Pupil Premium

Pupil Premium Strategy September 2019

What is Pupil Premium funding?

  • • The Government is committed to narrowing the achievement gap between the families that are on lower income households and those that have higher incomes.

 

  • • It has therefore given a set amount of money per child for every child that has been eligible for free school meals, has been in the care of the local authority in the last 6 years or has been adopted in the last 6 years.

 

  • • It is then up to the school to decide how to spend the money so that all children can reach their potential.

 

  • • Pupil Premium funding is allocated under a ‘financial year’ model rather than an ‘academic year’ model.

 

  • • Our champions for Pupil Premium children are Martin Burns (Teacher) Danielle Kenny (Attendance officer) Tabitha Smith (Head teacher), Sarah Bailey (Governor).

 

  • • We track the attainment and progress of pupils in receipt of Pupil Premium funding on a termly basis and report this to Governors

 

  • • This strategy is reviewed annually with the full Governing Body in the Summer term.

 

 

Pupil Premium Funding 2018/19
Academic Year 2018/19Total PP budget expected£57,090Date of most recent PP Review July 2019
Total number of pupils 281Number of pupils eligible for PP as of Jan 2019 54 (19.5%)Date for next internal review of this strategy January 2020
How did we use Pupil Premium Funding to support pupil progress and wellbeing in the year 2018/19?

 

Current barriers to future attainmentObjectiveActionsHow did we measure this?
AOur disadvantaged children seem to have social and emotional concerns (specifically, self-esteem and resilience).To improve self-esteem and resilience of children.
  • We employed a pastoral support worker for two afternoons a week.
  • A more meaningful scheme of PHSE learning was developed by Acting Deputy to address school specific concerns.
Pupil voice.

Staff voice.
Reports from pastoral support worker.

BA number of our disadvantaged children eligible for pupil premium have SEND needs, and they are being monitored for low attainment.To ensure children have effective and appropriate support provided in class and/or externally by third party professionals.
  • Speech and language therapist
  • Education psychologist
  • Targeted in class support
  • PP champion and SENDCO work closely together to monitor progress.
Book scrutiny.

Termly assessment data.

SENDCO termly and ongoing reviews of support.

 

CMany of our disadvantaged children are low ability in literacy and numeracy moving through KS1. KS2 children seem to perform more in line with others.To monitor closely and ensure that children are given support where required to start to reduce the gap in ability in KS1.

 

To discuss with SLT actions that will guarantee bridging the gap.

  • Quality first teaching.
  • Targeted group/one to one interventions within the class.
  •  High ratio of adult support within each classroom.
  • We have a named teacher responsible for championing the cause of the disadvantaged children and being responsible for reporting to governors and ensuring teachers are very clear on who this group of children are.
  • Have termly Pupil Progress meetings with a new system of internal data analysis to ensure no group gets 'forgotten'.
  •  Regular TA training so support staff felt more confident in leading interventions, 1:1 and small group work.
  • Tutor Trust which provided one to one tuition.
Book scrutiny.

Termly assessment data.

Learning walks.

Pupil Voice.

DSome of our disadvantaged children are EAL.To monitor disadvantaged EAL children and ensure that they are support.

 

To discuss with SLT how we might better support our EAL disadvantaged children.

  •  Targeted group/one to one interventions within the class.

 

Book scrutiny.

Termly assessment data.

Learning walks.

Pupil Voice.

EWe know that there is a lack of parental involvement which has an impact of our disadvantaged children.Encourage and monitor parental involvement.
  •  PTA formed to encourage parental involvement.
  • Parents encouraged to attend PTA events.
  • We tracked non-attendance at parents evening and offered alternative appointments.
Parents’ evening tracker.

 

Staff voice.

 

PTA meeting feedback of attendance with SLT.

 

FWe know that our disadvantaged children have limited access to extra-curricular and enrichment activities.To provide access to extra-curricular and enrichment activities.
  • We provided free lunchtime and after school clubs and half price school trips to ensure they are given a wide range of experiences.
  • We provided half price music lessons
  • We ran bespoke Manchester City coaching sessions for Pupil Premium pupils
Pupil voice.

Termly behaviour analysis.

 

GAttendance rates for our disadvantaged pupils eligible is lower than other pupils.Ensure children are prepared for the school day.

 

 

 

 

Ensure that persistent absence is reduced and clear processes are in place to combat this.

 

  •  Free breakfast and free wraparound provided
  • Free school uniform provided for all PP families when they start school
  • Part of the attendance officers’ salary (Danielle Kenny) is attributed to combatting persistent absence with disadvantaged children
  • PP Champion/SLT receive regular reports of PP child absence and punctuality (lateness)
  • New attendance policy in place from February 2019 to address persistent absence.
Regular reports of PP absence and punctuality.

 

How do we intend to use Pupil Premium Funding to support pupil progress and wellbeing in the year 2019/20?

 

Barriers identified during 2018/19 academic yearActionsHow will we measure this?
AComplex social and emotional needs and low levels of resilience have a detrimental impact on friendships, perception of ‘self’ and the ability to deal with disappointment.
  • Restorative Approaches will be introduced and embedded throughout 2019/20.
  • New approach to behaviour management and conflict resolution will be introduced in September 2019.
  • Continue to employ a Pastoral Support Worker.
  • Move to a new EP provider for improved advice and support.
  • Specific 1:1 support assistant employed for our LAC pupils who display complex difficulties.
  • This is a priority on the School Development Plan 2019/20.

 

Pupil voice.

Staff voice.

Reports from pastoral support worker.

BAcademic progress of our PP children in KS1 is not as strong as we want. This trend becomes minimal in KS2.
  • How we support our EAL learners especially in the Early Years is a priority on the School Development Plan for 2019/20.
  • Writing is a focus for development on the School Development Plan 2019/20 with specific reference to teaching and learning in KS1.
Termly Pupil Progress Meetings.

 

CSupporting families as a whole.
  • Ensure that all members of staff are viewed as trusted friends.
  • Have a network of support services to call upon.
  • Good communication with secondary schools if siblings are involved.
  • PTA to provide a ‘hardship fund’ to cover costs of food / transport / clothing in the short term.
Report to governors.
DInvolvement in music, sport and extra-curricular activities.
  • Continue as before to subsidise the cost of activities.
Pupil voice.

Staff voice.