the Pupil Premium Data compared with the Non Pupil Premium Data for Reading, Writing and Maths at the end of KS1 2017

READING

Below

Working below

Working At

WGD

WA+

All (81)

5 /6%

14 /17%

37 /46%

24 /30%

61 /76%

PP – Yes (18)

2 /11%

2 /11%

11 /61%

3 /17%

14 /78%

PP – No (63)

3 /5%

12/19%

26 /41%

21 /33%

47 / 74%

National PP

 

 

 

28%

79%

WRITING

Below

Working below

Working At

WGD

WA+

All (81)

5 /6%

23 /28%

35 /43%

17 /21%

52 /64%

PP – Yes (18)

2 /11%

7 /39%

6 /33%

2 /11%

8 /44%

PP – No (63)

3 /5%

16 /25%

29 /46%

15 /24%

44 /70%

National PP

 

 

72%

18%

 

MATHS

Below

Working below

Working At

WGD

WA+

All (81)

4 /5%

11 /14%

44 /54%

22 /27%

66 /81%

PP – Yes (18)

2 /11%

2 /11%

11 /61%

3 /17%

14 /78%

PP – No (63)

2 /3%

9 /14%

33 /52%

19 /30%

52 /82%

National PP

 

 

 

34%

79%

  • At KS1, 61% of pupils eligible for Pupil Premium met the expected standard in Reading, compared to 41% of the schools’ non Pupil Premium children.
  • At KS1, 78% of pupils eligible for Pupil Premium met the expected standard and above in Reading, compared to 74% of the schools’ non Pupil Premium children.
  • At KS1, 33% of pupils eligible for Pupil Premium met the expected standard in Writing, compared to 46% of the schools’ non Pupil Premium children.
  • At KS1, 61% of pupils eligible for Pupil Premium met the expected standard in Mathematics compared to 52% of the schools’ non Pupil Premium children.

There is a gap between PP children and the rest working at greater depth in Mathematics.

There is a gap between PP children and the rest working at the expected level and greater depth in Writing.

 

KS2 Results

A table showing the Pupil Premium Data compared with the Non Pupil Premium Data for Reading, Writing and Maths at the end of KS2 2017

 

READING AS+

READING HIGHER

WRITING

AS+

WRITING

HIGHER

GPS
AS+

GPS

HIGHER

MATHS AS+

MATHS HIGHER

RWM

AS+

RWM

HIGHER

Whole

54%

5%

67%

15%

46%

7%

66%

5%

Whole

54%

PP (26)

54%

7%

50%

8%

31%

4%

39%

4%

31%

4%

NON PP (33)

55%

6%

79%

21%

91%

15%

52%

9%

36%

6%

National

PP

77%

29%

81%

21%

 

 

80%

27%

67%

11%

 

  • At KS2, 54% pupils eligible for Pupil Premium met the expected standard in Reading.

There is a gap between Pupil Premium and the rest across all other areas.

Desired outcome

Chosen action / approach 

Impact including quantifiable data where possible

 

Lessons learned

  Raise attainment of PP children and narrow the gap between them and their peers

To boost the progress and raise the attainment of PP children in Reading, Writing and Maths.

TA interventions

EAL support

Reading Recovery Teacher

Termly review of data by SLT and termly PPMs identified gap analysis, precision interventions and effective differentiation within lessons. This has led to more precise support from teachers. PPMs remain a strategic role which maintains the focus on pupils with PP funding. Analysis of interventions are outlined in the table below*

Next steps are to support class teacher confidence in analysing data and using formative assessments more effectively.

29 EAL/PP children worked with the support teacher. 16 (55%) benefitted from smaller intervention groups on a regular basis. At the end of the year, 10 (62%) working below; 1 (6%) working at and 5 (50%) working at greater depth in Reading.

Children who are struggling with reading, benefitted from more regular 1:1 reading with a teacher using reading recovery techniques.

From the 25 children’s reading results that were analysed (yr 1 to yr 6), 14 (56%) made progress and narrowed the gap with their peers; 13 (52%) are working at ARE.

Continue with termly PPMs in the next academic year with clearer expectations of class teachers in their analysis of data and use of Venn Diagrams to identify children who have met 2/3 core areas. To support class teachers with formative assessments that will help to improve quality of QFT.

Teachers are more aware of the PP children in their class and can talk knowledgably about them but need to think more innovatively about ways to support the children.

Reading Recovery teaching will not continue next year due to high cost for low number of children. However, the ‘PM benchmarking’ will still be used to support and reassure class teachers’ judgements of children’s reading levels.

 

Involving Parent in their children’s learning – purchase of ‘Letterbox’ resources for home learning

62 PP children (working below in reading for their age) were selected to receive 6 lots of ‘Letterbox packs’ delivered over a 6month period. Each pack was tailored to the age of the child and including materials for reading, writing and mathematics to carry out at home.

23 questionnaires were received back from the children. This showed the impact on their love of reading and confidence level in mathematics. There were no questionnaires completed by parents but 2 attended a meeting with the PP lead to give feedback. There was overwhelming support to continue the packs.

Anecdotal feedback includes: yr 6 boy who joined the library; Yr 6 boy who cleared a shelf in his bedroom for his books. 1 family reported playing the bingo game at home; 1 family reported setting up a shop in the home to use the ‘money’ in one pack.

Contributions towards reading attainment and progress show:

Using the end of year reading data, 31% made progress and 24% are now ARE.

 

 

 

 

 

The packs were eagerly received by the children and their parents. We know this through questionnaires, meetings and anecdotal feedback from Children and Parents. A group of children volunteered to hand out the packs to the year groups.

We will repeat this next year but will ensure that parents complete the questionnaire at the end to measure impact on parents’ confidence to support their children at home.

We will use Salford Reading assessments for a baseline and impact measure to obtain a more precise data.

 

Desired outcome

Chosen action / approach 

Impact including quantifiable data where possible

 

Lessons learned

To improve attendance percentages for PP children.

 

Attendance Officer

Transport including a taxi bus and taxis

Attendance at Breakfast Club

Holiday camp

44 children are part of the current casework for the Attendance Officer. A wide range of strategies have been made available to encourage good attendance and punctuality. Pupils in receipt of Pupil Premium continue to have more persistent absence and late than pupils who are not in receipt.  Monitoring by the AO takes place regularly and there have been improvements for individual families.

There has been an overall improvement in attendance of PP children from 86% in April 2016 to 92% in April 2017. For the same period, there has been an increase in ‘late’ from 0.6% to 3.9%. Persistent absence of PP children has decreased from 48% to 32%.

17 children were supported with attendance at breakfast/after school club.

10 children were supported with either a taxi or bus pass.

4 children were supported with a school uniform

14 children were supported with attendance at a school holiday camp

The Attendance Office will measure the impact of the strategies to be able to identify those that are more successful.

The Attendance Office will develop a system that rewards and gives incentives to those classes and individual children who do have good attendance.

 

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

To ensure children’s social, emotional and behavioural needs are met, and consequently, they are able to access learning more effectively.

 

 

Avocate for Children

 

Learning Mentor

 

Nurture Provision

Boxall Profiles are completed to assess children for the Nurture Provision. Reviews are carried out at 8 weekly intervals. Individual case studies are maintained.

The Advocate for Children had on average 64 children as part of her case work, who were PP.

The Learning Mentor has a current case load of 41 children. At the point of referral an ‘emotional literacy’ assessment is undertaken and repeated at the end of a piece of work with a child. The intention of the learning mentor is to remove barriers to learning. Examples of work with children include: work on school phobia; raising confidence and self-esteem; bullying; managing feelings.

Individual case studies are kept on children. On-going reviews of children are regularly assessed to ensure their individual needs are met.

To ensure that impact measures are analysed and used to make a judgement on value for money.

We will develop individual case studies.

Subsidise the cost of residential trips;

 Attendance in After School and Holiday clubs

Parents/staff complete a request form that captures the intended benefit for a child assessing clubs out of school hours

Individual benefits are recorded on specific forms completed by the parent and teacher. We need to develop individual case studies.

*Outcome of interventions on children’s attainment by year group and subject:

Mathematic interventions

Yr  1

22 children

12 – WB / 54%

8 – WA / 36%

2 – WGD /10%

Reading Interventions

Yr 1

22 children

8 – WB / 36%

12 – WA / 54%

2 -  WGD /10%

Writing Interventions

Yr 1

22 children

10 – WB / 36%

10 – WA / 54%

2 -  WGD /10%

Mathematic interventions

Yr 2

19 children

3 – WB / 16%

13 – WA / 68%

3 -  WGD /16%

Reading Interventions

Yr 2

19 children

6 – WB / 31%

10 – WA / 52%

3 -  WGD 16%

Writing Interventions

Yr 2

19 children

10 – WB / 52%

7 – WA / 36%

2 -  WGD 16%

Mathematic interventions

Yr 3

29 children

9 – WB / 31%

11 – WA / 38%

9  - WGD / 31%

Reading Interventions

Yr 3

29 children

19 – WB / 31%

15 – WA / 54%

5  - WGD / 15%

Writing Interventions

Yr 3

29 children

14 – WB / 48%

9  – WA / 31%

6  - WGD / 21%

Mathematic interventions

Yr 4

33 children

10 – WB / 30%

17 – WA / 52%

6  - WGD / 18%

Reading Interventions

Yr 4

33 children

14 – WB / 42%

11 – WA / 33%

8  - WGD / 24%

Writing Interventions

Yr 4

33 children

16 – WB / 48%

9 – WA / 27%

8  - WGD / 24%

Mathematic interventions

Yr 5

24 children

8 – WB / 33%

12 – WA / 50%

4  - WGD / 17%

Reading Interventions

Yr 5

24 children

11 – WB / 46%

8 – WA / 33%

5  - WGD / 20%

Writing Interventions

Yr 5

24 children

14 – WB / 58%

7  – WA / 29%

3  - WGD / 13%

Mathematic interventions

Yr 6

25 children

12 – WB / 48%

7 – WA / 28%

6  - WGD / 24%

Reading Interventions

Yr 6

25 children

8 – WB / 32%

10 – WA / 40%

7 - WGD / 28%

Writing Interventions

Yr 6

25 children

13 – WB / 52%

6  – WA / 24%

6  - WGD / 24%

 

Intentions for the 2017/2018 Academic Year

  • At KS1, to aim to close the ‘in school’ gap between the pupils eligible for Pupil Premium and those who are not. 
  • At KS1 to increase the percentage of pupils meeting the expected standard in Phonics Screening and Phonics retakes.
  • At KS1, to increase the percentage of pupils eligible for Pupil Premium to meet the expected standard in Writing.
  • At KS1 to increase the percentage of pupils eligible for Pupil Premium to meet the higher standard in Reading and Mathematics.
  • At KS2, to aim to close the ‘in school’ gap between the pupils eligible for Pupil Premium and those who are not across all areas in meeting the expected standards and working at the higher standard.

 

Information for the 2017/2018 Academic Year

The allocation for 2017/18 is £212,520

  • There are currently 578 pupils on roll, and approximately 160/27.6% of these pupils are eligible for the Pupil Premium. This does not include EYPP.
  • The majority of children receiving pupil premium are in KS2, 71%, with 29% being in FS1/FS2/KS1.
  • 40% of persistent absences are pupil premium children
  • Of the 80 children persistently absent 23% are below 90% attendance, 14% are below 80% attendance and 0.04% below 70%.

Intentions for 2017/2018 Academic Year  

  • Focused work with pupil premium children in Year 5 and 6 who are at risk from repeated exclusion
  • Increasing the attendance of children receiving pupil premium through appointment of a designated attendance officer for Exeter a learning community
  • Providing transport to school targeting persistently absent children
  • Ensure that pupil premium children have access to quality first teaching through increased training.
  • Increasing consistently good teaching through rigorous performance management and reduced staff absence

Aim:

To close the ‘in school’ gap between the disadvantaged and non-disadvantaged pupils; To increase the percentage of disadvantaged pupils ‘Working At’ age related expectations and ‘Greater Depth’ in Reading, Writing and Maths

Intervention/action

Allocated pupil premium

Impact target and measurement

Provide external learning opportunity for pupil premium children identified as at risk of repeated exclusion

£750

Decrease exclusion and increase attendance

Provide transport for pupil premium children with high absence rates (below 90% attendance)

£1,379

Increase attendance levels for pupil premium children by 30%

Provide home visiting, support and monitoring by dedicated attendance officer

£1946

38 additional home visits to pupil premium children

Provide training for teaching staff, targeted at KS2 to ensure Quality First Teaching

£375for joining Fairfields teaching Alliance

£200 peer review

Teachers aware of strength and areas for development

Teachers have an external view of QFT

Completed self-evaluation of T&L

Provide designated consistent supply teachers to cover training opportunities

 

Year leaders accessing mentoring and coaching training to enhance provision in classrooms for children in receipt of pupil premium

£3,420 on year group leaders release

 

 

£250 to develop bespoke external package of support

 

Consistent quality teaching maintained

 

 

Class teachers and TA’s coached and mentored to enable provision of quality teaching for pupil premium pupils

Provide targeted training to NQT’s, return to teaching staff, new staff and TA’s to achieve Quality First Teaching in classrooms to pupil premium children

£382

 

Increase QFT in classrooms through

Commission consultant to work with TA’s manage challenging  of specific children

£750

Children will remain in the classroom providing access to QFT and raising progress levels

Purchase uniform and equipment where required

£2000

Enable to feel fully part of the school community

TA support within school hours to provide specific intervention to meet children’s needs

£201,068

Narrowing of the gap and enabling children to achieve their full potential

Within the governance structure of Exeter a learning community the progress of children receiving pupil premium will be monitored through the standards committee and Local Governing Body.