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 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 2018/2019; how it was used; the impact it had on pupils’ achievement and attendance and its planned use for 2019/2020.

The Pupil Premium Grant for the academic year 2018-19

The school received a total pupil premium budget of £120,300 for the academic year 2018-19.

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 and to develop the social, emotional and mental health of children.  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 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.

-92% of children passed the phonics screening test.

66% of PP children passed the phonics screening test.

-In reading, 78% of children achieved ARE or above. In writing, 61% of children achieved ARE or above. In maths, 80% of children achieved ARE or above.

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.

-92% of children passed the phonics screening test.

-Focused phonics groups and sets across Year 1 have resulted in 66% of PP children passing the phonics screening test.

-In reading, 78% of children achieved ARE or above.

-Phonics sets were in place from September to enable pupils to have additional support to work on their sounds.

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.

-2 HLTAs support the teaching and learning in Y6.

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

-92% of children reached ARE or above in Reading. This is 19% above national average.

-100% of children reached ARE or above in Writing. This is 22% above the national average and a 7% improvement on last year’s results.

-96% of children reached ARE or above in Maths. This is 17% above national average and a 7% improvement on last year’s results.

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.

-96% of children reached ARE or above in Maths, which was a7% 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.

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 82% of children met ARE or above in reading. 64% of PP achieved ARE or above.

-In KS1 86% of children met ARE or above in writing. 71% of PP achieved ARE or above.

-In KS1 87% of children met ARE or above in maths. 85% of PP achieved ARE or above.

-Key Stage One achieved and upward trend in writing and maths from the previous year.

-In KS2 92% of children met ARE or above in reading. 75% of PP met ARE or above.

-In KS2 100% of children met ARE or above in writing. 100% of PP met ARE or above.

-In KS2 96% of children met ARE or above in maths. 87% of PP met ARE or above.

– Key Stage Two achieved and upward trend in writing and maths from the previous year.

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.

-92% of children passed the phonics screening test.

-Focused phonics groups and sets across Year 1 have resulted in 66% of PP children passing the phonics screening test.

-Daily phonics and reading lessons in Year one and additional phonics interventions in place.

ICT provision increased. Improving ICT resources to ensure children have additional equipment to promote independent research and learning. -New laptops purchased to enable each year group to have access to laptops for extra interventions.

-Ipads available in each year group ensures that children can access a range of apps to support their learning.

-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 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.

-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 and small phonic focus groups for phonics teaching.

-92% of children passed the phonics screening check. 66% of PP children passed the test.

 

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.

-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.

Greater variety of extra – curricular clubs. To promote attendance and engagement in all school curriculum areas.

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.

-NESSY clubs in Key Stage One and Key Stage Two for extra intervention for children who are dyslexic or displaying signs of dyslexia.

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.

-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.

To increase the amount of PE sessions the children have each week.

To develop the skills of teachers in teaching quality PE sessions.

-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.

-Children happy, engaged and active during sessions with the sports coach.

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.

-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 (in Years 3, 4, 5 and 6) to develop team building and Enterprise skills in an outdoor environment.

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.

-All children in the school have their own well-being mentor. The mentors work closely with the family – attending TAF meetings, core group meetings, making phone calls, working with the child.

-Some staff are trained in first aid in mental health and are implementing the strategies taught in their practise.

Nessy clubs for years 1-6. Additional support for children in Years 1 – 6 in reading, writing, maths and spellings which is age appropriate. -Good attendance at NESSY clubs in Years 1-6.

-Children accessing intervention, which is recommended by the Dyslexia Sparks charity.

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.

-All staff attend regular pupil progress meetings and have to identify and show the progress of all pupils, including PP pupils.

-Leaders monitor the progress of PP pupils, through o track, and identify those that need extra intervention.

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.

-Two nuture rooms created in the school, pupils use these rooms daily for a variety of reasons, including – a brain break from their work, a quiet, calm space to work, a safe space to calm down when a child is encountering high emotions, and friendship group interventions.

-Science garden has been developed, with a gardening club taking place to help with the upkeep of it.

-Each year group uses the wellbeing court on a rota and participates in team games on a lunch time. This has had a decrease in behavioural incidents on lunchtimes.

-Circuit training area developed and each year group uses that area on a rota with the sports coach.

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.

-Children play team games on the wellbeing court with the sports coach on a rota on a lunch time. This has meant that behavioural incidents on a lunch time has been decreased due to children being highly engaged.

-Keep Fit circuit area has been created and children use this area on a rota with the sports coach.

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.

-Most staff are team teach trained. Positive language is used to with children to de-escalate an incident.

-New staff members to be trained in 2019/20.

Increase in DAZZLE/ Crackerjack sessions. Increase in enjoyment in education.

PHSME developed throughout the school.

-Children receive weekly DAZZLE sessions, which has led to an enjoyment in education and problem solving skills developed.

-Staff training to share and develop ideas in DAZZLE.

-PHSME developed and children receive certificates for their achievement with K.I.S.S. and T.W.E.E.T. projects.

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.

-Risk assessments developed by the Health and Safety/ Risk Assessment team.

-All children have a wellbeing mentor in the school who they work with and are familiar with. Wellbeing mentors have developed relationships and positive partnerships with families by attending TAF meetings, PCP meetings, core group meetings and case conferences.

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.

Currently:

14% (87 children) of the school (Reception to Year 6) receive the Pupil Premium Grant (PPG) 

Of this

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.

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