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 2018-2019

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 was based on the number of full-time Ever 6 FSM, Post LAC and Ever 6 Service Children recorded on the January 2018 School Census and the number on the March 2018 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 (May 2019 census)
Free School Meals (FSM & Ever 6 FSM)	4                  2.0%	6                3%	6            3.4% 4            2.2%
Looked After Children (LAC)	0                  0.0%	0              0.0%	0            0.0%
(Post LAC)	1                  0.5%	0              0.0%	2            1.1%
Total disadvantaged pupils	5                  2.5%	6                3%	12            6.5%
Service Children (SC & Ever 6 SC)	0                  0.0%	0              0.0%	0            0.0%
Total of number PPP / Total number on roll	5/193            2.5%	6/192           3%	12/184     6.5%

Trends in Achievement of all Disadvantaged Pupils in the academic year 2018-2019:

Internal Tracking- Achievement:

	2016-2017 7 Disadvantaged pupils	2017-2018 10 Disadvantaged pupils	2018-2019 12 Disadvantaged Pupils
% Disadvantaged pupils in KS2 at age-related expectations in Reading	100%	90%	58.5%
% Disadvantaged pupils in KS2 at age-related expectations in Writing	100%	100%	58.3%
% Disadvantaged pupils in KS2 at age-related expectations in Maths	100%	80%	50%

(In the 2018-2019- 2 disadvantaged pupils also had EHCPs & 2 children started in April 2018 who were working below age-related expectations.)

Internal Tracking- Progress:

(it is expected that pupils will make 6+ steps progress per year)

	2016-2017 7 Disadvantaged pupils	2017-2018 10 Disadvantaged pupils	2018-2019 12 Disadvantaged Pupils
% making good progress (6+ steps)/ Average steps progress of Disadvantaged pupils in KS2 in Reading	85.7% 6.3 steps	100% 6.1 steps	75% 6.1 steps
% making good progress (6+ steps)/ Average steps progress of Disadvantaged pupils in KS2 in Writing	85.7% 5.9 steps	90% 6.0 steps	83.3% 6.0 steps
% making good progress (6+ steps)/ Average steps progress of Disadvantaged pupils in KS2 in Maths	85.7% 6.1 steps	60% 5.6 steps	91.6% 6.3 steps

(In the 2018-2019- 2 disadvantaged pupils also had EHCPs)

Outcomes of pupils eligible for Free School Meals (FSM) in the EYFS 2018/2019 cohort:

There were no pupils in this cohort. Nor were there in the previous year.

Outcomes of pupils eligible for FSM & Ever 6 FSM in the Phonic Screening Check 2018/2019 cohort:

% pupils achieving Year 1 Phonic Screening Check: (1 eligible pupil in this cohort)

School All Pupils	School FSM Pupils	Kent All pupils	Kent FSM Pupils	National
88.5%	100%	81.7	65.8	81.9

% pupils achieving Phonics Screening Check by the end of Year 2:

There were no eligible pupils in this cohort

Outcomes of FSM & Ever 6 FSM pupils in Year 2 2017/2018 cohort:

There were no disadvantaged pupils in this cohort

Outcomes for pupils eligible for FSM & Ever 6 FSM in Year 6 of the 2018/2019 cohort:

(4 pupils were eligible for FSM or were Ever FSM pupils in the year 6 cohort

% pupils achieving the expected standard in Reading	2016-2017	2017-2018	2018-2019
School- All pupils		72	64.5
School- FSM		75	75
Kent- All		67	68
Kent- FSM		50	52.1
National		65	65
% pupils achieving the expected standard in Writing	2016-2017	2017-2018	2018-2019
All- school		72	64.5
School- FSM		75	75
Kent- All		67	68
Kent- FSM		50	52.1
National		65	65

% pupils achieving the expected standard in Maths	2016-2017	2017-2018	2018-2019
School- All pupils		72	64.5
School- FSM		75	75
Kent- All		67	68
Kent- FSM		50	52.1
National		65	65

In the Year 6 2018-2019 cohort, 25% of FSM/Ever 6 FSM achieved ‘Greater Depth’ in writing.

In the Year 6 2018-2019 cohort, 25% of FSM/Ever 6 FSM achieved a ‘High Score’ (110+) in maths

Reading, Writing & Maths Combined:

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 expected standard in reading, writing & maths combined	2016-2017	2017-2018 4 pupils	2018-2019 4 pupils
School- All pupils		72	64.5
School- FSM		75	75
Kent- All		67	68
Kent- FSM		50	52.1
National		65	65

% pupils achieving ‘Greater depth’/ High Score (110+) in reading, writing & maths combined	2016-2017	2017-2018 4 pupils	2018-2019 4 pupils
School- All pupils		6	3.6
School- FSM		25	0.0
Kent- All		11	12
Kent- FSM		4.0	4.6
National		10	10

The Average Scaled Scores

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

	School All Pupils	School FSM Pupils	Kent All pupils	Kent FSM Pupils	National
Reading- Average Scaled Score	103.7	101.5	105	102.1	104
GPS- Average Scaled Score	103.2	102.0	106	102.6	106
Maths- Average Scaled Score	104.0	102.0	105	102.1	105

Progress Score from KS1 to KS2

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.

	School All Pupils	School FSM Pupils	Kent All pupils	Kent FSM Pupils	National
Reading- Progress Score	-0.3	-2.7	0.0	-0.8	0.0
Writing- Progress Score	-1.1	-0.2	0.3	-0.5	0.0
Maths- Progress Score	-0.7	-3.2	-0.4	-1.5	0.0

Attendance

Average attendance for all disadvantaged pupils 91.5%

Average unauthorised absence for all disadvantaged pupils 1.7%

Provision & Outcomes for Pupil Premium Pupils in the Academic year 2018-2019

Social & Emotional & Wellbeing Provision	Description	Impact/Outcome
2 x Emotional Literacy Support Assistants who run personalised 1:1 or small group social or emotional literacy groups. Training £1,200 Sessions £2,520	Social & emotional interventions personalised for the individual pupil delivered by a teaching assistant specially trained by an Educational Psychologist (with EP supervision 4 times a year).	Improved sense of emotional well-being. More appropriate social behaviour at playtimes & when working with others. Better engagement in learning.

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.
Phonics Booster Cost £360	Small group sessions focusing on gaps in learning.	Pupil achieved expected standard
- Reading comprehension strategies (across several year groups) Cost £650	Small group sessions focusing on teaching specific reading comprehension strategies	75% achieved age related expectations in reading
- Intensive Reading Interventions Cost £720	Longer term intervention to accelerate progress in reading to close a large attainment gap. May include a range of interventions to support decoding skills, high frequency word recognition & reading comprehension	Pupil now working at age related expectations. Pupil did not reach age-related expectations but made 11 steps progress
- Able-Writers Group Cost £540	Small group sessions to challenge the able to make above expected progress or reach a particular attainment goal.	Pupil achieved ‘Greater Depth’
- Reluctant Writers Group Cost £270	Small group sessions focusing on fun writing activities to support planning for writing & improve quality of writing.	Pupil working at age related expectations.
- Handwriting Cost £180	Small group sessions to correct letter formation	Pupils now forming all letters correctly
- Grammar Booster Group Cost £240	Small group sessions focusing on common spelling errors.	Pupils achieved age -related expectations
- Intensive Maths Intervention Cost £360	Maths support to accelerate progress in maths to close the gap	Pupil did not reach age-related expectations but made 10 steps progress
- Maths Booster Cost £720	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.	2 x pupils achieved the expected standard. 2 x pupils did not make the expected standard but made good or better progress.
- Able-Mathematicians Groups Cost £540	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 6	The ‘Higher standard’ was achieved

Family Provision	Description	Impact/Outcome
Home School Link Coordinator	The Home School Link Coordinator works a flexible timetable to offer support to children & families as the need arises.	Attendance & emotional well-being of pupils is monitored. Family needs identified & additional support put in place.
Subsidy / Payment for Enrichment / Extra-Curricular Activities Cost £740	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 otherwise they would not have.

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

There are 7 pupils who are currently eligible for Pupil Premium & 3 who have been eligible within the last 6 years. Two of these pupils are also on the SEN register & have Education Health Care Plans.

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 exclusively:

• 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.
• Children who have significant learning needs.

Key Actions Planned to Support Pupil Premium Pupils in the academic year 2019-2020:

• Two teaching assistants with Emotional Literacy Support Assistant qualification to receive ongoing supervision from an Educational Psychologist
• Whole school awareness training in Complex Trauma
• Additional training for 3 key staff members in Complex Trauma
• Mental health first aid training for ELSAs.
• Bought in 1:1 counselling for pupils identified with greater needs.
• Nurture groups at lunchtimes to ensure there is a safe place for vulnerable children to eat and play in a relaxed and supported environment.
• Maths intervention programme to be purchased to support those with pupils with additional needs in this area.
• Additional HLTA or TA to lead interventions to target those at risk of not achieving age-related expectations.
• Home-school link co-ordinator to continue to work with families with lower attendance rates.