Pupil Premium

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 attendance and attainment on entry to our school.

In 2014 the amount of the Pupil Premium was £600 and in 2015 this was raised to £1320 per pupil. This figure remained the same for 2017. Currently the school receives:

  • £1320 per children who is eligible for free school meals,
  • £300 per service child,
  • £1900 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 2016/2017; how it was used; the impact it had on pupils’ achievement and attendance and its planned use for 2017/2018.

The Pupil Premium Grant for the academic year 2016-17

The school received a total pupil premium budget of £111,480 for the academic year 2016-17.

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
Extra teaching and support staff in Year 1 – additional tuition one day per week Raise attainment in Year 1 for FSM pupils in Reading, Phonics and Maths. 97% of Year One children passed the Phonics Screening test in 2017. This was above the national average and was also an improvement on the previous year’s result.  86% of Pupil Premium children passed the Screening Test. This is an improvement on 78% of PP children attaining the standard last year. 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 – Booster/ support classes.

Greater depth support teacher for HA FSM/PP chn.

Clubs

·         Children being taught in smaller groups, with targeted support depending on need.

·         91% of children reached ARE or above in Reading. This is 20% above the national average and a 1% improvement on the school’s previous year’s result.

·         93% of children reached ARE or above in Writing (above the national average). This is 17% above the national average and a 2% improvement on the school’s previous year’s result.

·         84% of children reached ARE or above in Maths. This is above the national average by 9% and an improvement of 8% on last year’s result.

Additional staffing in years 1-6 Raise attainment in KS2 for FSM pupils. Raise attainment in KS1 for FSM pupils. ·         79% of PP children reached ARE or above in Reading.

·         86% of PP children reached ARE or above in Writing.

·         85% of PP children reached ARE or above in Maths.

·         100% of children reached the national standard for SPAG.

·         In Key Stage One:

·         73% of children achieved the expected standard or above in reading. This was above local averages. 50% of Pupil Premium children achieved the expected standard or above.

·         73% of children achieved the expected standard or above in writing. This was above both national and local averages. 50% of Pupil Premium children achieved the expected standard or above.

·         In maths, 67% of pupils achieved the expected standard or above. 50% of Pupil Premium children achieved the expected standard or above.

·         Key Stage One also achieved an upward trend in their results from the previous year.

Wave 3 Reading support Raise attainment in Year 1/2 for FSM pupils.

Additional support for Y3/4 FSM/SEND chn.

  97% of Year One children passed the Phonics Screening test in 2017.  This was above the national average and also an improvement on last year’s results. 86% of Pupil Premium children passed the Screening Test. This is an improvement from 2016 result.
ICT provision increased Improving resources of ICT to ensure children have additional equipment to promote independent research and independent learning.

15 additional laptops purchased for Research areas/ ICT intervention support.

15 I pads per year group purchased for Intervention/ Research strategies.

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. ICT is not used in isolation but in cross-curricular lessons.
Assertive mentoring Reading/ writing/ maths strategies being developed throughout school to support attainment, assessment and analysis of skills.

 

Teachers use formative and summative assessments, teachers are secure pupils progress by using the data to set appropriate targets as well as plan subsequent lessons. This will also

Use of assessment information enables teachers to put in place intervention strategies for pupils who have been identified as being ‘not on track’ with their learning and those with additional needs.

 

Phonics support Daily phonics support through ICT and TA support.  Intervention programme closely linked to reading support work. This was above the national average. 86% of Pupil Premium children passed the Screening Test.
Greater variety of extra-curricular clubs To promote attendance and engagement in all school curriculum areas.

 

Good attendance of clubs by all children. Children show a positive attitude towards attending clubs.
Sports skills/ enhance sports provision. Along side the use of the Sports Grant we have added additional sessions to Monkey business, Ennerdale Sports Centre and have a weekly dance teacher and sport coach to support all groups of children and enhance our Extra Curricular groups. Staff and children have enjoyed the sessions by sports coaches. 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. Children are engaged in planning their own trips and are taught Enterprise skills when developing this.
To create reading resource research areas in Upper and Younger school. KS1 – Wave 3 Reading/ phonics support room/ Nurture room.

KS2 – Independent learning/resource area/ Library.

Encourage independent working – promote raised levels of self-confidence, enjoyment and engagement. Develop skills of the HA children in KS2.

Independent learning room set up in KS2. This has impacted on the number of children achieving the Greater Depth standard in all subjects.21% of Pupil Premium children achieved greater depth in reading, 7% in writing and 14% in maths and SPAG.

 

Library room set up in KS1. 50% of Pupil Premium children achieved the national expectation or higher in reading,

writing and maths.

‘DAZZLE’ and ‘Crackerjack’ (sessions of engaging, enjoyable activities to promote enjoyment of learning)

Increase in number of visiting coaches.

Celebrate musical/ creative arts talents throughout the school.

Further improve enjoyment/engagement and attendance.

Create increased opportunities for Pupil Directed Learning.

 

Children show a greater engagement in creative arts. Children have also grown more confident and enjoy performing.
Developing Peer Assessment/ Buddy systems throughout the school. Buddy systems / Mini opinion party (mops)/ Pupil opinion party (POP’s)/ to meet and voice children’s interests in all areas of the curriculum e.g.  Y6 handwriting/ play sessions with EYFS, ICT club Y6 supporting KS1 children, Reading sessions from secondary school with EYFS.

Weekly MOP and POP meetings to support children’s ideas throughout the school e.g. purchase of new playtime games equipment, reading books throughout the school.

MOPS and POPS carry out duties with enthusiasm. POP members meet with governors and staff to advise them on the views of children. Children feel that they are being listened to and that their opinion is important to the staff.
Increased staffing at lunchtimes. Increase in support for children at lunchtime.

Increase in use of playground equipment. Children to learn different playground games and activities, and develop social and communication skills.

Structured play sessions now take place at lunchtime. Attitudes and behaviour have improved on the playground. Children see being healthy as important and enjoy taking part in fitness sessions.

Pupil Premium Grant 2017/18: For the academic year 2017/18 we receive £1320 per pupil who is FSM and £300 for Service children – total allocation £120,300.

Currently:

15% (90 children) of the school (Reception to Year 6) receive the Pupil Premium Grant (PPG) 

Of this

4% (4 children) are service children

63% (57 children) receive free school meals (FSM)

Activity / Initiative / Staff Purpose/ Intended 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.

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.

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.

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.

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.

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.

Purchasing of Abacus software for Maths Raise attainment in Maths across KS1 and KS2. Specific activities and support can be delivered to targeted children.
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.

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 1/2 for FSM pupils.

Support children in passing the phonics screening test in Y1 and Y2. Daily phonics intervention and reading intervention is in place.

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.
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.

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.
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.

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.
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.

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.

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.
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.
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.

 

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 Football 44 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
Hockey Y3/4/5/6 20 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
Choir 45 4
Year 6 Spelling 10 1
Year 6 Maths 25 2