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 2017/2018; how it was used; the impact it had on pupils’ achievement and attendance and its planned use for 2018/2019.
The Pupil Premium Grant for the academic year 2017-18
The school received a total pupil premium budget of £120,300 for the academic year 2017-18.
The principal focus for this year has been on providing additional support to help children to meet or exceed age related expectation in Literacy and Numeracy. This has been done in a number of different ways, based on close monitoring by the school’s Senior Leadership Team, of children’s progress and providing feedback to pupils, parents, teachers and support staff and putting appropriate strategies/interventions in place.
|Activity / Initiative / Staff||Purpose/ Intended impact||Impact|
|Development of a new assessment system ‘Class Track’||Increased accuracy in assessment.
Pupils in need of additional support will be identified quickly and easily so targeted support can be provided. This assessment is shown to parents at regular intervals throughout the year to increase parental involvement.
|Class track has been implemented successfully across the school. It has been used to identify specific learning groups to show which children need intervention and support. Every lesson objective in each subject is tracked.|
|Extra teaching and support staff in Year 1 – additional tuition one day per week||Raise attainment in Year 1 for FSM pupils. Increase the number of children passing the Y1 phonics screening test.
Currently (Spring 2018) 73% of PP children are on track to pass the national phonics screening testing.
|– 95% of pupils passed the Year 1 phonics screening test.
– 90% of PP passed the phonics screening check this was an improvement on 86% of PP attaining the standard last year.
|Additional support staff in Year One each morning per week for reading support.||Continuation of the ‘reading squad’ in order to raise attainment in reading for Y1 pupils. Increase in the number of children reading at the expected standard in reading. Currently (Spring 2018) 80% of PP children are on track to reach ARE in reading and 90% of PP children in maths.
Increase in the number of children passing the Y1 phonics screening test.
|-HLTA has worked in Y1 and carried out additional intervention and support for targeted groups.
-Focused phonics groups and sets across Year 1 have resulted in 90% of PP pupils passing the screening check.
-In reading 90% of FSM children met ARE+ in reading and 90% met ARE+ in maths. This shows the positive impact of the additional teaching in Year One.
|Extra teaching and support staff in Year 6 –additional tuition two days per week||Raise attainment in Year 6 for FSM pupils. Provide smaller class sizes in Year 6 in order to provide targeted support to children.
The gender gap in reading and writing is the same but the PP gap is narrower.
Currently (Spring 2018) 92% of PP children are on target to meet ARE or above in reading and 61% in writing and maths.
|-2 HLTAs support the teaching and learning in Y6.
-Children being taught in smaller groups, with targeted support depending on need.
-96% of children reached ARE or above in Reading. This is 21% above the national average and is a 5% improvement on the school’s previous year results.
-93% of children reached ARE or above in Writing. This is 15% above the national average.
-89% of children reached ARE or above in Maths. This is 13% above the national average and a 5% improvement on the school’s previous year results.
|Maths clubs for children in Year 6.||Increase attainment at the end of KS2 and improve the number of children reaching ARE.
After school maths tuition is offered to provide further individualised learning.
|-89% of children reached ARE or above in Maths, which was a 5% improvement on the school’s previous year’s results.
-Small groups of children were taught after school by TAs and teachers to provide further individualised learning.
-Good attendance of PP children at the Maths clubs.
|Purchasing of Numicon resources and software.||Support for SEN children in developing Maths skills in KS1 and KS2.
Development of maths and problem solving skills in KS1. Problem solving across the school has been a development need and therefore many additional strategies and experiences have been provided for the children for example our den making project and early morning problem solving activities.
|-Numicon used well in KS1 to support a kinaesthetic approach to learning.
-Used to support problem solving skills in KS1.
-Problem solving workshops have been carried out for staff throughout the year.
-At the end of KS1 84% of children met ARE or above in maths, an improvement of 15% on the school’s previous year’s results.
|Purchasing of Abacus software for Maths||Raise attainment in Maths across KS1 and KS2. Specific activities and support can be delivered to targeted children.||-At the end of KS1 84% of children met ARE or above in maths, an improvement of 15% on the school’s previous year’s results.
-At the end of KS2 89% of children met ARE or above in maths, an improvement of 5% of the school’s previous year’s results.
|Purchasing ‘Nessy’ program for intervention across the school.||Additional intervention support for reading, writing, maths and spellings which is age appropriate for all children across the school.
This also provides a screening tool to identify and support children with dyslexia.
|-Been used to identify and screen children for dyslexia, in order for further specialist support to diagnose.
-Children from reception – year 6 use the Nessy software on Ipads and Chromebooks for maths, reading, writing and spellings interventions.
-Reports are generated to show teachers which areas children need to focus on.
|Additional staffing in years 1-6||Raise attainment in KS1 and KS2 for FSM pupils. This provides a bespoke curriculum, providing support and intervention for disadvantaged pupils.||-In KS1 86% of children met ARE or above in reading. 80% of PP achieved ARE or above.
-In KS1 86% of children met ARE or above in writing. 70% of PP achieved ARE or above.
-In KS1 84% of children met ARE or above in maths. 80% of PP achieved ARE or above.
-Key Stage One achieved and upward trend in their results from the previous year.
-In KS2 96% of children met ARE or above in reading. 91% of PP met ARE or above.
-In KS2 93% of children met ARE or above in writing. 87% of PP met ARE or above.
-In KS2 89% of children met ARE or above in maths. 83% of PP met ARE or above.
|Reading Recovery support increased||Raise attainment in Year 1/2 for FSM pupils.
Support children in passing the phonics screening test in Y1 and Y2. Daily phonics intervention and reading intervention is in place.
|– 95% of pupils passed the Year 1 phonics screening test.
– 90% of PP passed the phonics screening check this was an improvement on 86% of PP attaining the standard last year.
-In Year 2 100% of pupils who needed to do the phonics screening check.
|Development of the KS1 Library area.||Raise achievement of children in Reading in KS1. Raise the number of children passing the Y1 Phonics Screening test. This includes buying into the library service, providing a wider opportunity across the school for all children to access topic books to enhance their learning.||-Each class has a ‘class read’ each term and access to topic books and resources to enhance their learning.
-Library room set up where children can carry out further research for topics and read for pleasure.
-Children use the library room as part of ‘DAZZLE’ activities and lunchtime clubs.
|ICT provision increased||Improving resources of ICT to ensure children have additional equipment to promote independent research and independent learning.
Purchasing of Ipads for every year group to support learning.
We have changed our ICT provider to Primary Tech to provide daily support if needed.
|-Ipads purchased for every year group to support learning and promote independent research.
-Primary Tech provide an online live chat to solve ICT problems quickly and efficiently.
-ICT is used throughout the school and in a variety of different lessons. Staff use ICT in order to motivate and stimulate children’s learning.
|Phonics support||Daily phonics support through ICT and TA small group intervention. Intervention programme is closely linked to reading support work to support children in passing the phonics screening test in Y1 and Y2. Children in Year 1 are split into ability sets for their phonics, they also have daily intervention supported and often led by the teaching assistants. To support the learning of some children a more visual and kinaesthetic approach to phonics is being taught by implementing the jolly phonics scheme alongside letters and sounds. Parents are welcomed to a attend phonics information sessions run by Year 1 and Foundation leaders to raise awareness of phonic strategies used within school. Children are also sent home with word bags to learn.||-Parent workshops have been carried out throughout the year in order to provide parents with knowledge, support and resources about phonics.
-Word bags have been given to children in Year 1 in order for them to develop their phonics skills further at home.
-Children put into sets for phonics teaching.
-95% of children passed the phonics screening check. 90% of PP children passed the test.
|Mini Inspections by the LA/ other outside teams.||To enable us to have accurate information about staff and progress of pupils.
Impact has been fundamental to the outcome of children’s learning and progress. In depth discussions regarding our assessment techniques, frequent critiques and dedication to continue our gold standard mentality.
|-Y2 and Y6 have moderated with other schools in order to ensure that standard’s, assessments and expectations are consistent.
-The school has received the Basic Skills Award.
-Local Authority advisors have assisted in the development of leadership standards and basic skills.
|Training for teaching and support staff – Training on Wave 3 Reading Recovery Programme, phonics Support, Reading Squad training, Inference training, Grammar Training and Writing for Purpose||More highly trained support staff able to support one to one or small group work. Currently we have six HLTA’s trained, two of which work in Year 6 providing high quality teaching and learning.||-Workshops have been carried out throughout the year in order to develop staff skills further.|
|Greater variety of extra-curricular clubs||To promote attendance and engagement in all school curriculum areas.
We offer a rolling program of activities for children to participate in, working collaboratively to implement the healthy bodies, healthy mind agenda.
|-Good attendance of clubs by all children and children show a positive attitude towards attending clubs.
-Extra football and rugby clubs have been provided for children.
-Extra sessions with the sports coach throughout the week.
-Staff training has been carried out in order to develop games and sports outside.
-‘Brain breaks’ are given to children throughout the day with an emphasis on healthy bodies, but also linking to the core subjects.
|Increase in staffing across lunchtime||Children to be more engaged at lunchtime in sports activities and playground games.
Children to develop social skills and communication skills. This is a strategy used to improve children’s social and emotional wellbeing, this support develops opportunities for children to use manners, understand rules in various games, social participation and establish the four key values embedded throughout our school.
|-Structured play sessions now take place at lunchtimes.
-Attitudes and behaviour have improved on the playground,
-Children see being healthy as important and enjoy taking part in fitness sessions.
-TAs are now outside and on duty during lunchtimes to develop and support games for children.
-Less behaviour incidents are reported.
-Parents feel positive about the new lunchtime improvements.
|Sports coaches||To enhance the physical, mental, social and emotional wellbeing of children. This has also included buying into dance coaches and weekly visits to our local sports centre Ennerdale, for enhanced and specific sports activities. We have a rigorous timetable of sports events which provide opportunities for class teachers to be involved in team teaching and specific skills to be demonstrated correctly, promoting good practise.||-Extra sessions with the sports coaches children in the school.
-Sessions link to the PE curriculum and to the core subjects.
-Staff skills have been developed allowing them to continue to build on the skills taught.
-Children aiming towards a ‘gold’ standard in PE.
|Subsidising of trips when applicable||Increase in attendance and engagement. We offer four year groups the opportunity for trips to encompass outdoor pursuits. We also provide three year groups the opportunity of a residential stay, which provides additional opportunity for outdoor learning, increases enjoyment and enrich the learning environment to cater for individual needs.||-Children are engaged in planning their own trips and are taught Enterprise skills when developing this.
-Continues to promote an inclusive curriculum.
-Each year group in KS2 are given the opportunity to visit Raywell to develop team building and Enterprise skills in an outdoor environment.
|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. We have bought into this allowing a member of staff to be the ELSA for our school with the support of Teaching assistants.||-Knowledge and skills have been passed on to some staff about the use of ELSA in the school.
-Staff are taking part in positive mental health training in the autumn term.
Pupil Premium Grant 2018/19: For the academic year 2018/19 we receive £1320 per pupil who is FSM and £300 for Service children – total allocation £120,300.
13% (87 children) of the school (Reception to Year 6) receive the Pupil Premium Grant (PPG)
5% (4 children) are service children
46% (40 children Years 1 – 6) receive free school meals (FSM)
|Activity / Initiative / Staff||Purpose/ Intended impact|
|Extra teaching and support staff in Year One – additional tuition one day per week.||Raise attainment in Year 1 for FSM pupils in reading, writing and maths.
Increase the number of children passing the phonics screening test.
|Additional support staff in Year One each morning per week for reading support.||Continuation of the ‘reading squad’ in order to raise the attainment in reading for Year 1 pupils.
Increase in the number of pupils at ARE or above in reading.
Increase in the number of children passing the Year 1 phonics screening check.
|Extra teaching and support staff in Year 6 – additional tuition two days per week.||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.
|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 1-6.||Raise attainment in KS1 and KS2 for FSM pupils.
This provides a bespoke curriculum, providing support and intervention for disadvantaged pupils.
|Reading recovery support increased.||Raise attainment in Year 1 for FSM pupils. Support children in passing the phonics screening test in Year 1 and Year 2.
Daily phonics and reading intervention in place.
|ICT provision increased.||Improving ICT resources to ensure children have additional equipment to promote independent research and learning.|
|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.
|Mini inspections by the LA/ other outside teams.||To enable us to have accurate information about staff and the progress of pupils.
To have in depth discussions to continue our gold medal mentality.
|Greater variety of extra – curricular clubs, including Lego Therapy||To promote attendance and engagement in all school curriculum areas.
To implement the healthy bodies, healthy mind agenda.
Lego Therapy to be used to aid communication skills in vulnerable children and provide a positive reinforcement of appropriate social interactions for children.
|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.
|Sports coaches.||To enhance the physical, mental, social and emotional wellbeing of children.
To increase the amount of PE sessions the children have each week.
To develop the skills of teachers in teaching quality PE sessions.
|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.
|Nessy clubs for years 1-6.||Additional support for children in Years 1 – 6 in reading, writing, maths and spellings which is age appropriate.|
|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 create ‘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.
The nurture rooms will be calm and quiet with appropriate activities set up to engage the children to calm them down and distract them when needed.
Outside areas, e.g. science garden, to be developed for children to use for learning and exploring.
Use of wellbeing court for children to participate in a range of team games.
|Healthy bodies’ provision increased.||Use of wellbeing court – designated time in the wellbeing court for each year group throughout the week for children to develop their social and communicational skills.
Proposed Keep Fit circuit to develop healthy bodies provision.
TA development of lunchtime activities to assist children in problem solving skills and team building games.
|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.
|Increase in DAZZLE/ Crackerjack sessions.||Increase in enjoyment in education.
PHSME developed throughout the school.
|New teams created in the school.||Health and safety / risk assessment team created to monitor day to day risk assessments in the classroom.
Wellbeing mentor team – children to have access to their own named wellbeing mentor, which will ensure they have a familiar adult who they are comfortable talking to. Increase in positive mental health.
This report is reviewed annually.
|Club||Number of pupils attended||Pupil Premium Children|
|Whole School Morning Keep Fit||12||0|
|Whole School Followers Club||25||2|
|Reception Lego club||37||2|
|Reception Dough Disco||37||3|
|Reception Book Club||27||2|
|Year 1 Football||40||3|
|Year 1 Art Club||32||2|
|Year 1 Yoga Club||34||3|
|Year 1 Book Club||26||1|
|Year 2 Football||43||2|
|Year 2 ICT||38||3|
|Year 2 Table Tennis||6||1|
|Year 1/2 Enterprise Club||40||3|
|Running Club Y2/3/4/5/6||70||5|
|Year 3 Film Club||34||6|
|Year 3 Boys Football||30||4|
|Y3 Girls Football||22||2|
|Year 4 Boys Football||34||3|
|Year 4 Colouring Club||26||1|
|Year 4 Zumba||32||3|
|Year 4 Girls Football||23||3|
|Year 5 Poetry Club||4||0|
|Year 5 Boys Football||35||3|
|Year 5 Rugby||28||2|
|Year 5 Girls Football||25||2|
|Year 6 Boys Football||30||3|
|Year 6 Rugby||30||3|
|Year 6 Girls Football||25||2|
|Year 6 Spelling||10||1|
|Year 6 Maths||25||2|