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Oldswinford C of E Primary School

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Oldswinford C of E Primary School

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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 you think you may be eligible to obtain free school meals for your child or wish to apply you can contact benefit services by:

Apply online at http://www.dudley.gov.uk/resident/your-council/benefits/free-school-meals/

Email: freeschoolmeals.benefits@dudley.gov.uk

Telephone – 01384 814988

If you are eligible but choose not to apply we would ask that you do, even if your child does not take up their entitlement. During the allocation of budgets to schools, one of the elements taken into consideration is the number of children claiming free school meals. If you are entitled, please claim them and you could help our budget and yours!

 

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

 

Our Pupil Premium Policy is available to read on the policies page.

 

How do we Increase the Impact of the Pupil Premium Grant?

 

  • Manage the performance of teachers and TAs to ensure high quality provision for pupils;
  • Plan spending in line with school priorities;
  • Ensure that the needs of all disadvantaged pupils are planned for, from SEND to G&T, both academic and SEMH;
  • Treat each child as an individual and match provision to their needs accordingly;
  • All staff support the pupil premium agenda by conveying positive and aspirational messages;
  • Have high expectations of all disadvantaged pupils by comparing their performance to all pupils nationally;
  • Raise the profile and esteem of disadvantaged pupils by rebranding them as learning champions;

 

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 2017-2018

September 2018

 

Success Criteria based on

Future Barriers to Learning:

Approaches

Impact

Lessons Learned

Increase esteem, confidence and well-being;

 

Develop resilience and independence as learners;

 

 

Growth Mindset focus

Meta-cognition strategies

Peer Massage

School Counsellor

Educational Psychologist

Positive Discipline Policy

Me Festival

Coaching

Key Worker

Allocated HLTA specialist for disadvantaged pupils

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

High Impact for wider school through Ed Psyche allocation and whole school SIPP focus on meta-cognition and well-being;

Increased impact due to earlier identification of vulnerable children and focussed monitoring;

Low impact of HLTA specialist due to absence.

 

Ceased-to-be-looked-after children now represent one of the largest groups of children eligible for Pupil Premium and generate the biggest proportion of funding. Their emotional needs and mental health continue to be their greatest need. Ensure that next year’s SIPP prioritises mental health and well-being;

Disseminate role of PP champion amongst several staff, allocating one per year group as opposed to one across the school to improve relationships, knowledge of child and to lessen the impact of staff absence.

Although they make expected progress, disadvantaged children tend to attain lower in Maths than in English (according to internal data)

Small group maths support

Focussed feedback groups

Girls confidence club

Pre-tutoring in Y4 & Y5

High Impact for disadvantaged children resulting in increased maths progress and greater than expected progress across the school

However, over all KS1-KS2 maths progress was much lower than average and decreased from last year, mainly affected by key staff absence.

Most successful interventions are pre-tutoring and focussed feedback, therefore expand across Y2-6

Disadvantaged children in Y2 with SEND made slightly less than expected progress in reading, writing and maths in 2016-17

As above

Medium Impact- greater than expected progress in reading for Y3 cohort, but low impact on writing and maths.

Ensure support continues to be balanced for needs in English and maths

 

Bring Maths attainment of disadvantaged children in line with English

As above

Medium Impact- Maths attainment in line with English for all year groups except Years 4 & 5

Target disadvantaged children for maths in Years 5 & 6 to accelerate progress

Y1 pupils eligible for PP to achieve above expected progress of in terms of oral language skills to impact on reading and writing.

Nurturing reading buddy

Focussed language group

Regular analysis and review of targeted needs

High Impact: 80-100% of disadvantaged made expected+ progress in reading and writing.

 

Nurture reading buddy to continue targeting identified children;

75% of disadvantaged children to meet school’s attendance target of 97%

Attendance monitoring and incentives (some affected by staff absence)

Medium Impact -Average attainment for all eligible pupils = 95.7% (school target= 97%)

Year group TAs continue to monitor and address individual attendance

 

Strategy for Pupil Premium Planned Spend 2018-2019

 

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

 

In 2018-2019, our expected Pupil Premium budget is £37 080:

 

Currently, in 2018-2019, 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)

 

24

5.7%

Children entitled to Free School Meals (FSM)

 

5

1.4%

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)

1

0.2%

Children who have ceased to be looked after

 

9

2.1%

Children with SEND who are also eligible for PPG

13

54% (of the 24 eligible)

 

 

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

a. Extremely high proportion (79%) of disadvantaged children are vulnerable due to social, emotional and mental health needs (SEMH)

b. Disadvantaged pupils targeted to make more than expected progress to close gaps between peers in: Y3- reading and writing; Y4 – reading; Y5- reading and writing; Y6- reading and maths

c. Narrow assessment focus on reading, writing and maths can potentially devalue the whole child and fail to recognise or celebrate wider achievements, skills and attributes, impacting on self esteem.

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

d. 38% of disadvantaged pupils are previously looked after children

 

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 2018-2019 Pupil Premium spending on:

Provision

Intended Outcome/Impact

Cost

Deployment and training of TAs & HLTAs in each year group

-Support SEMH;

-increase safeguarding and well-being of previously LAC

-Collect pupil voice

-Raise standards in English & Maths by collaborating with class teachers to deliver timely ‘mind the gap’ focussed feedback sessions and deliver a range of interventions including pre-tutoring and in-class support to ‘close the gap’ between disadvantaged pupils and their peers;

 

£25,000

Deployment and training of SEN TAs

-Nominated key workers for Looked-After-Children to support emotional well-being;

-Screening tool (e.g. SDQ) for P-LAC to measure and monitor mental health

-Coaching and mentoring; set and review targets through learning conferences;

-Provide 1:1 in-class support and coaching for children with SEND who are also eligible for PPG

£6,000

Increase the SLA of Educational Psychologist & specialist counsellor

-Support SEMH;

-Raise standards in reading, writing and maths by reducing barriers to learning

 

 

£3,000

Purchase CPOMs electronic system

-Record, track and monitor ‘the whole child’ to support SEMH and promote, assess and record children’s wider skills and attributes;

 

£1,000

Training of 2x Mental Health 1st Aiders

-Expertise to support mental health and well-being of vulnerable pupils’ families;

-Team approach to disseminate and train other staff to increase impact;

£500

Purchasing, insuring & training a school therapy dog

-Support pupils’ SEMH;

-increase motivation for learning

 

£1,500

Purchase incentives and rewards

-Recognise pupils’ achievements, raising esteem and improving home-school links

 

£300

Specially purchased books to support Reading Buddy scheme

-Nurture children’s well-being and friendships through a love of reading;

£250

Total Projected Spend

£37, 550

 

 

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 Looked After Children (LAC); Previously Looked After Children (P-LAC) & Pupil Premium management by the Deputy Head Teacher in her role as Designated Teacher; 2018-19 priority to review policy and provision in line with recent DfE statutory guidance for post-LACs;
  • INSET based on the needs and provision of LAC & P-LAC;
  • Planning, monitoring and evaluation of Pupil Premium funding and impact by the Designated 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;
  • Monitoring 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;
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