Pupil Premium Grant Expenditure 2015-16

What is Pupil Premium?

What is Pupil Premium?

Pupil Premium, is additional to main school funding and is allocated to schools based on the number of free school meal pupils and the number of looked after children a school has. The Government sees this as the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Whilst schools are free to spend the Pupil Premium as they see fit, they will be held accountable for how they have used the additional funding to support pupils from low-income families. From September 2012, schools were required to publish online information about how they have used the Premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium.

The Government decided that eligibility for the Pupil Premium in 2012-13 would be extended to pupils who have been eligible for free school meals (FSM) at any point in the last 6 years ‘Ever Six ‘children. Also children that have been adopted from care are also eligible for Pupil Premium.

Within the overall resource allocation, Pupil Premium funding will be used in the first instance to support the learning needs of ‘Ever Six’ children – those in receipt of free school meals, now or previously. However not all pupils in receipt of free school meals require additional support to fully attain their potential , not all parents/carers entitled to claim free school meals for their children make a claim and not all children requiring additional support are entitled to free school meals. So the Pupil Premium provision may also extend to other children who have been identified as ‘vulnerable’.

The school’s Senior Leadership Team will monitor the attainment and progress of all pupils and decide which pupils need additional provision and what this provision will be. The SLT will use on-going and fixed point assessment to identify children’s learning needs and with the class teacher plan for the appropriate provision to best meet a child’s needs.

Pupil Premium Grant ; Expenditure and Impact 2015-16

Overview 2015-16

  • Total Number of Pupils on role 2015/16 = 213
  • Number of Pupils receiving PPG = 53
  • Amount of pupil premium grant per pupil = £1,320
  • Number of children adopted from care = 5
  • Amount of pupil premium grant per pupil = £1,900
  • Total Grant = £76,240

Expenditure and Impact

Focus and nature of PPG support 2015-16

The funding has been used to:

  • redeploy two part time teachers to provide group and individual support for children in both key stages with specific barriers to learning in English and Maths
  • continue to meet the cost of the salary of the Learning Mentor to support children with social and emotional barriers to learning
  • finance attendance at breakfast club for Pupil Premium children to improve punctuality and finance after school clubs and activities
  • continue to buy into Wigan Family Welfare School Counselling Service to enable children with social and emotional issues to overcome barriers to learning. A counsellor is assigned to the school and comes in to work with identified children one morning each week

Impact 2015-16

The Ofsted Inspection dashboard highlights the progress made by pupil premium pupils at the end of KS 2 as a strength of the school; Disadvantaged KS 2 pupils’ progress was not significantly below average overall or for any prior attainment group in any subject.

Over the last three years there were no negative in-school gaps between disadvantaged pupils and other pupils which clearly indicates that the allocation of pupil premium funding is used effectively to impact on the progress of this group of children.

Progress Key Stage 2

Reading Pupil Premium Year 6 2016

The 8 disadvantaged pupils had a progress measure of 4.48 and significantly above national and in the top 10% of schools.

Writing Pupil Premium Year 6 2016

The 8 disadvantaged pupils had a progress measure of 4.40 and significantly above national and in the top 10% of schools.

Maths Pupil Premium Year 6 2016

The 8 disadvantaged pupils had a progress measure of 1.57 which is above national 0.


Key Stage 2 Results 2016

Pupil Premium compared with Non Pupil Premium

  Number of Pupil Premium in cohort =8, Number of non pupil premium =22 % Achieving At Least the Expected Standard % Achieving a higher standard ; Greater Depth
RWM Cohort 77% 10%
Non Pupil Premium 82% 14%
Pupil Premium 63% 0%
National 53% 5%
 
READING Cohort 87% 20%
Non Pupil Premium 91% 27%
Pupil Premium 75% 0%
National 66% 19%
 
WRITING Cohort 93% 27%
Non Pupil Premium 95% 36%
Pupil Premium 88% 0%
National 74% 15%
 
SPELLING PUNCTUATION and GRAMMAR Cohort 83% 33%
Non Pupil Premium 82% 41%
Pupil Premium 88% 13%
National 72% 23%
 
MATHS Cohort 77% 27%
Non Pupil Premium 82% 32%
Pupil Premium 63% 13%
National 70% 17%
 


Key Stage 1 Results 2016

Pupil Premium compared with Non Pupil Premium

  Number of Pupil Premium in cohort =8, Number of non pupil premium =22 % Achieving At Least the Expected Standard % Achieving a higher standard ; Greater Depth
RWM Cohort 53% 3%
Non Pupil Premium 59% 5%
Pupil Premium 38% 0%
National 60% 9%
 
READING Cohort 63% 20%
Non Pupil Premium 68% 23%
Pupil Premium 50% 13%
National 74% 9%
 
WRITING Cohort 63% 3%
Non Pupil Premium 68% 5%
Pupil Premium 50% 0%
National 66% 13%
 
MATHS Cohort 67% 10%
Non Pupil Premium 73% 14%
Pupil Premium 50% 0%
National 73% 18%
 


Year 1 phonics Screening Test

Over the previous three years the percentage of disadvantaged pupils achieving the standard was above or at national.

When comparing with non-disadvantaged pupils the attainment of disadvantaged pupils has been below national for all pupils in 2014 and 2016 but above national in 2015.

An additional teaching assistant was employed to deliver phonics throughout KS 1 so phonics was suitably differentiated and children were taught in small groups.

Year 2 Phonics Screening Test

Disadvantaged pupils were above other pupils and above national in 2015 and 2016. Again the interventions put in place had a significant impact as 97% of children met the expected standard at the end of year 2.

A teaching assistant worked rigorously with a group of children who did not achieve the phonics check in year 1 impacting on year 2 results.

Pupil Premium Strategy 2016-17

Barriers and challenges to educational achievement faced by pupils eligible for Pupil Premium

  • Lower attainment of our pupil premium children in maths and English compared with our Non PP children
  • Decreasing levels of speech, language and communication of our pupils on entry to Reception
  • Emotional well-being of an increasing number of our children
  • Attendance of our PP children compared with our NPP
Overview and Proposals for Allocation 2016 - 17

Proposals for allocation for 2016-17

  • Total Number of Pupils on role 2016/17 = 209
  • Number of Pupils receiving PPG = 47
  • Amount of pupil premium grant per pupil = £1,320
  • Number of children adopted from care = 4
  • Amount of pupil premium grant per pupil = £1,900
  • Total Grant = £69,640

Proposals for allocation of PPG 2016-17

Focus and nature of PPG support academic year 2016-17

The funding will be used to:

Accelerate Progress in Maths and English

  • Provide teacher support 2 days a week for children on the SEND register. Assessments will be carried out in order to identify barriers to learning and to provide support plans to accelerate progress.
  • Fund supply costs so teachers can meet parents of children on SEND register for half termly consultations
  • Provide additional teacher support in key stage 2 to release the teacher to deliver intervention programmes to accelerate progress
  • Deploy the HLTA to deliver the maths recovery programme to targeted children in both key stages
  • Provide supply cover for the Reception class teacher to deliver 7 pre school workshops working with parents and children as part of the transition process in school.

To Overcome Social and Emotional Barriers to Learning

  • Continue to meet the cost of the salary of the Learning Mentor to support children with social and emotional barriers to learning. The Learning Mentor also works with families that require support
  • Continue to buy into Wigan Family Welfare School counselling Service to enable children with social and emotional issues to overcome barriers to learning. A counsellor is assigned to the school and comes in to work with identified children one morning each week.

To Provide Support for Speech and Language

  • Employ a Speech and Language Therapist (SALT) 1 day per week

To Improve Attendance and Punctuality

  • Finance attendance at breakfast club for Pupil Premium children to improve attendance and punctuality

How will the Impact be Measured?

  • Clear targets set which are reviewed termly
  • SALT teacher reports termly to SLT on progress of groups
  • SALT teacher provides weekly verbal reports to class teachers
  • Termly reports on the progress of children with SEND will be provided and presented to SLT and Governors. Progress to be measured through tacking system ‘Pebbles’ introduced this year
  • Lesson observations and book scrutinises will evaluate the provision and progress made
  • Termly pupil progress meetings will monitor progress of SEND and Pupil Premium children

Learning Mentor

  • Learning mentor report to SLT on progress made with specific families and children and identification of further intervention if required
  • Early signpost to other agencies according to need progress of children

The impact of this extra support and the intervention put into place to support these children is monitored each term at each pupil progress meeting held between a member of the leadership team and the class teacher.

Analysis of data including soft data is used to plan next steps.