WHAT IS THE PUPIL PREMIUM?
The Government has introduced the Pupil Premium as a way of reducing the inequalities experienced by disadvantaged pupils up to the age of 16. This funding currently at £1320 per pupil is given to schools based on the numbers of pupils in receipt of free School meals (FSM) as entered onto the January census. This figure also included any pupil who has been in receipt of FSM in the previous six years of their schooling (Ever6), whether or not they are currently entitled. The Premium funding is also used to support children from a services family and those who are in Local Authority Care. Schools receive £1,900 for each pupil who has left local-authority care because of 1 of the following:
If a pupil has been registered as eligible for free school meals and has also left local-authority care for any of the reasons above, they will attract the £1,900 rate.
The support offered using the funding can vary from school to school depending upon their own unique requirements. This report will provide information about how we intend to use our funding during the current year and what its impact was over the previous year.
WHAT DO OFSTED RECOMMEND?
School leaders, including governing bodies, should ensure that Pupil Premium funding is not simply absorbed into mainstream budgets, but instead is carefully targeted at the designated children. They should be able to identify clearly how the money is being spent.
School leaders, including governing bodies, should evaluate their Pupil Premium spending, avoid spending it on activities that have little impact on achievement for their disadvantaged pupils, and spend it in ways known to be most effective.
WHAT ARE OUR OBJECTIVES FOR THE USE OF THE FUNDING?
We ensure that teaching and learning opportunities meet the needs of all pupils.
We ensure that appropriate provision is made for pupils who belong to vulnerable groups; this includes ensuring the needs of socially disadvantaged pupils are assessed and addressed.
We recognise that not all pupils who receive free school meals will be socially disadvantaged.
We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to support any pupil or groups of pupils we legitimately identify as socially disadvantaged.
Pupil premium will be allocated following needs analysis which will identify priority classes, groups or individuals. Not all FMS/Ever 6 pupils will be in receipt of pupil premium interventions.
To raise attainment and achievement of all pupils and to narrow the gap between FSM children and non-FSM children through:
Provision of additional staffing to raise progress and attainment levels in reading and writing.
Additional staff training to support quality first teaching of phonics/reading.
Provision of nurture, social and emotional support to improve attendance and behaviour and support positive learning behaviours.
Enhance pupils’ experiences and increase access to activities.
WHAT FUNDING DO WE RECEIVE?
The amount of Pupil Premium funding for April 2015 – March 2016 was £61,440. For April 2016 - March 2017 the amount was £60,060. This funding is then budgeted accordingly to meet the needs of those children in receipt. In addition we receive funding to support forces children (SCISS) at £300 per child. In order to ensure all pupils (including FSM/CLA/SCISS) make good or better progress we have a programme of intervention currently in place.
HOW DO WE MONITOR THE SPEND?
The progress and achievement of all pupils is monitored throughout their schooling at key points in the academic year. Any pupil (FSM or not) who is in need of intervention is identified on the school provision maps and the necessary support is put in place using carefully planned adult support.
Further analysis takes place to ensure levels of learning are secure, especially at the end of each key stage. Teacher assessment data is gathered six times per year and intervention plans are updated accordingly.
Whole school data, APS (Average Point Score) is analysed to highlight areas of under performance by year groups in Reading, Writing and Maths. Intervention is then planned for pupils within these groups who are not meeting national expectations or making expected rates of progress. This can take the form of 1:1 during/after school or small group intervention.
HOW DOES THE PUPIL PREMIUM CONTRIBUTE?
The Headteacher is responsible for overall co-ordination and monitoring of the Pupil Premium allocated funds. Team leaders are responsible for the planning and coordination of adult support to meet the needs of the vulnerable pupils.
By analysing assessment data, One to One tuition or group intervention is provided to those pupils who are considered to be in need of support. This support is offered to pupils who are not making expected levels of progress, those who have gaps in the learning identified and those exceeding expectations.
Supporting continued professional development (CPD) of existing staff (Including HLTA) to provide small group intervention and support.
Financial support given for students for curriculum trips and residential.
Funding to provide extracurricular opportunities. (E.g. Sports/Activities clubs )
Year 6 extracurricular booster clubs. (From Spring/Summer term)
Development of Forces friends club
Forces Teddy Bear mascots used to develop diary writing and communication between pupils and parents serving in the forces which provides links to HMS Heroes forces subscription.
Forces parents and child meeting club
Future actions will also include:
Provide forces pupils and families with opportunities to use the e-bluey communication system.
Staff INSET to address the emotional and social wellbeing of pupils whose parent(s) are serving in the armed forces.
HOW DO WE ASSESS THE USE OF THE FUNDING?
The Headteacher routinely references analysis to FSM/Pupil Premium to ensure this aspect of narrowing the gap is achieved.
*RAISE online reflects the targeted approach through achieving parity of attainment FSM/non-FSM.
*RAISE online is a secure web-based system that provides schools, local authorities and Ofsted/Diocese inspectors with a range of analyses including:
• Attainment at the end of Key Stages 1 and 2;
• Progress from Key Stage 1 to 2;
• Absence and exclusions; and
• The characteristics (often referred to as ‘context’) of pupils.
For each type of analysis, a school is compared to national averages for primary schools. Some analyses also show you where your school sits in the national distribution of schools (e.g. top 20%, bottom 5% etc.). Tests of statistical significance are used to highlight results that are a typical. Statistical significance. The purpose of RAISE online is as an important (but by no means the only) source of data for schools to use in retrospective self-evaluation and development planning, to be used alongside other sources and the schools’ own pupil tracking data. Secondly, the analyses are used by Ofsted inspectors in their pre-inspection briefings. School leaders (Inc Governors) should be able to interpret their school’s data from an inspector’s perspective and can identify apparent areas of under-performance in order to:
• explain why they occurred; or
• demonstrate that they recognise them and have set out the action being taking to address them
Through monitoring and data analysis, staff assess and monitor the performance of FSM/forces pupils and implement intervention where needed.
Various forms of data tracking is used to monitor the impact of intervention throughout the pupil’s primary schooling at OakhamCofE Primary School.
OFSTED have recently undertaken a detailed research project as to how schools were spending their Pupil Premium and the impact it has had upon the education of the children for which the Pupil Premium has been targeted. You can read their findings here: