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Pupil Premium

 

PUPIL PREMIUM 2016 – 2017

 

Background

 

The Pupil Premium is an allocation of funding, in addition to main school funding, which schools receive according to the number of children in specific groups.

Schools receive Pupil Premium funding for:

 

  • All children who are eligible for free school meals (FSM)

  • All children who have been eligible for free school meals (FSM) at any point in the last 6 years

  • All children who have been looked after by a local authority, or children who have left local authority care on a special guardianship order or child arrangements order.

  • All children who have parents in the armed forces.

 

The government awards the Pupil Premium Grant (PPG) to:

 

  • Raise the attainment of disadvantaged pupils of all abilities to reach their potential

  • Support children and young people with parents in the regular armed forces

 

It is up to schools to decide how the Pupil Premium is spent, but the funding should be used to support these children. All schools are required to publish, on their websites, the funding they have received and how the money is being used.

 

At Collis, the grant is allocated to initiatives to ensure pupils reach their full potential, both academically and socially. The school aims to raise the attainment and progress of pupils eligible for the PPG so that their performance is in line with pupils who are not entitled to the PPG (both nationally and within their own school).

 

In 2016/17, we have 62 pupils who qualify for the Pupil Premium at Collis.

 

 

School context

 

 

2015 - 2016

2016 - 2017

Number of pupils eligible for the Pupil Premium Grant (PPG)

59

62

Percentage of school eligible for PPG

7%

7.8%

National average of primary school pupils entitled to Free School Meals

25%

25%

Percentage of PPG children with SEND at Collis

25%

27%

Percentage of PPG gender

Boys 49%

Girls 51%

Boys 47%, Girls 53%

PPG budget

£46,659.60

£26,185.20 to date

 

Barriers to learning

 

We have identified key barriers to learning for our PPG funded children as:

 

  • Social and emotional needs which affect pupils’ learning;

  • The number of pupils who are in receipt of the PPG and also on the SEN register for cognition and learning in a range of subject areas;

  • Access to extra-curricular activities - educational experiences such as trips and music lessons;

  • Parental engagement with school; supporting children’s learning at home;

  • Attendance and punctuality issues.

 

The needs of each individual are different and, therefore, support for the children is tailored accordingly.

 

 

Key areas for development

 

We aim to remove barriers to learning through the development areas identified below. All priorities are vital in raising attainment for our pupils and are, therefore, not placed in order of importance.

 

Category

Priorities

A

To support pupils’ social and emotional provision through access to appropriate interventions.

B

To improve attainment and progress in reading and writing for pupils entitled to the Pupil Premium.

C

To improve attainment and progress in maths for pupils entitled to the Pupil Premium.

D

To identify specific barriers to learning and social and emotional development for individual pupils and find ways of overcoming these barriers.

E

To provide financial support for trips, extra-curricular activities and other school costs and opportunities.

F

To work closely with families to improve attendance and punctuality.

 

 

Strategies and provision

 

At Collis, we strive to ensure all pupils achieve equality of opportunity and we monitor attainment and progress continuously. Our belief and research evidence shows that, the quality of teaching and learning is the most important factor in the achievement of all pupils. This remains a consistent and relentless focus of the school and is the focus of our staff training and support from the senior leadership team.

 

  1. identify pupils who are entitled to the Pupil Premium and use the funds to raise standards and broaden opportunities for disadvantaged pupils. As indicated above, any barriers to learning are identified and specific interventions are put into place to meet the needs of individuals.

 

These interventions include the following:

 

  • 1:1 teaching to support progress and attainment of learners who are working below the level of their peers

  • Additional hours for teacher-led support to target key areas of learning such as spelling, phonics, or maths.

  • Training for staff who are supporting PPG learners with specific difficulties

  • Enrichment activities for the children e.g. sports clubs, drama club, writing club, horse riding

  • Targeted play therapy for individuals and groups of children.

  • Specialist music lessons e.g. singing, piano, guitar, violin

  • Bursaries for extra-curricular activities and trips

  • Nurture groups to support pupils’ self-esteem and promote positive behaviour and relationships.

  • 1-1 tutoring for individuals - Kit McGrath

     

     

Finance

 

 

Funding received

Number of pupils

2011/12

£12,200

25

2012/13

£24,430

35

2013/14

£37,923

35

2014/15

£66,618

49

2015/16

£46,659

59

2016/17

£26,185

(year to date)

62

 

This table will be updated to reflect this academic year’s income as data becomes available.

 

 

Impact

 

Provision

In 2015 – 2016, the Pupil Premium Grant was used to fund a range of interventions and activities for children which effectively supported pupils’ progress and their social and emotional development. In addition to this, the wide range of enrichment activities enhanced and developed children’s learning, social skills and self-esteem.

 

Progress of children entitled to the Pupil Premium (Years 1 – 5 2016)

  1. pupils in Years 1 – 6 made positive progress in reading, writing and maths from the end of the autumn term 2015 to the end of the summer term 2016. The children were assessed using a system of ‘steps’ based on the Target Tracker assessment scheme. Expected progress from Autumn to Summer is 3 – 4 steps. The chart below shows that the majority of year groups exceeded this expectation for pupils entitled to the Pupil Premium. Progress of pupils entitled to the Pupil Premium exceeded progress for ‘all’ pupils in all year groups (Yrs 1 – 5), demonstrating the positive impact of the Pupil Premium.

 

Progress of pupils entitled to the Pupil Premium – Autumn 2 2015 to Summer 2 2016

Steps Progress (Target Tracker)

 

No. of PP pupils

READING

WRITING

MATHS

Average of subjects (Pupil Premium)

Average of subjects (All pupils)

Year One

10

4.0

5.2

4.0

4.4

3.6

Year Two

4

3.5

3.5

4.3

3.8

3.7

Year Three

8

3.0

4.4

3.5

4.0

3.7

Year Four

10

3.3

6.0

3.7

4.3

3.9

Year Five

10

4.8

5.1

3.1

4.3

3.8

The expected progress for children from the second half of the autumn term to the end of the summer term is 3 -4 steps.

 

Attainment of children entitled to the Pupil Premium (Years 1 – 5 2016)

The chart below shows the percentage of pupils entitled to the Pupil Premium who achieved the nationally expected standard in July 2016. 30% of these pupils were identified with special needs and 25% spoke English as an additional language. Although attainment of this group was below attainment of ‘all pupils’, their progress was extremely positive (as shown above).

 

Attainment of pupils entitled to the Pupil Premium

Percentage achieving the nationally expected standard

 

READING

WRITING

MATHS

Year One

45%

36%

55%

Year Two

60%

60%

40%

Year Three

37%

37%

50%

Year Four

42%

43%

43%

Year Five

50%

70%

30%

 

KS2 Attainment Data for Children entitled to the Pupil Premium (Year 6 - 2016)

The 2016 KS2 statutory assessments were the first which assess the new, more challenging national curriculum which was introduced in 2014. New tests and interim frameworks for teacher assessment were put into place to reflect the revised curriculum.

 

Expectations for pupils at the end of Key Stage 2 have been raised. Given the differences in the curriculum and assessments, previous data should not be compared with this year’s results.

 

6 children were entitled to the Pupil Premium in Year 6. With the exception of two children with special needs, the majority of these pupils attained the nationally expected standard in reading and writing. In maths, a few children scored between 1 – 3 marks below the nationally expected score of 100. Although their test scores were below the expected standard, their performance over time indicated that, typically, they were working at the expected standard. Therefore, these children were awarded a Teacher Assessment of ‘working at the nationally expected standard’.

 

  • 67% of pupils entitled to the Pupil Premium attained the expected standard in reading
  • 67% of pupils entitled to the Pupil Premium attained the expected standard in writing
  • 17% of pupils entitled to the Pupil Premium attained the expected standard in maths