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Pupil Premium

 Pupil Premium  

The Pupil Premium is funding in addition to the school’s budget and is based on the number of children eligible for free school meals (FSM), Children Looked After (CLA) and for those children whose parents are currently in the Armed Forces.

Research carried out by the Sutton Trust – EEF teaching and learning toolkit outlines 30 different strategies implemented in schools and summarises their impact on attainment. ‘It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil is spent since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.’ Source: DfE website 

Report to Parents: 2016/17 and Planned Expenditure 2017/18

 

April 2016 –  March 2017

April 2017 –  March 2018

Total number of pupils on roll in April

168

196

Pupil Premium Grant Allocation(PPG)

£73,920

£81,840

Number of pupils eligible for PPG

56

62

Service child Pupil Premium Allocation

£300

£300

Number of pupils eligible for Service PPG

1

1

IMD rank (Index of Multiple Deprivation)

2017

Where 1 is the most deprived

192 (out of 453)

From September 2012 children who are entitled to Free School Meals (FSM) are entitled to a Pupil Premium Grant for six years after their initial allocation of FSM. This has a considerable impact on the number of pupils eligible and the funding available. For children in Years R, 1 & 2 in September 2015/16 the new Universal Free School Meals (UFSM) entitles them to a funded meal but parents in receipt of certain benefits are still encouraged to apply for the Free School Meal funding to ensure that their child gets the support they deserve.

School profile for disadvantaged pupils

Raise-on-line data shows that in 2016 33.3% of our pupils were subject to pupil premium funding (8.1% higher than the national average). Across the school, data shows that our current Year 5 cohort has the highest % of PP children (59.1%) in comparison to the lowest % in the school which is the current Yr3 cohort with only 26.7%. Overall the school is between the 60th percentile and 80th percentile nationally for pupils eligible for Free School Meals (FSM) or as Ever 6 (has been eligible for FSM at some point on the January school census in the last 6 years).

At Goat Lees Primary School our aims are:

  • To ensure that high quality teaching and learning meets the needs of all pupils.
  • To ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
  • To recognise that not all pupils who are socially disadvantaged are registered for Free School Meals therefore Goat Lees Primary School will use its professional judgement to allocate the Pupil Premium funding to support any pupil, or groups of pupils the school has identified as being disadvantaged.
  • Pupil Premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Therefore it may be the case that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

‘High quality teaching must be at the core of all pupil premium work.’  Sir John Dunford, National Pupil Premium Champion 2015

The biggest impact on a pupil’s learning comes from quality first teaching and learning from well qualified and trained staff. Staff Continued Professional Development helps to support this. John Dunford states it is important for schools to ‘keep their focus relentlessly on the quality of teaching and learning in school.’

Alongside this, effective feedback has been shown to be one of the strategies most likely to have an impact on improving achievement (source: The Sutton Trust).  Feedback is information given to the pupil about their learning (their ‘work’), linked to the learning goal.  It should be specific, accurate and clear.  It compares what the learner is doing now to what they did before and encourages and supports further effort to approach more complex and challenging tasks. We are making sure that all teachers and teaching assistants are systematically focused on giving pupils clear, useful feedback about their work and ways that they could improve it.  This includes providing sustained professional development on effective feedback throughout the year. This will be monitored through work scrutiny, discussion with pupils and analysis of pupil progress.

Funding from the Pupil Premium Grant for 2016-2017 was allocated in the following ways:

  • Extended schools activities including access to a wide range of clubs and music lessons, widening school participation
  • Targeted interventions to support the narrowing of the gap in attainment and progress of children in vulnerable groups
  • Equivalent of three days a week Pupil Premium Champion to provide focused support for identified disadvantaged/PP children either in small groups or 1:1 support for children who were working below age related expectations, in order to narrow the gaps in their learning
  • Family Liaison Officer (FLO) working closely with children and families on a range of issues and to follow up any concerns regarding attendance, particularly for disadvantaged children
  • Play therapy and therapeutic work for individual children to support engagement
  • Support towards the purchase of school uniform and equipment to support attendance and participation in activities and funding of additional items of uniform/school clothing to support pupil self-esteem and well-being
  • Funding places in the Breakfast Club to support attendance and punctuality. Additional places for vulnerable families who may need temporary arrangements to support a smooth transition into school and ensure that children are nourished before starting the day
  • Additional TAs to support vulnerable/disadvantaged children in class and or in small groups.
  • Funding of additional teaching hours for 1:1 and small group support for children identified from termly data analysis
  • Subsidised places on the Year 5/6 residential trip
  • Subsidised activities including music tuition raise aspirations and provide a wider curriculum
  • CPD programme for all staff to enhance/support the quality of teaching and learning

Funding from the Pupil Premium Grant for 2017-2018 will be allocated in the following ways:

  • CPD for whole staff - Whole school curriculum development (annually) to meet the changing needs of the children and the school to ensure engagement for all pupils. Quality first teaching.
  • CPD for whole staff – to enhance/support the quality of teaching and learning.
  • DHT 3 days out of class to support the quality of teaching and learning for all pupils. Support with planning and team teaching/feedback and SATs preparation.
  • Funding of teacher to cover class teacher to be able to pupil conference for reading, writing and maths. To take place after pupil progress meetings and data analysis.
  • Support being allocated to EYFS after Term 2 to ensure children in receipt of PP grant (non-SEN) are in line with their peers before moving into KS1.
  • Targeted interventions to support the narrowing of the gap in attainment and progress of children in vulnerable groups. Including but not limited to: Precision teaching for SEN/PP children, Maths catch up in the afternoons to consolidate the learning in the morning, pre-teaching in maths and key vocabulary, Fizzy/Clever hands, Rapid readers, small spelling groups.)
  • Extended schools activities to widen school engagement and participation. This will include after school clubs being run by school staff which be closer targeted to the needs of the school as well as pupil voice. Forest school to ensure engagement of UKS2 children.
  • Forest schools training to develop the outdoors curriculum to motivate children.
  • Subsidised activities such as music tuition and curriculum workshops to raise aspirations and engagement across the whole school curriculum.
  • Subsidised places on the year 6 residential to engage the children with adventurous activities which challenge the children and support developing self confidence.
  • Family Liaison Officer (FLO) working closely with children and families on a range of issues and to follow up any concerns regarding attendance, particularly for disadvantaged children.
  • Play therapy and therapeutic work for individual children to support engagement.
  • Support towards the purchase of additional resources to support pupil self-esteem and well-being.
  • Continued funding of places in the Breakfast Club to support attendance, punctuality and transition into school.

Refer to table below:

Data trends – All Pupils and FSM Ever Attainment

 

All pupils

Disadvantaged Pupils

 

2016

2017

2016

2017

EYFS achieving a GLD

75%

71%

50%

56%

Yr 1 Phonics

80%

78%

60%

67%

Yr2 % achieving expected standard

Reading

83%

73%

75%

60%

Writing

73%

73%

50%

50%

Maths

80%

80%

63%

60%

Yr2 % achieving greater depth

Reading

30%

13%

13%

10%

Writing

20%

10%

-

10%

Maths

20%

7%

-

10%

Yr6 % achieving expected standard

Combined RWM

67%

50%

40%

43%

Reading

73%

56%

40%

43%

Writing

80%

67%

60%

43%

Maths

87%

56%

60%

43%

Yr6 % pupils achieving higher standard

Combined RWM

13%

6%

-

-

Reading

33%

22%

20%

-

Writing

26%

22%

-

-

Maths

40%

11%

-

-

Yr6 progress score

Reading

2.15

0.2

3.84

-0.8

Writing

2.29

1.7

1.72

0.6

Maths

3.04

-1.2

0.4

-2.2

Updated 16/10/2017

Teresa Adams                                  Andrea deRoeck

Headteacher                                   Deputy Headteacher

If you would like to see how we've spent our sports premium, you will find this in news and events - sports.