Pupil Premium

Pupil Premium

 

Pupil Premium

What is the Pupil Premium Grant (PPG)?

The Pupil Premium was introduced in April 2011. It is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

The Pupil Premium Grant provides funding for two policies:

  • Raising the attainment of disadvantaged pupils & closing the gap with their peers
  • Supporting children and young people with parents in the regular armed forces

It is allocated to schools from central government to support specific groups of children who may be vulnerable to under-achievement. The funding is allocated to Local Authorities and the amount received by each school is dependent on the number of pupils from Reception to Year 6 who are eligible for free school meal (FSM), those who are Looked After by the Local Authority (LAC) and those who have parents in the armed services (Service Children-SC). From April 2012 the coverage of the Pupil Premium was widened to include those pupils eligible for FSM at any point in the last six years (Ever 6 FSM) and for those pupils eligible as Service Children in the last three years (Ever 3 Service Child). The service premium was further extended so that in 2016 to 2017, any pupil who had been flagged as a service child since 2011 continued to receive the premium (‘Ever 6’ Service Child). This included those in receipt of a child pension from the Ministry of Defence.

From April 2014, the Pupil Premium was extended to included children adopted from care, or who left care under a Special Guardianship Order on or after 30 December 2005 or who left care under a Residence Order on or after 14 October 1991.

From the financial year 2014 to 2015, the grant allocation for Looked After Children (LAC) was no longer managed by schools. The funds were managed by the Designated School Head, in the local authority that looked after those children. (Each local authority has their own policy on the allocation of funds to schools for looked after children.) In Kent, schools could apply to the Virtual Schools Head for Pupil Premium Plus funding using the Pupil Premium Planning Tool. It was made clear that funding would only be provided to meet the needs identified in a high quality plan in the Pupil Education Plan (PEP) meeting with clear quantitative targets for improvement, underpinned by well-targeted support. Virtual School Kent stipulated that the Pupil Premium Plus must be used to close the gap and for realising potential for children in the areas of: academic achievement and progress and/or inclusion (by reducing internal and external exclusion).

Schools are free to choose how to spend the Pupil Premium but will be held accountable for how they use it to support children. Schools are required to report on how they have used the Pupil Premium and the impact this has had on the achievement of pupils.

Accountability

From 2012, schools were required to publish online information about how they have used the Premium. This will ensure that parents and others are fully aware of the attainment of children covered by the Premium and the extra support that they receive.

St Katharine’s uses this funding to direct expenditure to these pupils. Our governing body and senior leadership team regularly monitor:

  • The attainment of the pupils who attract the funding
  • The progress made by these pupils
  • The gap in attainment between disadvantaged pupils and their peers

We continually review, reflect, take action and monitor impact to strive to provide the best possible outcomes for our pupil premium pupils.

Ofsted inspectors report on how schools’ use of this funding affects the attainment of these pupils.

 

 

How do we support Pupil Premium Pupils (PPP)?

The barriers and challenges faced by our disadvantaged & service children are complex and varied- there is no single difficulty faced by all.

At St Katharine’s we monitor all pupil’s progress continuously. Academic attainment is tracked and the well-being, learning behaviour and progress of every pupil is discussed with the Additional Educational Needs Coordinator (AENCO) at termly pupil progress meetings. These meetings are used to identify the current needs of each pupil, evaluate the impact of support given and plan future support based on the individual pupils’ specific academic and personal development needs.

Nearly all of our Pupil Premium allocation is aimed at accelerating progress to ensure children make good or better progress from their starting points and achieve at least age related expectations in reading, writing and maths. (In reception the focus is on ensuring pupils reach age related expectations in Communication & Language, Physical Development, Personal, Social & Emotional Development, then in literacy & maths.) Some funding is used to support pupils identified as being potentially able, gifted or talented.

Research evidence (Sutton Trust toolkit), has shown that effective feedback is the most significant teaching approach which ‘closes the gap’ between under achieving pupils and their peers. The school’s marking policy was reviewed with staff this year. In addition, literacy, numeracy, science and SEN coordinators have systematically reviewed the marking and feedback given to pupils through book scrutinies. Strengths and areas for development were fed-back individually to staff to support their professional development and staff meetings on best practice have supported effective implementation of the policy. On-going staff training and development is also key to raising the attainment of all our pupils including disadvantaged pupils.

Research has shown that disadvantaged children often have difficulties such as weak language and communication skills. This puts them at a disadvantage when they start school as they are sometimes not as able to express and explain themselves as well. In turn this can affect the ideas they have for writing. One of the ways we have tackled this is to invest in the programmes Speech Link & Language Link which enable gaps in children’s speech and understanding of language to be quickly identified and strategies or interventions to be put in place to support them.

Disadvantaged pupils can have other barriers to face. There may be complex family issues or additional pressures that affect the well-being of disadvantaged pupils and their ability of to flourish. Sometimes disadvantaged pupils experience a lack of confidence & do not see themselves as successful. Some funding is used to support the wellbeing, social, emotional and physical/sensory development of our pupils. We have a dedicated Home-School Link Coordinator and Additional Needs Coordinator who help can help families to improve lateness and attendance, provide pastoral support & counselling for pupils and access additional support for families from outside agencies such as Early Help. Some funding is used to enable pupils to access enrichment opportunities, such as trips and clubs, by subsidising the cost of activities or resources that they might not otherwise be able to afford.

 

 

 

 

 

 

 

 

 

 

 

Pupil Premium Report November 2018

Funding

Although schools are funded on a financial year basis (April to March), we operate and plan how to use our resources around the academic school year (September to August). The actual allocation to the school is based on the number of full time Ever 6 FSM, Post LAC and Ever 6 Service Children recorded on the January School Census and the number on the March LAC Data Return.

The Pupil Premium Grant

 

Disadvantaged Pupils

Pupil Premium per pupil

2017-2018

Pupil Premium per pupil

2018-2019

Pupils in year groups Reception to Year 6 recorded as FSM or Ever 6 FSM

£1,320

£1,320

Looked After Children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority

£1,900

£2,300

Children who have ceased to be looked after by a local authority in England & Wales because of adoption, a special guardianship order, a child arrangement order or a residence order (Post-LAC)

£1,900

£2,300

Service Children

 

 

Pupils in year groups Reception to Year 6 recorded as Ever 6 Service Child or in receipt of a child pension from the Ministry of Defence.

£300

£300

Pupil Premium Profile of the school

 

 

Number eligible for PPG & % of number on roll

2017-2018

(Jan 2017 census)

Number eligible for PPG & % of number on roll

2018-2019

(Jan 2018 census)

Number eligible for PPG & % of number on roll

2018-2019

(Oct 2018 census)

Free School Meals (FSM & Ever 6 FSM)

2.0%

3%

4.3%

Looked After Children (LAC)

0.0%

0.0%

0.0%

(Post LAC)

0.5%

0.0%

1.08%

Total disadvantaged pupils

2.5%

3%

5.4%

Service Children (SC & Ever 6 SC)

0.0%

0.0%

0.0%

Total of number PPP / Total number on roll

2.5%

3%

5.4%

 

Attendance of Disadvantaged Pupils in the academic year 2017-2018:

The average attendance of Disadvantaged pupils was 95.6%. No Disadvantaged pupil has an attendance percentage of less than 90% for the year.

 

 

 

 

Achievement of Disadvantaged Pupils in the academic year 2017-2018:

(Cohort of 10 Disadvantaged Pupils in KS2)

Internal Tracking- Attainment:

Across KS2 90% of Disadvantaged Pupils achieved the age related expected standard in Reading.

Across KS2 100% of Disadvantaged Pupils achieved the age related expected standard in Writing.

Across KS2   80% of Disadvantaged Pupils achieved the age related expected standard in Maths.

Internal Tracking- Progress: (it is expected that pupils will make 6+ steps progress per year

Across KS2 the average number of steps progress in Reading was 6.1 steps.

Across KS2 the average number of steps progress in Writing was 6.0 steps

Across KS2 the average number of steps progress in Maths was 5.6 steps

Analysis of outcomes of disadvantaged pupils in the Year 6 2017/2018 cohort:

(Disadvantaged Pupils in the year 6 cohort= 12.5%)

Progress of Year 6 Disadvantaged Pupils from KS1 to KS2 from ASP 2017/2018

The latest Analyse School Performance report shows progress measures which aim to capture the progress that pupils make between key stage 1 and key stage 2. They are a type of value added measure, which means the pupil’s results are compared to the actual achievements of other pupils nationally with similar prior attainment. A negative score does not mean that pupils did not make any progress between key stages 1 and 2. A negative score means that they made less progress than other pupils nationally with similar prior (end of KS1) attainment. National progress scores for all pupils are 0.

 

Average Progress

 

Reading

Writing

Maths

School Disadvantaged

3.16

0.34

-2.51

National average Non-Disadvantaged Pupils

0.31

0.24

0.31

Prior attainment of Disadvantaged Pupils (3 year trend):

 

Year

2016

2017

2018

Group

Non-Dis

Dis

Non-Dis

Dis

Non-Dis

Dis

Number of Pupils

25

3

25

1

28

4

Prior attainment based on KS1average point score

16.76

15.50

17.23

21.00

17.07

17.63

Attainment of Year 6 Disadvantaged Pupils at end of Key Stage 2 from ASP 2017/2018

 

% pupils achieving at least the age related ‘Expected Standard’ in each core subject

 

Reading

Writing

Maths

School Disadvantaged

100%

100%

75%

National Benchmark for All Pupils

75%

78%

76%

The ‘combined measure’ of expected standard is a across all the three subjects. To be counted towards the measure, a pupil must have a Scaled Score of 100+ in both reading and maths, and have been teacher assessed in writing as ‘working at the expected standard’ or ‘working at greater depth in the expected standard’.

 

% pupils achieving the age related ‘Expected Standard’ in Reading, Writing & Maths combined

School Disadvantaged

75%

National Average for Non-Disadvantaged

70%

25% Disadvantaged Pupils achieved the higher standard in Reading, Writing & Maths combined

The ‘Expected Standard’ for pupils at the end of KS2 is a Scaled Score of 100+.

 

Average Scaled Scores in each core subject

 

Reading

Writing

Maths

School Disadvantaged

110.8

No data

104.0

National average Non-Disadvantaged Pupils

106.1

No data

105.1

Provision & Outcomes for Pupil Premium Pupils in the Academic year 2017-2018

 

Social & Emotional & Wellbeing Provision

Description

Impact/Outcome

Play therapy

A short term intervention to support emotional wellbeing delivered by an HLTA trained to run this intervention.

Emotional well-being improved Levan Scale 2 at start, 4 at end

Home School Link Coordinator

The Home School Link Coordinator works a flexible timetable to offer support to children & families as the need arises. PP children’s needs are identified & programmes of social & emotional support can be tailored to their needs.

Improved sense of emotional well-being, more appropriate social behaviour at playtimes & when working with others & better engagement in learning.

 

 

Physical & Sensory Provision

Description

Impact/Outcome

Sensory Circuits

A sensory modulation skills programme designed to bring to pupils to a calm, alert state, ready to learn. This programme is delivered by support staff trained by occupational therapist & physiotherapist to run the programme.

Improved focus and wellbeing in class. For some of our children, the difference is pronounced on days when did not do Sensory Circuits

 

 

Academic Provision

Description

Impact/Outcome

Quality First Teaching and Effective teacher feedback - ‘Assessment for Learning’

The most effective support that can be provided is through quality teaching by both the teachers and support staff. It is vital that the teaching staff provide direct and immediate feedback to pupils. By doing this, pupils can self-reflect in order to accelerate learning and progress.

Teachers prioritise PP pupils by giving additional personal feedback, ensuring they are heard reading regularly & getting to know pupils well so they can understand additional provision that would benefit them

Targeted Teaching Support

(See below for interventions provided)

Specific focused interventions to target accelerated progress across the curriculum in a high impact manner are delivered by our Teaching Assistant support team or by the teacher with HLTA employed to release the teacher from class teaching

Feedback from teachers and parents show that TAs are regarded as a valuable resource in the classroom as TAs lead interventions effectively.

- Reading comprehension strategies

Small group sessions focusing on teaching specific reading comprehension strategies.

Targeted pupils all on track to achieve at least the expected standard.

- Additional reading opportunities

Additional opportunities to practice reading skills 1:1 with TA where there are few opportunities at home.

Pupils making good progress & working at the expected standard.

- Intensive Reading Interventions

A range of interventions to support decoding skills, high frequency word recognition & reading comprehension e.g. Toe by Toe

Pupil making expected progress but just below the expected standard.

- Able-Readers Group

Small group reading sessions to challenge the able to make above expected progress or reach a particular attainment goal.

Pupil achieved higher standard in KS2 tests Pupils assessed as achieving Embedded Plus or Mastery

- Reluctant Writers Group

Small group sessions focusing on fun writing activities to support planning for writing & improve quality of writing.

Pupils more confident & engaged in writing in the classroom. Greater output & quality of writing.

- Spelling Booster Group

Small group sessions focusing on common spelling errors.

Improvement in number of most common words spelled correctly.

- Intensive Maths Interventions

 

A range of intervention to support the development of maths skills e.g. Plus One, Power of 2, Timetables, mental maths

Pupil making expected progress but just below the expected standard.

- Maths Booster

Small group sessions led by HLTA (or by the teacher with HLTA employed to release the teacher from class teaching) focusing on areas of difficulty highlighted by gap analysis of test papers or focussing on those areas identified by the teacher as requiring pre-teaching before the class lesson or requiring additional support to secure learning post class lesson.

Pupils working at expected standard.

- Able-Mathematicians Groups

Small group maths sessions led by HLTA (or by the teacher with HLTA employed to release the teacher from class teaching) to challenge the able to make above expected progress or reach a particular attainment goal. Yr 5 & Yr 6

Pupil achieved higher standard in KS2 tests.

 

 

Family Provision

Description

Impact/Outcome

Subsidy / Payment for Enrichment / Extra-Curricular Activities

Supporting payment for children of families with low income to attend school trips, residential trips or school clubs who may not otherwise be able to participate due to disadvantage.

Pupils enabled to access activities with their peers that they otherwise have not.

Main barriers to future achievement for our Pupil Premium Pupils in 2018-2019

Currently there are 10 pupils who are eligible for Pupil premium. Two of whom are also on the SEN register.

Percentages of pupil premium pupils not making expected progress or achieving the expected standard can vary for each subject within each cohort and where the actual number of pupil premium pupils in a particular cohort is small the data may not be statistically valid. Whilst mindful of this data for future strategic planning, at St. Katharine’s we focus on each individual pupil and target support specifically for their needs to enable them to make the most progress they can.

Pupil Premium Pupils at St Katharine’s experience a range of potential challenges, including but not exclusive:

  • Children who have recently have moved schools & have gaps in their learning.
  • Children who are less engaged with texts, have fewer opportunities to read at home & make less than expected progress in reading
  • Children who are not confident with basic maths skills e.g. times tables, mental maths strategies & make less than expected progress in maths
  • Children with fewer opportunities for home learning.
  • Children who have social & emotion well-being or sensory processing needs which impact on self-esteem, behaviour &/or learning in the classroom.

Key Actions Planned for the academic year 2018-2019 Pupil Premium Pupils in 2018-2019

  • Two teaching assistants to be trained as Emotional Literacy Support Assistants who will work under the supervision of an Educational Psychologist.
  • Nuture groups at lunchtimes to ensure there is a safe place for vulnerable children to eat and play in a relaxed and supported environment.
  • Closing the gap in Maths between disadvantaged & non-disadvantaged pupils
  • Closing the gap between disadvantaged & non-disadvantaged pupils in specific cohorts: reading, writing & maths.