The Pupil Premium is additional funding paid to schools in respect of their disadvantaged pupils. This includes children who have been registered for free schools meals (FSM) at any point in the last six years or are looked after continuously by the local authority for more than six months. Schools receive this funding to support their eligible pupils and narrow the attainment gap between them and their peers. It is allocated to address the current underlying inequalities between children eligible for free school meals (FSM) and other pupils, by ensuring that funding to tackle disadvantage reaches the children who need it most. Our school also receives funding for service children.
As required, we are publishing online information regarding our Pupil Premium Strategy to support these children.
Total Pupil Premium Budget: £79 500
The school will do internal reviews each term to track the progress of the children and ensure strategies in place are having impact.
We will also do an annual review each October using both internal information and assessment and information from ASP.
Barriers to future attainment (for pupils eligible for PP, including high ability)
In-school barriers (issues to be addressed in school)
1. Many children have a lack of language skills to help them to understand how to tackle problems and apply reasoning skills particularly when English is also not their first language.
2. Children do not have high enough aspirations for themselves and for the future.
3. The oral and written language skills of many children are lower than their peers and this has an impact on both their writing and reading.
External barriers (issues which also require action outside school, such as low attendance rates)
1. Attendance and punctuality rates for pupils eligible for PP.
2. Social, emotional and mental health needs of some of the pupils eligible for PP.
3. Some children need support at home through developing reading skills and helping them to broaden their vocabulary.
Desired outcomes and how they will be measured Success criteria
Children will understand and know the strategies necessary to solve problems.
In mathematics their work will reflect greater understanding and assessment tasks will show that children can confidently use a range of strategies to solve problems.
In reading and writing the children’s learning will demonstrate a greater command of English particularly for those disadvantaged pupils for whom English is not their first language.
Pupils will increase their self-belief, confidence, capacity and enthusiasm for learning. They will have high aspirations for themselves.
Children will strive to achieve the expected standard or beyond. Children will participate in activities that will enrich their school experience.
Increased attendance and improvement in the punctuality for pupils eligible for PP.
To improve the attendance of disadvantaged pupils and their punctuality so that it is in line with all pupils.
Children will develop their comprehension skills and demonstrate a wider range of vocabulary in written work.
Children will be able to show greater comprehension when reading and a wide range of vocabulary in writing. Children will meet the required standards in reading and more able children will achieve greater depth.
Reason for the Approach
Many children need support with knowing the strategies to use in problem solving and to answer reasoning questions. Many children also need support to understand the basic arithmetic skills needed in mathematics. We have planned for small group intervention and have purchased additional resources to support the children in these areas. We have purchased supplementary resources for our mathematics scheme called ‘Abacus’ to support children’s learning as well as practical resources to support the teaching of mathematics. We have also purchased new assessment materials which will enable us to clearly track the progress of groups of pupils against end of year expectations.
Comprehension skills and vocabulary
Many children need support to develop their understanding of vocabulary and the meaning of texts. We have looked at support across the school to help children develop a greater understanding of their reading and to develop their writing skills. We have continued to purchase a reading scheme called ‘Bug Club’ to support the pupils both at school and home.
Children can be afraid to challenge themselves to take risks. We are encouraging children across the school to have high aspirations. Part of this approach is mentoring of pupils as well as work in the classroom. We provide the opportunity for pupils to participate in a club each term to enrich their school experience. Also we will be spending the money on emotional support for some children and support for their emotional needs will have an impact on their learning.
Part of the money is being spent on staff training as research shows that quality first teaching has a high impact on the progress of the children. The training being given is to support identified barriers to learning.
Also we will be spending the money on emotional support for some children and support for their emotional needs will have an impact on their learning.
Attendance and punctuality
Some children’s attendance at school falls below the expected 96%. Attendance figures for this group of pupils will be regularly monitored. Some children do not arrive at school on time and so miss part of their school day- the punctuality of this group of pupils will be regularly monitored too.
Planned Spending of Pupil Premium Grant in 2018 to 2019
After analysing pupil data the Leadership Team and class teachers planned support to help children meet and exceed expected progress.
We are using a range of strategies across the school to identify barriers to learning.
Below is listed some of the different support which will be given to the children:
Listed above are a range of the strategies we are using- records of the different names of different strategies and approaches are not named on the website to ensure anonymity for the children receiving the support. Each child’s progress is tracked as is the support they have received and this is carefully reviewed each term by the class teacher and the leadership team. This is to ensure that support is having an impact and to look at the progress children are making or any continued barriers to learning. Support may change as the year progresses depending on the needs of the children.
Please see the attached document for further details.