Our aim is to provide equality for all children. Pupil Premium is an allocation of funding provided to schools to support children who may be vulnerable to underachievement, also known as disadvantaged children. The grant includes pupils on the annual census known to have been eligible for free school meals in any of the previous six years, as well as others eligible at the time of the census, such as looked after or adopted children.
How do we support our Pupil Premium children?
Our journey since the last Ofsted inspection reflects the values of our school leaders - the importance of diminishing the gap is paramount.
We quickly engaged in external training; we also initiated a Local Authority audit. This led to the development of a new Pupil Premium policy. Diminishing the gap is now a key target within our school improvement plan. We have a dedicated Pupil Premium Leader and a Pupil Premium Governor. This Governor visits school regularly to receive updates and ask challenging questions.
We know that attainment of Pupil Premium children is weaker than others in English and Maths, with writing being the weakest subject. Sutton Trust research has found that good teachers are especially important for pupils from disadvantaged backgrounds. We therefore emphasise the importance of high quality teaching and our Pupil Premium grant funding is largely spent on supporting children’s learning in classrooms. Our teams work together to provide same day and targeted interventions, engagement, enrichment and well-being activities. Through a non-negotiables strategy (our Green Guide) we set high and clear teaching expectations. We monitor performance, address weak teaching and tailor teaching and support to suit the needs of individual pupils.
We use data to identify pupils’ learning needs at every opportunity – when pupils join the school, during regular reviews of progress and during day-to-day teaching. Senior Leaders and Governors rigorously evaluate data and school improvement plans reflect data outcomes. We have a consistent verbal feedback scheme that recognises pupils’ achievements and sets out the next steps in their learning through whole class teaching to address general and specific misconceptions.
We know that each child is unique and there is no such thing as a typical Pupil Premium child. We have identified key barriers that influence the progress and attainment for many of our Pupil Premium children. Many have very supportive families, who do their very best for their children, but whose limited resources mean that their children have a narrower range of experiences than their peers.
Academic barriers that can affect our Pupil Premium children whilst in school are:
- Limited vocabulary; low levels of speaking, listening and oracy
- Little value given to reading for pleasure in the home
- Over one third of our Pupil Premium children are also on the SEND register
- Lack of resilience and confidence, sometimes disengaged learners
- Poor attendance affects continuity of learning
Addressing these academic barriers:
We have introduced strategies to widen children’s oracy, vocabulary and ability to retain information about story structure and language through Talk for Writing. We promote reading and love of books, recognising that many do not read at home. Our reading schemes have been restructured to encourage children greater freedom over choice of reading scheme books they take home. A new initiative that allows children to bring their own books from home, to swap and keep replacement, is encouraging more children to read.
We have a full time SENDCO who works closely with Senior Leaders. Termly Pupil Progress meetings ensure that teachers, leaders and the SENDCO regularly monitor key children and discuss strategies to diminish gaps.
To change the attitudes of disengaged learners, we introduced Assertive Mentoring which is a focused, pupil centred and collaborative approach to raising standards. It is based on a dialogue about the pupil's present and future learning needs and has already proven to inspire and motivate children to achieve higher standards. We offer booster classes before and after school and at organize nurture groups at lunchtimes.
We have very clear systems for behaviour management, significantly reducing exclusions, and celebrate positive behaviour and achievements in a range of ways.
Our curriculum meets the needs and interest of children. Disengaged learners need to be motivated, interested in lessons and to feel as though they are having fun. Bringing specialists into school brings topics such as Civil War to life and creates lasting memories for children who have less experiences than others. Equally, opportunities to explore and learn outdoors are positive experiences that motivate many of our pupil premium children.
Of significance is the whole school ethos based on nurture, which is essential for all children including disadvantaged. Our motto "nurturing, supporting, believing, achieving" outlines our philosophy and objectives. All children know the value of learning and their role in establishing good learning outcomes.
Despite a wide range of strategies in place to promote better attendance, including working closely with the local authority Attendance Improvement Officer, some children are still persistent absentees. The school has appointed a Persistent Absence Liaison Manager (PALM) who works with the Deputy Head to support key families. All children understand our attendance targets and engage in a reward system known as Drigopoly with prizes nominated by the children. As a result, attendance for many has improved.
Additional barriers that can affect our Pupil Premium children outside school are:
- Poor mental health, low self-esteem:
- Lack of sleep;
- Poverty and poor nutrition;
- Narrow range of opportunities outside school;
- Lack of role models, especially male role models;
- Poor social skills;
- Lack of parental engagement, resulting in low aspiration.
Addressing these additional barriers:
Through our growth mind-set approaches, including Superheroes, we work to remove barriers of low self-esteem and improve resilience. Although not yet embedded, a new strategy has been the introduction of 1:1 adult Learning Buddies with a view to weekly well-being meetings with each pupil premium child.
Our staff work closely with families, offering constant engagement to address a wide range of home factors, sometimes educating parents and carers through school-based work, external agency and Cluster support. We signpost families whenever possible to maximise the levels of support they are given.
A range of additional activities, such as den building, ensures that pupil premium children begin to develop their knowledge of the wider world and their confidence.
Weekly whole school Care, Think and Learn statements ensure continued whole school focus on pastoral, social and emotional health and well-being. To further engage with families, we communicate information in a number of ways e.g. we have introduced Twitter as a way of showcasing the success that children encounter on a daily basis. Our teachers have recently agreed to spend time in playgrounds before school opens so that they can further develop links with families and keep up to date information about problems and barriers faced by children. This is just one example of the commitment and care that underpins our values.
How we use our funding
The expenditure plan for 2019-20 can be viewed below. Our impact statement will be published when we have our year end data.
The Pupil Premium grant received for 2018-19 is £127,140. The expenditure plan for 2018-19 can be viewed below. Our impact statement will be published when we have our year end data.
The Pupil Premium grant received for 2017-18 is £123,410. The Pupil Premium Plan for 2017-18 can be viewed below.
click here for pupil premium expenditure plan 2017-18
Pupil premium impact statement 2017-18
In our school, we know that disadvantaged children do not attain as well as all children. They do not attain as well as similar children in similar schools. Our KS2 SATs data shows the gap between disadvantaged and all others in our school is significant. The gap increased from the previous year due to the unique individual needs of children within the cohort.
We worked with an external auditor to evaluate strengths and areas for improvement. Findings led to the development of a specific action plan, including a new Pupil Premium policy and a Pupil Premium Champion project. A key outcome of our approach was the acknowledgement that quality first teaching for all pupils is essential as a baseline for diminishing the gap for disadvantaged. A wide range of strategies were put into place to ensure a consistent approach to teaching, with high expectations embedded across the school, including a green guide non-negotiables book for each class teacher.
The daily needs of pupil premium children were mapped alongside SEND children to ensure the school had a full understanding of high needs classes. The majority of funding was used to ensure that we employed teaching assistants to provide targeted support for pupil premium children.
Funding partly secured a full time Learning Mentor and full time SENDCO. Both were vital, as a substantial number of pupil premium children were also on the SEND register. An achievement, without doubt, was the work undertaken to meet the social and emotional needs of these children. This included maintaining very strong links with Cluster Services to support key children and their families. Additional work was required to support persistent absentees, including the support of the local authority Attendance Officer.
Termly pupil progress meetings ensured that Senior Leaders and Teachers maintained focus on monitoring progress and attainment, putting into place immediate plans where needed. All staff were aware of who these children were and demonstrated keenness to work together to diminish gaps.
The key improvement factors for 2017-18 were:
- raising awareness for all staff
- embedding the vision that all teaching for all children must be of high quality if the needs of pupil premium children are to be met.
2017-18 Key Outcomes:
- In July 2018 there were 12 pupils in Year 6 that were identified as Pupil Premium.
- At the end of KS2 the attainment of disadvantaged learners has remained fairly static over the last three years in all three subjects and remains well below that of other pupils and disadvantaged pupils nationally. However, in 2018 progress measures for disadvantaged learners improved in reading and most notably in maths, both now being positive for the first time since the last inspection.
- At KS1 the proportion of pupils achieving the expected standard in reading, writing and maths has increased each of the last two years. Whilst this is still below the attainment of other pupils, the gap is closing.
- The school has introduced a more focused and structured approach to the teaching of phonics from the early years into Y1. The school tracks the progress of pupils closely towards achieving the national threshold at the end of Y1. In 2018 50% disadvantaged pupils achieved the threshold. Work is on-going to support those pupils who did not meet the standard last year to achieve this by the end of Y2.
- In 2018 only 14% disadvantaged learners in the EYFS achieved a good level of development. Current tracking suggest that this figure is set to rise considerably, largely as a result of the improvements that have been made to support pupils early writing.
- 25% of these Pupil Premium Pupils achieved the expected standard in combined Reading, Writing and Maths, 50% lower than the national benchmark.
- 17% of these Pupil Premium Pupils achieved the higher standard in combined Reading, Writing and Maths, 5% above the national benchmark.
- 42% of Pupil Premium Pupils achieved the expected Standard in reading compared to national benchmark of 80%.
- 17% of Pupil Premium Pupils achieved the higher level in reading compared to the national benchmark of 33%.
- 33% of Pupil Premium Pupils achieved the expected Standard in writing compared to national benchmark of 83%.
- 17% of Pupil Premium Pupils achieved the higher level in writing compared to the national benchmark of 24%.
- 50% of Pupil Premium Pupils achieved the expected Standard in maths compared to national benchmark of 81%.
- 25% of Pupil Premium Pupils achieved the higher level in maths compared to the national benchmark of 28%.
Average scaled scores
- The average scaled score for Reading was 100.6 compared to 106.1, the national benchmark.
- The average scaled score for Maths was 101.9 compared to 105.4, the national benchmark.
Average progress scores
- The average progress score for reading was 0.50 compared to a national average of 0.31 for non-disadvantaged.
- The average progress score for writing was -1.00 compared to a national average of 0.24 for non-disadvantaged.
- The average progress score for maths was 2.07 compared to a national average of 0.31 for non-disadvantaged.