Pupil Premium Strategy , Expenditure and Impact 2017-18

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 strategy and proposals 2017-18

Overview 2017-18; Estimated Grant

  • Total Number of Pupils on role 2017/18 = 206
  • Percentage receiving PPG = 27%
  • Number of Pupils receiving PPG = 50
  • 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 = £75,500

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

1. Lower attainment of some of our pupil premium children in some year groups in maths and English compared with our Non PP children particularly in key stage 1

2. Decreasing levels of speech, language and communication of our pupils on entry to Reception

3. Emotional well-being of an increasing number of our children

Desired outcomes

Identify pupils and provide intervention so that they can catch up and achieve the expected standard

Improved speech and language of our younger children with an increasing number working within the expected standard at the end of the Reception year

Increased support for parents of targeted children

Focus and nature of PPG support academic year 2017-18

The funding will be used to:

1. Accelerate Progress in Maths and English

  • To deploy a support assistant to deliver precision monitoring (an intervention programme ) to targeted children in KS 1 and 2
  • Provide teacher support 1 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.
  • Provide additional teacher support in key stage 2 to release the teacher to deliver intervention programmes to accelerate progress
  • Quality first teaching with good differentiation through accurate daily assessments
  • Deploy the HLTA to deliver the maths recovery programme to targeted children in both key stages
  • Deploy a teaching assistant to provide daily reading sessions for targeted children
  • Provide supply cover for the Reception class teacher to deliver 6 preschool workshops working with parents and children as part of the transition process in school. This will include workshops delivered by the speech and language therapist
  • Provide supply cover for the year 1 teacher to plan and deliver parental workshops on early reading, writing and language and communication
  • Teachers in all year groups to plan and deliver parental workshops tailored to the needs of the specific cohort
  • To invest in training for non teaching staff in precision monitoring ; an intervention programme that meets the needs of an individual child who is experiencing difficulty with acquiring or maintaining some skills
  • Provide a weekly homework club for targeted children organised by the Learning Mentor.

2. To improve speech, language and communication

  • Employ a Speech and Language Therapist (SALT) 1 day per week to assess the needs of the children in Reception and year 1 and plan programmes of work to meet their individual needs. The SALT will also provide training and support for the class teaching assistants to enable them to deliver programmes on a regular basis.

3. 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 children and 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 employ a relaxation and mindfulness therapist to work with targeted children
  • To invest in training for non teaching staff in Lego based therapy which is a social development programme which helps children with social communication difficulties.

How will the Impact be measured?

  • Clear targets set which are reviewed termly and internal tracking including specific pupil premium tracking
  • SALT teacher reports termly to SLT on progress of groups using TALC results initial screening and end of year screening
  • SALT teacher provides weekly verbal reports to class teachers
  • Termly reports on the progress of children with SEND and Pupil premium will be provided and presented to SLT and Governors. Progress to be measured through tacking system ‘Pebbles’ introduced last year and tracking of intervention programmes
  • Termly pupil progress meetings will monitor progress of SEND and Pupil Premium children
  • The school monitoring and evaluation programme; Lesson observations including observations of TAS delivering intervention programmes

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.

Costing 2017-18

Additional teacher £8,800
Intervention and additional support across school £28,600
School Counsellor £6,500
Speech and Language Therapist £13,000
Therapist ; Relaxation and Mindfulness £5,400
Learning Mentor £10,000
Subsides breakfast club £500
Supply Cover parent workshops £1,000
Training costs including overtime for support staff £1,700
Total £75,500

To be Reviewed September 2018

Pupil Premium Grant Impact 2017-18

Impact Pupil Premium Grant 2017-18

Reviewed October 2018

1.Accelerate Progress in Maths and English

Key Stage 2 Results 2018

It has always been evident from in school and external data that by the time the children reach Year 6 the gap between the pupil premium children and non-pupil premium children has narrowed due to the support and intervention programmes that the children have received throughout their time in school. There were 9 PP children in this year 6 cohort.

Year 6 Pupil Premium %
Achieved ARE
Non pupil Premium %
Achieved ARE
There was a significant dip in reading results this year although progress was good
6 out of 9 children
Non PP
14 out of 21 children
Writing 78 %
7 out of 9 children
21 out of 21 children
Maths 78 %
7 out of 9 children
19 out of 21 children

Pupil premium children performed in line with non-pupil premium in reading , only slightly below in maths and below in writing . The 2 children who did not achieve ARE in writing are both on the SEND register.

Key stage 1 Results ; 2018

There are 4 PP children in year 2

Year 2 Pupil Premium %
Achieved ARE
Non pupil Premium %
Achieved ARE
Reading 75%
3 out of 4 children
77 %
20 out of 26 children
Writing 25 %
1 out of 4 children
20 out of 26 children
Maths 75 %
3 out of 4 children
20 out of 26 children

At the end of KS 1 the widest gap is in writing.

Whilst the pupil premium and non pupil premium attainment is in line it should be noted there are only 4 PP children.

2.To improve speech , language and communication for children entering the Reception class 2017

In this cohort there were 6 pupil premium children identified in the January 2018 census, however the IDACI (Income Deprivation Affecting Children Index score) for this cohort is 0.31 much higher than the National 0.21 therefore Pupil Premium Grant money is allocated on a need basis as children enter the Reception Class

Impact ;

Language and Communication on-entry

  • Understanding Strand on entry only 20% were working at the 40-60 E (National Expectations for On-entry) compared to 77% achieving the ELG at the end of the year (National Expectations)
  • Listening & Attention Strand on entry only 26% were working at the 40-60 E (National Expectations for On-entry) compared to 80% achieving the ELG at the end of the year (National Expectations)
  • • Speaking Strand on entry only 20% were working at the 40-60 E (National Expectations for On-entry) compared to 77% achieving the ELG at the end of the year (National Expectations)
  • • The following graphs provided by the speech and Language Therapist show the Reception children’s progress throughout the year and is presented alongside the graph showing the average performance of children across the country. This data shows that on-entry the Reception Class were significantly below the National Average at Level 2. Much progress has now been made and results show that our children are slightly above average at Level 3, but significantly below average at Level 4.
Key Stage 1 Results for 3 to 5 year olds

Key Stage 1 Results for the Reception class

3.To Overcome Social and Emotional Barriers to Learning

Soft data clearly indicates the progress made by the children who have accessed support put in place. As they progress through school they have developed strategies to overcome social and emotional barriers thus enabling them to access learning. There are 5 pupil progress meetings throughout the year in which these children are carefully monitored. Excellent support from the LA TESS (Targeted Educational Support Team) has also impacted on the progress made by these children.