Menu

Oldswinford C of E Primary School

Home Page

Oldswinford C of E Primary School

Home Page

Pupil Premium

What is Pupil Premium?

 

Introduced in 2011, the Pupil Premium is a sum of money given to schools each year by the Government to improve the attainment of disadvantaged children.

 

This is based on research showing that children from low income families perform less well at school than their peers. Often, children who are entitled to pupil premium face challenges such as poor language and communication skills, less family support, lack of confidence and issues with attendance and punctuality. The pupil premium is intended to directly benefit the children who are eligible, helping to narrow the gap between them and their classmates.

 

​Schools are given a pupil premium for:

 

  • Children who have qualified for free school meals at any point in the past six years. The school receives £1300 for each of these children.

 

  • Children who have been looked after under local authority care for more than one day. These children are awarded a premium of £1900.

 

How to claim your child's pupil premium:

Your child may be eligible for free school meals – and accordingly pupil premium – if you receive any of the following benefits:

  • Income support
  • Income-based jobseekers’ allowance
  • Income-related employment and support allowance
  • Support under Part IV of the Immigration and Asylum Act 1999
  • The guaranteed element of state pension credit
  • Child tax credit, provided that you are not also entitled to working tax credit and have an annual gross income of £16,190 or less
  • Universal credit

 

If you need support to register your child as eligible, please contact school. children in Reception and Years 1 and 2 will qualify for free school meals, regardless of their family income, but only the children who would have qualified for free meals under the above income-based criteria will receive the pupil premium.

 

If your child qualifies for free school meals, it’s important that you tell us – even if they take a packed lunch – as this enables them to claim pupil premium.

 

 

Pupil Premium at Oldswinford

 

Click to read our Pupil Premium Policy


How do we Measure Impact of the Pupil Premium Grant?
 

  • Measure the progress and attainment of pupils eligible for Pupil Premium funding through our whole school data tracking system;
  • Focus analysis of national data for disadvantaged pupils compared to school’s performance (ASP/ RoL);
  • Regular and rigorous pupil progress meetings are held to discuss and evaluate provision and refine if necessary;
  • Pupil progress meetings always include evaluation of children’s well-being, pastoral and emotional needs;
  • Monitor progress and outcomes in books and cross reference with data and targets to move children’s learning on;
  •  RAG-rated intervention plans and records measure baseline and impact;
  • Collaboration between the Deputy Head Teacher (responsible for Pupil Premium) and SENCO to meet, evaluate and provide for the developing needs of children with SEND who also receive Pupil Premium funding;
  • Monitor and report to the Governing Body which includes data, progress and provision for disadvantaged children including LAC;
  • Termly meeting with the link governor for Pupil Premium
  • PEP meetings with target setting and tracking for LAC;
  • Regular discussions and audit of provision for disadvantaged pupils take place with staff;
  • Multi-agency collaboration where necessary and appropriate e.g. Virtual Schools, social services, Early Help, CAMHS, family support, Educational Psychologist which all report impact;
  • Pupil voice is recorded on individual profiles, regularly listened to and acted upon;
  • Support for and partnership work with parents and carers triangulates provision to meet children’s need;
  • Staff work within children to develop their interests, character, social and learning aptitudes and attitudes, the impact of which is included on individual profiles;
  • Pastoral issues and concerns about well-being are acted upon swiftly to ensure children are supported emotionally and barriers to learning are reduced, mainly through the coaching team;

Review & Impact of the Pupil Premium Grant 2016-2017

Success Criteria based on

Future Barriers to Learning:

Approaches

Estimated Impact

Lessons Learned

Cost

Support mental health and emotional well-being of all children including those eligible for PPG

School Counsellor

Educational Psychologist

Me Festival

Well-being Week

Coaching

Key Worker

High Impact for disadvantaged children- successful counselling and coaching resulted in reduced anxieties and safeguarding concerns;

Medium impact for wider school:

Well-being week had immediate impact but now need to ensure strategies are embedded across school for greater and wider impact;

The greatest impact and success was had by the earliest intervention; need to continue intensive strategies for supporting KS2 children no longer in care as these appear to be a particularly vulnerable group; continue to focus on well-being as this cannot be successful as a standalone and is embedded in our school ethos. Greater focus needed on meta-cognition to give children skills for life

£16000

Extra-curricular activities to support social skills and increase esteem of vulnerable children, giving opportunities for talent to be honed

Subsidising children to attend various extra-curricular clubs based on interest and talent

Medium based on limited number of children who benefitted, but high impact for those who were eligible for the provision

Very worthwhile for LAC children new to the area. Monitor carefully to decide when the desired outcome has been achieved as this will be different for each child;

£2000

Exceed national standards in Year 1 Phonics and support Y2 children in successfully passing retake

Review of phonics programme

New resources

Training for key staff

Phonics booster groups (additional TA intervention)

Release time for analysis and planning individualised learning

 

High-

81% (+7% Phonics above national; +10% above school 2016)

12/13 Children who retook phonics check in Year passed the test.

Focussed feedback and individualised learning had the greatest impact- will continue this next year, although will not need to fund additional Y2 phonics booster due to success of Y1 phonics

£6000

Exceed national standards at end of KS1 in reading, writing and maths

Additional release for moderation of work

Training for Y2 staff

 

High-

Combined R,W,M at Exp+ was +8% above national; +13% above school 2016;

% of pupils achieving GDS & EXS in all areas was significantly above national;

 

Ensure standards and progress are maintained theoughout KS2

 

£2000

KS1-KS2 Progress in Maths

 

TA to support lower Maths set

Training for Y6 staff in end of Y6 expectations

Low-

2017 Maths progress -0.89: marginally lower than national;

2017 Progress of disadvantaged pupils was -3.37 and although this was well within the confidence interval, being based on a relatively small number of pupils.

‘too little, too late’ gaps were too big to plug ; disadvantaged children lacked esteem and confidence as learners and struggled to apply their knowledge in test situation; case studies of the 5 disadvantaged pupils to be completed to highlight areas for development; all staff need training in end of KS2 expectations; tracking progress of disadvantaged children needs to be far more robust and effective;

£4000

 

 

Strategy for Pupil Premium Planned Spend 2017-2018

(To be reviewed by SLT and Link Governor- September 2019)

 

In 2017-2018, our expected Pupil Premium budget is £40 380:

 

Currently, in 2017-2018, the following Pupil Premium data applies. Please note that this can alter at any point during the year if eligible children join/leave our school or if the status of current pupils changes.

 

 

Context

Number of Children

(out of 420)

Percentage

Total Children entitled to Pupil Premium Grant (PPG)

 

28

6.6%

Children entitled to Free School Meals (FSM)

 

10

2.4%

Children who have been entitled to Free School Meals at any point in the past 6 years (Ever FSM)

9

2.1%

Children in care, looked after the a local authority (LAC or CLA)

3

0.7%

Children who have ceased to be looked after

 

6

1.4%

Children with SEND who are also eligible for PPG

12

46% (of the 28 eligible)

 

 

Barriers to future attainment of disadvantaged children: (within school)

  1. Staff report low esteem, lack of resilience and limited learning skills for a significant proportion of children including those in receipt of PPG
  1. Disadvantaged children in Y2 with SEND made slightly less than expected progress in reading, writing and maths in 2016-17
  1. Although they make expected progress, disadvantaged children tend to attain lower in Maths than in English (according to internal data)
  1. Oral language skills of a small group of pupils eligible for PPG in Reception (going in to Y1) are lower than expected
  1. 18% of children eligible for PPG have a high level of emotional need;

Barriers to future attainment of disadvantaged children: (outside of school)

  1. The attendance of 46% of disadvantaged children fell below the school’s target of 97%

 

In order to address the barriers to future attainment identified above, based on research by the Sutton Trust EEF Teaching & Learning Toolkit, OfSTED recommendations and case studies of successful schools, we plan to focus our 2017-2018 Pupil Premium spending on:

  1. Training, resourcing and deployment of a specialist HLTA (£25 000) to:
  • champion disadvantaged children across the school; (ref: a)
  • deliver timely ‘mind the gap’ focussed feedback sessions in Maths to individuals and small groups based on formative assessment information from class teachers; (ref: b,c)
  • deliver a range of interventions including pre-teaching, in-class support and oral language to ‘close the gap’ between disadvantaged pupils and their peers; (ref: b,c,d)
  • facilitate peer tutoring sessions in Maths (ref: b,c)
  • be the nominated key worker for Looked-After-Children to support emotional well-being through coaching and mentoring; (ref: e)
  • Facilitate STEM projects for groups of children to enable children to apply skills in different contexts, promoting independence and higher or thinking; (ref: a, b,c)
  • lead ‘The Daily Mile’ to improve fitness and well-being; (ref: e)

 

  1. Whole School ‘Learner’s Learner’ approach to growth mindset, meta-cognition and self-regulation (£1000)teaching children how to plan, monitor and evaluate their own learning; (ref: a
  2. Disadvantaged pupils to form a ‘Learning Champions’ group, facilitated by the Deputy Head Teacher & HLTA (£1000) (ref: a) to raise their status and esteem;
  3. Aspirations project for disadvantaged pupils whereby they choose to do something special linked to a particular interest or potential career (£5600) (e.g. a child aspiring to be a vet gets to visit a vet surgery and be a vet’s assistant for an afternoon or a child who is particularly interested in learning a foreign language has access to tutoring and/or resources; (ref: a)
  4. Deploy TA with responsibility for SEND to provide 1:1 in-class support and coaching for children with SEND who are also eligible for PPG (£2000) (ref: b)
  5. Release time for class teachers (£3000) to liaise with Deputy Head & HLTA to discuss targets, progress, priorities and needs of disadvantaged children; (ref: b&c)
  6. Incentives and rewards (£240) to improve attendance of disadvantaged children; (ref: f)
  7. Reading Buddy scheme with specially purchased boooks (£260) designed to nurture children’s well-being and friendships through a love of reading; (ref: a,d,e)
  8. Funding of curricular and extra-curricular activities (£500) to promote engagement, confidence, social skills and esteem as well as opportunities to recognise talents beyond academia; (ref: a)
  9. Contingency for emotional/behavioural support e.g. counselling, Educational Psychologist (£2000) (ref: e)

 

Total Projected Spend for 2017-2018= £40 600

 

 

Other strategies planned to bring the progress and attainment of disadvantaged pupils in line with others, which will be deployed in addition to the Pupil Premium funding include:

  • Responsibility of Pupil Premium management by the Deputy Head Teacher;
  • Planning, monitoring and evaluation of Pupil Premium funding and impact by the Deputy Head Teacher and nominated governor;
  • Analysis of data, target-setting and intervention measures to ensure that progress and attainment of disadvantaged pupils is effective in meeting their needs;
  • Creation of individual ‘Pupil Premium Profiles’ to ensure the needs, progress and attainment of each disadvantaged child are tracked and clearly identified by the school;
  • Increased attendance monitoring and early intervention meetings with parents/ carers;
  • Meetings with parents/ carers of disadvantaged children to identify individual needs and share plans and targets;

 

 

 

 

Embracing the fullness of life, embedded in a Christian ethos of caring and sharing.
Top