Pupil Premium Strategy 2017-18
The Pupil Premium is a sum of money the school receives from the Department for Education (DfE) for each pupil who is either in receipt of Free School Meals (FSM) or for Looked After Children (LAC). Nationally, the statistics show that pupils who are in receipt of FSM do less well than their peers in their attainment. The aim of this money is to try to close that attainment gap.
Summary of the main barriers to educational achievement
The majority of pupils who attract the pupil premium begin school at a developmental stage that is below their chronological age. This means that additional support is required to help them to catch up with their peers. Children who are at or above the typical developmental stage when they join the school may have the potential to achieve much more. Some of the children report that they have not had breakfast when they arrive at school, which diminishes their ability to concentrate in lessons. Some of the children’s carers have a variety of problems, such as drug/alcohol abuse, domestic violence or mental health issues. These factors within the home can inhibit the children’s learning. Some children do not receive the maximum support from home because they have parents who do not speak, read or write English. Some of the children have limited life experience and a lack of literature in the household. This impacts on a variety of areas, such as a limited vocabulary and general knowledge.
How the money will be spent
The children will be provided with additional academic support, in order to help them to catch up to their peers. Teaching assistants are employed at St. Peter’s to provide additional support in basic reading, writing and maths skills, on top of the daily English and Maths lesson. Research carried out by the Sutton Trust suggested that teaching assistants may have limited impact on improving academic attainment.
However, where teaching assistants are well trained and where the intervention is well thought-out and regularly monitored, we believe that such an approach can, and often does, have a significant impact on pupil progress. Part-time teachers with a particular strength in the subject being taught will give teaching assistants advice, support and guidance. The Assistant Headteacher for Maths and English will regularly monitor the interventions to check they are effective.
The school’s Inclusion Manager will work to address some of the more serious family issues, which can diminish a child’s ability to learn, for instance by working with children and families who are subject to a Child Protection plan. Where children supported by the pupil premium also have special educational needs, the Inclusion Manager will oversee their progress and development.
The school’s Outreach worker, who is involved with lower-level concerns that can be addressed through Early Help, will support the Inclusion Manager. She will also seek to improve the children’s rates of attendance.
The Deputy Headteacher, who will organise family learning and ESOL courses for parents who speak little or no English, will provide further support for families. This will help parents to support their children, for instance with homework.
The school will provide a breakfast club which will be free to all pupils supported by the pupil premium.
The school will provide a variety of resources where needed, such as free books where progress in Reading is an issue.
The following table shows how the money will be spent:
|Training for support staff carrying out interventions||£8,000|
|Teaching assistants to carry out interventions, inc 1:1 tuition||£35,000|
|Outreach worker time||£12,000|
|Inclusion Manager non-contact time||£10,000|
|Deputy Headteacher time||£4,340|
How the impact of the spending will be measured
The school has a thorough and robust tracking system, in which all children are identified as ‘Working at Greater Depth’, ‘Working at the Expected Standard’, ‘Working towards the expected standard’ or ‘pre-key stage’. We will measure the impact of the spending on academic progress by comparing the children’s attainment in September 2017 with their attainment at the end of the academic year in July 2018.
We will produce a ‘Family learning impact report’ to evidence how spending in this area helped children supported by the pupil premium. We will track pupils who are identified as pupil premium and who are subject to a plan to support the family, such as an Early Help Family Support plan. We will evaluate the impact of such plans on the children in question.
We will compare attendance rates for the academic year 2016-17 with 2017-18 for pupil premium children as a group.
Date for next review
Impact of Pupil Premium funding 2016/17
How the money was spent
- Pupil Premium Income 2016/17: £95, 180
- An additional part-time teacher to work with children who attract the pupil premium: £28, 403
- Support staff to provide additional small group of 1 to 1 teaching for children who attract the pupil premium to help to accelerate their progress: £24, 883
- A Parent Support Assistant (PSA) who provides support to the Inclusion manager in helping vulnerable families in various ways, e.g. improving attendance, establishing bedtime routines, addressing health needs: £16, 659
- Non-contact time for the Inclusion manager to lead the provision for vulnerable families and for children with special educational needs who also attract the pupil premium: £10, 916
- Free Breakfast Club for children who attract the pupil premium: £7, 500
- Non-contact time for the Deputy Headteacher to organise family learning and adult education courses so that parents of children who attract the pupil premium can provide better support at home: £3, 037
- A speech and language therapist who works in school for half a day per week with pupil premium children: £2, 565
- 1:1 tuition for children who are adopted: £1, 216
The impact of the funding
Children who attract the pupil premium at St. Peter’s achieved the following (all figures for pupil premium children currently at the school):
- In Year 2, 25% achieved ‘Greater depth’ in Writing, compared with 16% of all pupils nationally.
- 100% passed the phonics check by the end of Key Stage 1, compared with 91% of all pupils nationally.
- At the end of Key Stage 1 in 2016, 55% achieved the expected standard in Reading. Following intervention in 2016-17, this figure rose to 64% by the end of Year 3.
- At the end of Key Stage 1 in 2016, 18% were working at the ‘foundations’ standard in Reading. This figure reduced to 9% by the end of Year 3, the reduction being due to children having progressed to ‘Working towards’.
- A child who is ‘Looked after’ received 1:1 tuition and increased her end of year test score by 15% in Reading and 34% in Maths compared with the previous academic year.
- In the current Year 5 class, no children achieved a Level 3 in Maths at the end of Key Stage 1 but 15% are currently working at the ‘Higher standard’.
- A more able Year 6 child achieved a score of 75% on her end of Year 5 Maths test in 2016, but following additional support went on to achieve 91% in the Year 6 Maths SATs paper, thereby achieving the ‘higher standard’ with a scaled score of 112.
- Uptake at family learning and ESOL courses was high and the courses received 100% positive evaluations from parents.