01233 630201
...at the heart of the community

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: 2015/16 and Planned Expenditure 2016/17

April 2016 – March 2017
Total number of pupils on roll in April 2016 168
Pupil Premium Grant Allocation(PPG) £73,920
Number of pupils eligible for PPG 56
Service child Pupil Premium Allocation £300
Number of pupils eligible for Service PPG 1

IMD rank (Index of Multiple Deprivation) 2016-2017
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 2015-2016 was allocated in the following ways:

  • 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
  • Three days a week Pupil Premium Champion provided 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
  • Subsidised places on the Year 5/6 residential trip

  • 1:1 tuition from upper school TA where the gap in attainment with peers is significant

  • Extended school’s activities including access to clubs and holiday schemes

  • Participation in school trips - subsidisation of trips, use of mini-bus, additional staffing and activities including music tuition

  • Targeted interventions to support the narrowing of the gap in attainment and progress of children in vulnerable groups

  • Partial funding for FLO to work with children and families and encourage parental engagement, attendance and vulnerable families

  • Additional FLO support for attendance – FLO trained to undertake attendance officer role

  • Funding of additional teaching hours for 1:1 and small group support for children identified from termly data analysis

  • Inclusion of PP children on class provision maps

  • TA’s trained to lead Rapid Reader programme

Funding from the Pupil Premium Grant for 2016-2017 will be 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

  • Family Liaison Officer (FLO) to work closely with children and families on a range of issues and to follow up any concerns regarding attendance, particularly for disadvantaged children

  • Play therapy

  • 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

  • CPD programme for all staff to enhance/support the quality of teaching and learning

Interventions:

  • Rapid Reader:

    Those children who started the programme from the start have reaped the most benefit in comparison to children further up the school who have started the programme later. TA’s have noticed that due to the intense pace of the programme comprehension skills and general understanding of texts have improved, reading levels have increased at a quicker rate and the children have really enjoyed the sessions and eagerly participate.

    Power of 2; Fizzy; Clever Hands; Lego Therapy:

    Lego Therapy - aim: to develop social skills and raise self-esteem. This has worked well with most of the children that have taken part – but in particular the boys have benefited the most, especially when this has been linked to a popular game – eg Minecraft.

    Fizzy and Clever Hands interventions have helped a lot of children improve their co-ordination skills and pupils are gradually making good progress towards their targets.

    Power of 2 – has had a positive impact on children and has helped those involved become more confident with their maths.

    Class Provision Maps:

    Class Teachers identify disadvantaged pupils and those who may be in other vulnerable groups such as lower progress rates, SEN etc. Provision for these groups and/or individuals is planned for any additional support is included in the provision map. These groups are evaluated each term by the class teacher and then dependent on the level of progress made, groups and interventions are adjusted accordingly.

    Family Liaison Officer (FLO):

    The FLO is also the attendance officer and monitors attendance across the school. She is able to assist children and families in reducing barriers which may prevent them from coming to school and ensures that pupil’s attendance is maintained at a high level. She works closely with vulnerable families across the school and is able to offer help and advice on a wide range of issues.

    Parent groups have been run and these assist parents in managing their child’s behaviour at home. Those parents involved gained a lot through just being able to speak to other parents and sharing ideas, including how they deal with issues at home and realising that they are not on their own when managing challenging behaviour.

    Additional Teacher in Class:

    Teachers have found this very useful as the team-teaching means they have been able to provide more focused teaching to groups of children within the classroom. This year, Yr 4 and Yr5 classes have lessons which are supported by the additional teacher and where required follow-up work is carried out in small groups or 1:1.

    1:1/Small Group Focused Teaching:

    Research has found that allocating the best teachers to disadvantaged children can have a huge impact, much greater than the difference made for other pupils. Source: Suffolk County Council.

    Small group targeted interventions in reading, writing and maths helped to enable disadvantaged children to narrowing the gap with their peers, particularly in relation to the amount of progress they are making.

    Refer to table below:

Data trends – All Pupils and FSM Ever Attainment
All pupils

Pupils eligible for Free

School Meals

EYFS achieving a GLD 75% 50%
Yr 1 Phonics 80% 60%
Yr2 % achieving expected standard
Reading 83% 75%
Writing 73% 50%
Maths 80% 63%
Yr2 % achieving greater depth
Reading 30% 12.5%
Writing 20% -
Maths 20% -
Yr6 % achieving expected standard
Combined RWM 67% 40%
Reading 73% 40%
Writing 80% 60%
Maths 87% 60%
Yr6 % pupils achieving higher standard
Combined RWM 13% -
Reading 33% 20%
Writing 26% -
Maths 40% -
Yr6 progress score
Reading 2.15 3.84
Writing 2.29 1.72
Maths 3.04 0.4

Ms TA Adams

 

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