The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).
Schools also receive funding for children who have been looked after by the local authority continuously for more than six months, and children of service personnel.
The government requires all schools to report on the amount of funding received, how it will be allocated/spent and the effect of this expenditure on pupil attainment.
For the academic year 2017 – 2018, Willington Primary School will receive an estimated £148, 380 in Pupil Premium funding. In order to continue to raise standards and support vulnerable children it will be used in the following ways:
Attainment of ‘Disadvantaged Pupils’
|Performance of Disadvantaged Pupils at end of EYFS|
|% PP pupils achieving GLD||58||36||42|
|% PP pupils achieving expected in Reading||67||45||50|
|% pupils achieving expected in Writing||58||36||42|
|% PP pupils achieving expected in Maths||67||55||58|
- EYFS data shows the percentage of disadvantaged children reaching GLD has increased by 16% from 2015 to 2017.
|Performance of Disadvantaged Pupils at Phonic Check|
|% PP pupils achieving phonic standard Year 1||62||69||40|
|% PP pupils achieving phonic standard Year 2||75||83||83|
- The percentage of disadvantaged pupils reaching the required phonic standard has risen from 40% in 2015 to 62% in 2017.
- Whilst the % of Y2 disadvantaged resit pupils dropped from 83 to 75 this was due to 1 child out of a small cohort of 4 not reaching the standard.
|Performance of Disadvantaged Pupils at End of KS1|
|% PP pupils achieving expected standard and above in Reading||62||40|
|% PP pupils achieving expected standard and above in Writing||46||40|
|% PP pupils achieving expected standard and above in Maths||54||50|
For the 2017 Y2 cohort:
- 62% reached expected standard in reading – an increase of 12% over the 50% achieving GLD at the end of EYFS.
- 46% reached expected writing compared to 42% in reception – this is a focus area of 2017-18
- 54% reached expected in maths. This is lower than the 58% at the end of EYFS due to a high attaining child moving from the area part way through year 2.
|Performance of Disadvantaged Pupils at end of KS2|
|% PP pupils achieving expected standard and above in Reading||53||47|
|% PP pupils achieving expected standard and above in Writing||59||71|
|% PP pupils achieving expected standard and above in Maths||82||59|
|% PP pupils achieving expected standard and above in R,W and M||53||35|
- The attainment of disadvantaged pupils has risen in all subjects and in particular the percentage achieving expected standard in Reading, Writing and Maths combined has risen from 35% in 2016 to 53% in 2017.
|KS1 - 2 Value Added for Disadvantaged Pupils|
- The value added figure for maths in 2017 is significantly above national for 2016.
- Maths and writing VA have been above national for the last two years but reading, whilst not significantly below national, remains a priority area for 2017.
|% at GLD|
|% at expected standard for Y1 phonics||30 pupils|
|% achieving Exp+ in Reading KS1||29 pupils|
|% achieving Exp+ in Writing KS1||29 pupils|
|% achieving Exp+ in Maths KS1||29 pupils|
|% achieving R, W+M combined Exp KS2||24 pupils|
|% achieving Reading Exp KS2||24 pupils|
|% achieving Writing Exp KS2||24 pupils|
|% achieving Maths Exp KS2||24 pupils|
Barriers to Future Attainment in-school
|A||Many children enter reception with low levels of speech, language and social development.|
|B||Phonics check - 32% fewer PP children met phonic standard than non-PP children.|
|C||Reading attainment at KS1 was lower for PP than Non PP.|
|D||Writing attainment at KS1 and KS2 was lower for PP than Non PP.|
|E||Maths attainment at KS1 was lower for PP than Non PP.|
|F||Reading attainment at KS2 was lower for PP than Non PP.|
|G||High percentage of PP children experiencing social and emotional barriers to learning.|
|H||High levels of deprivation in the catchment limits children's opportunities to access experiences that enhance their vocabulary and creativity.|
|I||Percentage of PP children recorded as persistent absentees is higher than Non PP.|
|J||Children do not have sufficient access to positive male role models.|
|K||Many children do not get off to the best start to a day due to chaotic households and poor routines.|
Desired Outcomes, Strategies and Rationale
|Desired Outcome||Strategy||Rationale for Chosen Strategy||Cost||Impact|
|A||Improve levels of speech, language and social development in Reception class. Continue to narrow gap between proportions of PP and non PP children achieving GLD. Aim is for percentage of PP children achieving GLD to increase from 36% to 58%.||Additional TA in class in order to release experienced TA to run small group interventions such as Speech and Language etc.||EEF teaching and learning toolkit - review of evidence of impact of oral language interventions. Moderate impact based on extensive evidence (+5)||£20,000||56% of disadvantaged pupils reached GLD|
|B||Aim for 80%+ in year 1 Phonics. Aim to increase % of disadvantaged pupils achieving phonic standard from 62% in 2017 to 70% in 2018.||Additional TA support available in order to create 2 additional phonic groups each morning in KS1. 1:1 additional support for pupils as necessary.||EEF teaching and learning toolkit - review of evidence of impact of high quality additional adult feedback. High impact for very low cost based on moderate evidence (+8)||£16,000||83% of pupils met the phonic standard - 3% above target. 83% of our disadvantaged pupils reached the standard - exceeding our target by 10%!|
|C||Higher + of PP children achieving Exp+ in KS1 Reading||Additional TA in class during morning sessions in order for smaller RWInc. groups to run. Purchase of new home-readers for pupils in Rec and Y1 unable to access existing materials.||EEF teaching and learning toolkit - review of evidence of impact of reading comprehension strategies: Moderate impact based on extensive evidence (+5)||£12,000||Percentage of PP children at expected rose from 62% to 69%.|
|D||Higher % of PP children achieving Exp+ in KS1 and KS2 Writing||Participation in collaborative 'Primary Writing Project' with 6 other schools across authority.||Research from schools where PWP is embedded shows that the achievement gap is closing due to the emphasis on quality feedback, collaboration and meta cognition.||£6,000 (training costs and TA time for additional morning group).||KS1 PP increased from 46% in 2017 to 54% in 2018. KS2 PP increased from 59% to 63%|
|E||Higher % of PP children achieving Exp+ in KS1 maths||Additional teacher to support in KS1 maths 5 sessions per week. This will increase the capacity to provide quality feedback to the pupils during the lesson - correcting and moving pupils learning on more rapidly.||EEF teaching and learning toolkit - review of evidence of impact of high quality additional adult feedback. High impact for very low cost based moderate evidence (+8)||£8,000||The percentage of PP pupils remained the same as 2017 at 54%.
Staff absence affected progress rates initially. The provision to enable quality feedback enabled pupils to catch up in the final term.
|F||Improved attitudes and confidence to reading. Improved attainment in reading with an increased % of PP children achieving Exp+ in KS2 reading||Renew Accelerated Reader Licence and purchase a greater range of books (non-fiction gap to be filled).||Evidence from the EEF indicates that this is an effective catch up intervention for weaker readers. This also enables pupils to read for pleasure and develop links with parents.||£2,300 Licence and £2,850 books.||Percentage of PP pupils reaching expected increased from 62% in 2017 to 69% in 2018|
|G||Improved emotional well-being and academic achievement for children experiencing social and emotional barriers to learning allowing them full access to the curriculum and improved achievement.|
Increase academic resilience of pupils so that they are better equipped to 'bounce back' from events that impact on their lives - Children identified as 'highest need' make the same level of progress as those identified as 'low need' children.
|Nurture group in place 3 afternoons per week run by two TA's - addressing attachment and other issues impacting on progress. TA time to deliver small group interventions including the 'Listening Matters' Programme.|
Staff CPD to help identify levels of need within each class and the school as a whole. Variety of approaches will be used including social skills, groups, mentoring and self-esteem work.
|Systems are now embedded in school and have a positive impact on pupil performance across all areas of school life. We have had no fixed term exclusions in 2017/18 academic year and feel this is due to the social and emotional support which we now provide.||£20,000||Boxall profile outcomes show important gains in key areas of pupils' development that will enable them to play a more active role in school life and the curriculum.
There were no fixed term exclusions in the academic year 2017/18.
|H||All children to access a range of educational visits and experiences to raise their aspirations and increase their imagination / creativity.||Fully fund educational visits / experiences for pupils.||£10,000||Over 30 experiences / visits were facilitated - this is helping to increase their life experience, general knowledge, vocabulary and aspirations.|
|I||The % of FSM children recorded as a persistent absentee will reduce. Our aim for 2017-2018 is to continue to rigorously apply attendance procedures so that we can maintain attendance levels in line with national.||PSA to work with Business Manager to monitor attendance of pupils causing concern weekly, conducting home visits when parents out of contact. PSA to undertake parenting and family work to improve attendance and engagement.||This success of the system is evidenced by attendance rates in line with national for the last two years. (Attendance in 2016-17 increased to 96.5%.) PSA involvement enables a more supportive approach to parents in tackling poor attendance.||£14,000||The percentage of PP pupils recorded as persistant absentees reduced by 2.81% in 2017 to 1.8% in 2018.|
|J||Fewer incidents of aggression during lunchtimes. More effective delivery of high quality PE sessions with Mr Littlefair leading on sessions. Increased participation of children at level 3&4 on pyramid of need assessment.||Lead PE sessions throughout the school. Provide a positive role model for pupils at break/lunch times. Support and mentor pupils with social/emotional issues through participation in team games. Work with PE co-ordinator to organise teams for sports festivals, ensuring Pupil Premium children are targated.||Mr Littlefair joined as a sports apprentice and is very popular with pupils throughout the school. He has already had a positive impact on lunchtime behaviour through the facilitation of games and now runs clubs before and after school.||£18,000||Lunchtime behaviour is good and there is no longer a need for a detention system. School took part in 6 festivals in 2017/18 compared to 3 the previous year. In addition Mr Littlefair runs 2 fitness clubs for KS2 pupils involving 50 children.|
|K||Vulnerable children starting the day with a positive experience. More PP children attending after school clubs.||PSA and staff to highlight children to be targeted to attend breakfast club to ensure they start the day positively, resulting in more progress academically. Target PP children to attend after school clubs.||Breakfast clubs that offer pupils in primary schools a free and nutritious meal before school can boost their reading, writing and maths results by the equivalent of two months' progress over the course of a year, according to the results of a randomised controlled trial published by the EEF Nov' 16.||£3,500||Breakfast club now has between 35 and 50 children compared to averaging around 20 in 2016/17. The addition of a table tennis club before school has helped attendance and improved co-ordination / motor skills.|