Pupil Premium Grant
At St. Andrew’s we are committed to ensuring that all pupils achieve their full potential, regardless of their background.
The Pupil Premium is an amount of money allocated by the Government to schools for:
- children of statutory school age from low income families who are known to be eligible for free school meals (FSM) and those who have been eligible within the last six years
- children who have been looked after continuously for more than six months
- children whose parents are currently working in the armed forces
Nationally, the statistics show that pupils who are in receipt of FSM do less well than their peers in their attainment. The aim of this money is to try to close that attainment gap and also seek to address any barriers to learning that disadvantaged pupils may face.
At St. Andrew’s these barriers include educational attainment on entry to our school.
Currently the school receives:
- £1320 per children who is eligible for free school meals,
- £300 per service child,
- £2300 per looked after or adopted child.
The DFE offer the following guidelines on how the Pupil Premium is to be spent:
‘In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility…[Schools] will be held accountable for how they have used the additional funding to support pupils from low income families.’
Below is a summary for parents, carers and governors of how much Pupil Premium (PP) was received by St Andrew’s CE Primary School for 2019/2020; how it was used; the impact it had on pupils’ achievement and attendance and its planned use for 2020/2021.
Pupil Premium Grant 2019/20: For the academic year 2019/20 we receive £1320 per pupil who is FSM and £300 for Service children – total allocation £114,840.
14% (87 children) of the school (Reception to Year 6) receive the Pupil Premium Grant (PPG)
5% (4 children) are service children
64% (56 children) receive free school meals (FSM)
|Activity / Initiative / Staff||Purpose/ Intended impact|
|Additional support staff in Year One two days per week for reading support.||Increase in the number of pupils at ARE or above in reading.
Continuation of phonics sets/ groups to increase in the number of children passing the Year 1 phonics screening check.
|Extra teaching and support staff in Year 6||Raise attainment in Year 6 for PP pupils.
Provide smaller class sizes in Year 6 in order to provide targeted support for children.
Increase in the number of pupils at ARE or above in reading, writing and maths.
Small class in Year 6 to provide a bespoke, individualised curriculum.
Teaching assistants to provide academic, social and emotional support to whole class, small groups and individual pupils.
|Maths clubs for Year 6.||Increase attainment at the end of KS2 and improve the number of children meeting ARE or above in maths.
Provide further individualised learning to support pupils in their maths learning.
|Additional staffing in Years 2 and 6.||Raise attainment in KS1 and KS2 for FSM pupils.
This provides a bespoke curriculum, providing support and intervention for disadvantaged pupils.
Allows for small groups to of children to be taught and to increase same day intervention.
Increase in monitoring of standards in Year 2/3 to ensure consistency.
|Extra teaching assistant in Year 3||To help with the transition to Year 3.
To help support pupils with the transition and to carry out extra intervention to close the gaps.
|Phonics support.||Daily phonics support through small group intervention.
Intervention programme is linked to reading support work to support children in passing the phonics screening test in Year 1 and Year 2.
Children in Year 1 are split into ability sets for phonics teaching.
TA support in all phonics lessons.
Parents are welcomed to phonics information sessions run by Year 1 and Foundation Stage leaders to raise awareness of the phonic strategies used within school.
Children are sent home with phonic word bags daily.
Staff training to develop phonics/ reading strategies across the school.
|Greater variety of extra – curricular clubs.||To promote attendance and engagement in all school curriculum areas.
To implement the healthy bodies, healthy mind agenda.
|Increase in staffing across lunchtimes and development of lunchtime activities.||Children to be more engaged in lunchtime sports activities and playground games.
Children to develop their social, emotional and communication skills.
TA development of lunchtime activities – both indoor and outdoor games – increase in enjoyment.
Improve children’s social and emotional wellbeing.
|Subsidising of school trips when applicable.||Increase in attendance and engagement.
Children to develop Enterprise skills when planning their own school trips.
Three year groups to be offered the opportunity of a residential stay, with additional opportunity for outdoor learning.
All year groups to be provided with an opportunity to plan their own school trip for the end of the academic year.
|Training for teaching and support staff for developing positive mental health skills.||To increase staff awareness and skills in supporting children with mental health needs.
To develop children’s skills in managing their emotions and feelings.
All children to have a designated TA as a wellbeing mentor.
Wellbeing Mentors to attend Child Protection Threshold training to understand how the needs of individual pupils can be assessed.
Staff to attend Outcome Star training and deliver this to other staff to share how to assess the emotional/ mental health of pupils.
|Nessy clubs for years 1-6.||Additional support for children in Years 1 – 6 in reading, writing, maths and spellings which is age appropriate.|
|Team Teach Training.||Staff to be team teach trained to develop a whole school ‘holistic’ approach to behaviour management.
Staff trained to use positive language with children and a range of de-escalation skills.
Key staff to observe strategies used at Whitehouse behaviour unit to support behaviour in a positive way.
|Increase in DAZZLE/ Crackerjack sessions.||Increase in enjoyment in education.
PHSME developed throughout the school.
|ICT provision to be increased in the Early Years||To purchase extra ipads to encourage speaking and listening skills.
To raise the attainment of children.
Improving ICT resources to ensure children have additional equipment to promote independent research and learning.
|Resources to improve emotional well-being of children||To develop resources in the nurture room.
Staff training to develop skills and activities that can be used to improve the emotional well being of children.
Outcome star training to staff to assess the progress of a child’s emotional/mental health.
‘Jigsaw’ PHSME scheme to be purchased to improve the personal and social development of children in the school.
Development of ‘Eco therapy’ within the school.
|Creation of ELSA support role
(Emotional Literacy Support Assistant)
|This is run by the City’s psychology service to enhance and understand children’s behaviour, social and emotional wellbeing. This will allow member of staff to be the ELSA for our school with the support of Teaching assistants.|
|Ongoing monitoring and development of the leadership team in relation to PP.||All leaders to have a greater awareness of the needs of PP children.
To support and monitor PP children in order to raise attainment.
|To develop resources in the ‘nurture rooms’ and develop outside areas.||To create a calming space in KS1 and KS2 for children to visit when they need a ‘break’ from the classroom.
Additional resources to be purchased for the nuture rooms, including interventions and resources to develop emotional development.
Outside areas, e.g. allotments, to be developed for children to use for learning and exploring.
|Extra sessions with the sports coach.||Children to have extra sessions in the keep fit area with the sports coach on a rota.
Develop healthy bodies within the school and to enhance the physical, mental, social and emotional well-being of children.
To increase the amount of PE sessions the children have each week.
|Set up of parent support groups.||Parental coffee mornings each half term based on ‘themes’ e.g. external support, SEN needs, social needs– parents supporting parents.
Increase of parent involvement within the school.
Parents will feel supported by the school, to meet their child’s needs, in a positive way.
This report is reviewed annually.