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Pupil Premium

What is the Pupil Premium grant?

 

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, but not always, 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 diminish the difference between them and their classmates.

The Pupil Premium grant at Greasley Beauvale Primary School, for academic year 2016-2017, is £65,220.

 

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.

 

At Greasley Beauvale Primary School, we are able to tell you what you need to do to register your child as eligible.

 

From September 2014, all 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 is important that you tell us - even if they take a packed lunch – as this enables us to claim pupil premium. Pupil Premium grants DO make a difference and with your support, the funding can help to diminish any difference that there may be between your child's academic achievement and that of their peers.

 

Is your child eligible?

 

Schools are given a Pupil Premium grant of £1320 for:

 

  • Children who qualify for free school meals;
  • Children who have qualified for free school meals at any point in the past six years.

 

Schools will receive £1,900 for any pupil:

 

  • identified in the January 2016 school census or the alternative provision census as having left local-authority care as a result of one of the following:
    • adoption
    • a special guardianship order
    • a child arrangements order (previously known as a residence order)
  • who has been in local-authority care for 1 day or more
  • recorded as both eligible for Free School Meals in the last 6 years and as being looked after (or as having left local-authority care)

 

Schools are given a Pupil Premium grant of £300 for:

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

 

Main barriers to educational achievement faced by our eligible pupils.


Social and emotional intelligence - Currently, 33% of our pupil premium children, have confidential files due to varying reasons. 22% of the pupil premium children have EHAFs (albeit some closed) or receiving ‘Early Help’ for varying reasons. Whilst 20% of our pupil premium children have received, or are currently in receipt of, support from Judith Bexon (on-site counsellor). Some children struggle to control their social interaction with peers and emotions and require support in this area. Although PP children account for 13% of the total number of pupils in school, in the last 12 months, 29% of harassment forms involve PP children. With 31% of PP children being involved in an incident, with a peer, that resulted in a harassment form being completed. Of the 20 harassment forms completed that involve a PP child, 65% identify the PP child as the alleged victim.


Behaviour to learning – Continuing school focus, identified in Ofsted inspection 2016 and through internal monitoring and evaluation of teaching and learning. Now part of school improvement plan as Key issue 5: To increase opportunities for pupils to extend their own learning through increased independence, improved incentive to succeed and high expectations of the most able.


Reading comprehension skills – End of year internal data shows that in year progress last year, for PP children, in all year groups was at expected or better. However, analysis of skills across school shows gaps within the ability to comprehend age-appropriate texts and apply inference and deduction skills. All English units as of September 2017, will be based on a good quality text. Most lessons across the curriculum now also begin with reading a short topic based text, to increase exposure to quality texts & vocabulary.


Writing across the curriculum – At the end of KS2 last year, writing was at national average for all pupils, but below national for PP children. In KS1 last year, whilst in year progress was good, end of key stage attainment for all groups was below national. New writing support materials were introduced in September 2017, based on Alan Peat sentence types and posters, that highlight the features needed to be included in each purpose for writing. All English units are now to be based on a good quality text. This will also link to cross-curricular learning, where most lessons across the curriculum begin with reading a short topic based text, to increase exposure to quality texts and vocabulary.


Reasoning and problem solving skills in maths – Although introduction of mastery approach is supporting more frequent teaching and learning of key maths skills. In school monitoring and evaluation shows gaps in key skills and ability to be able to apply reasoning skills to problem solving remain an area of focus. At the end of KS2 last year, maths attainment was above the national average for all pupils, but below national for PP children. In KS1 last year, whilst in year progress was good, end of key stage attainment for all groups was below national. Further mastery training, including varied fluency, will be delivered.

 

SEND – 29% of the pupils who qualify for Pupil Premium funding also have specific SEND needs. It is important that provision for PP children, who are also on the SEND register, takes into account all barriers to learning specific to the child. Regular communication between all parties involved in supporting the child’s needs is crucial. Consistency and a common approach, will be most effective in increasing progress rate and raising attainment. Systematic reviews of strategies in place to ensure of most effective practice for child.


Attendance – Attendance last year showed no significant difference between overall school attendance and attendance and that of PP pupils. Whole school average attendance for pupils was 96.3% and average attendance for PP pupils was 96.2%. Therefore attendance for PP is not currently a specific barrier to learning for the majority of our PP children. However, the recently reviewed attendance policy aims to maintain and bring about further increases attendance figures. Attendance and punctuality continues to be monitored closely, and families with poorer attendance are challenged and supported in line with policy.


Lack of routine and stability (sleep, food, homework, confidential files etc.) Currently, there are 33% of our pupil premium children, who have confidential files due to varying reasons. There are 22% of the pupil children with EHAFs (albeit some closed) or receiving ‘Early Help’ for varying reasons. Teachers indicate that around 25% of PP children are regularly failing to hand in or fully complete homework or read with an adult at home.


Parental engagement – Currently, 12% of our pupil premium children are in families where parents are not actively engaged with their learning. The school is offering some new and more varied ways in which relationships with families can be further developed.

 

How we spend the grant to address our barriers...

 

Schools can choose how to spend their Pupil Premium money, as they are best placed to identify what would be of most benefit to the children who are eligible.

More details about how we spend the Pupil Premium funding at
Greasley Beauvale Primary School, and the rationale behind such approaches, can be found in the 'Pupil Premium strategy' link at the bottom of the webpage.

 

In short, the ways in which we spend the Pupil Premium grant on eligible pupils includes:

 

  • Extra one-to-one, or small-group, support for children provided by the Pupil Premium lead teacher (Mrs Clarke – Acting Deputy Head Teacher) and other teachers assigned to this role;
  • Extra one-to-one, or small-group, support for children within the classroom;
  • Employing extra teaching assistants to work within classes;
  • Providing a school breakfast to improve attendance, punctuality and concentration for those children who may need it (or not receive it at home);
  • Providing extra tuition for able children who receive the Pupil Premium, for example in preparation for SATs;
  • Providing music lessons, where necessary, for children whose families would be unable to pay for them;
  • Investing in resources that boost children’s learning;
  • Contributing to school trips and residentials to ensure that the children receive the same opportunities as their peers;
  • Funding the 'All About Me' counselling programme by a trained on-site staff counsellor;
  • Providing milk, at no additional cost to the family, to those children who would like it to give them a nutritional 'boost';
  • Booster groups for those year groups who need it, especially in the build up to Year 2 and Year 6 SATs;
  • Leadership and management release time for weekly meetings. In particular, the three-weekly 'Inclusion Team meeting' whereby we discuss children in detail. 'Pupil Premium expenditure' is a regular item on the agenda and children who require 'All About Me' counselling time and additional support are discussed.

 

Measuring the impact of the Pupil Premium Grant in school...

 

Desired outcomes and how they will be measured:

  • Children are able to talk about their feelings in a controlled way and acknowledge that problems can be solved.
  • They are resilient to failure and are able to talk about ways in which to develop their social and emotional problems as a way to impact on learning and general attitudes towards school.
  • Children make expected or better attainment, and progress, and talk with enthusiasm about their academic future.
  • Growth mindset skills such as independence, resilience and perseverance are taught and developed.
  • Learned behaviours negatively impacting on learning, and over reliance on staff, is lowered. (Linked to SIP key issue 5)
  • PP children’s reading attainment improves in line with the national average for KS1.
  • Reading progress is at least good across school, when measured in relation to previous benchmarks.
  • Key reading strategies are explicitly taught and embedded into the reading curriculum for PP children. (Linked to SIP key issue 2 for KS1, English action plan and Emerging SIP issue)
  • PP children’s writing attainment continues improve, in line with national average.
  • Further progress is made in writing across all subjects within the C.O.G. curriculum
  • Writing progress is at least good, when measured in relation to previous benchmarks.
  • New writing support materials are embedded into the writing curriculum for PP children. (Linked to SIP key priority 4)
  • PP children’s maths continues to be in line with national average and confidence to tackle assessment reasoning and problem solving questions is improved.
  • Maths progress is at least good for PP children.
  • Mastery approach is embedded into the maths curriculum for PP children. (Linked to SIP key issue 2 for KS1 and Maths action plan)
  • Progress of SEND children, who are in receipt of Pupil Premium funding is in line with progress of other children. (Linked to SIP key issue 2 action plan)
  • The attendance and punctuality of PP children continues to improve.
  • Stability for the PP children is increased.
  • Parental engagement for the children is increased.

 

 

What is the impact of the expenditure on other pupils?

 

Often, all of the children in a class will reap some benefit from how the school spends its Pupil Premium. At Greasley Beauvale Primary School, we feel that children who do not receive the Pupil Premium funding still benefit from the grant in the following ways:

 

  • Smaller class sizes when eligible pupils are released for Pupil Premium time;
  • When TAs spend time working with eligible pupils in class, other children on the tables benefit;
  • Interventions that work for eligible pupils can also be implemented and used with other children, especially SEND;
  • Where eligible pupils receive emotional and social support, this has a positive impact on their friendship groups and behaviour;
  • When eligible pupils receive interventions and support (especially pre-teaching) they are more likely to understand objectives and therefore more likely to behave and contribute to effective classroom talk;
  • When eligible pupils receive their breakfast in a morning at school, they are school-ready and are less likely to be a distraction in class;
  • When eligible pupils receive dedicated time with trained teaching assistants for emotional and behavioural support, and have released frustrations, anxieties and issues, they are less likely to have behavioural and social problems in the playground.

 

How was the grant spent in 2016-2017 and what was the impact?

 

Below are details of the Pupil Premium, and Pupil Premium Plus, funding allocated to Greasley Beauvale Primary School in the past and present.

At the bottom of the page, you will see a link to our Pupil Premium Strategy for the academic year of 2017-2018, which shows how we allocate the funding currently, the spending that has taken place, the impact of suggested strategies and our plan of action for the coming year.

The next review of the current Pupil Premium strategy at Greasley Beauvale Primary School, for academic year 2016-2017, is March 2018.

Below, you can also see the ways in which the Pupil Premium allocation was spent and the impact that had on academic achievement during the previous academic years.

 

2016 – 2017 Amount £62,740

 

Intervention & support

 

1:1 tuition with Teaching Assistant (30 mins weekly for PP, 1 hour weekly for PP+ and 30 mins for service)
1:1 tuition with class teacher throughout the week when needed (30 minutes minimum per week)
1:1 tuition, or small group work, with pupil premium lead (30 mins 1:1 or 1 hour in a small group setting to work on skills of inference, writing and reasoning)

Deployment of senior staff, including SENDCo and Pupil Premium lead, to lead provision for individuals and groups with complex learning needs which are best provided for by such specialists.
Completion of 6 weekly accountability grids to identify next steps for progression, shared with parents as part of tracking process at parents evening.
Expansion of digital technology provision as needed.

Collaboration of specialist TA within Inclusion Senior Team. To also run the 'All about Me' course where needed.

Teaching Assistant support during the lunch hour for emotional and behavioural support. Associated training for positive conflict resolution. Improved matching of referral and monitoring of children accessing specialist TA support above.

Financial Support for residential trip in Year 6

 

Impact on attainment Based on unvalidated data

 

End of KS2 attainment 2016-17

8/9 disadvantaged pupils

Reading, Writing, Maths Combined

'Expected Standard' = 22% (Dis)  68% (other)

Achieving a higher standard = 0% (Dis)  3% (other)

 

Year 6 Reading

'At expected' = 44% (Dis)  78% (other)

Achieving a higher standard = 0% (Dis)  8% (other)

 

Year 6 Writing

'At expected' = 67% (Dis)  78% (other)

Greater Depth = 0% (Dis)  14% (other)

 

Year 6 English Grammar, Punctuation and Spelling

'At expected' = 78% (Dis)  76% (other)

High Scaled Score = 22% (Dis)  24% (other)

 

Year 6 Maths

'At expected' = 67% (Dis)  78% (other)

Exceeding the expected standard = 11% (Dis)  16% (other)

 

Progress KS1 - KS2

Reading                            Writing                            Maths

Dis = - 2.73                       Dis = -2.72                       Dis = -0.10

Other = -1.19                    Other = -1.16                   Other = +0.35

 

End of KS1 attainment                                                                                                  4 disadvantaged pupils

Reading                            Writing                            Maths

All = 64% (Nat: 76%)        All = 62% (68%)              All = 67% (75%)                                   

Dis = 50%                        Dis = 25%                       Dis = 25%

Other = 65%                    Other = 65%                    Other = 71%                                         

 

Year 1 Phonics attainment

4 disadvantaged pupils

All = 80% (81%)

Dis = 75%

Other = 80%

 

Due to small number of PP children in Y6, Y2 and Y1 cohort (2016-17), data set is deemed to be insufficient to be statistically significant.

Similarly, small cohort numbers for the HPA PP group means the data set is deemed to be insufficient to be statistically significant.

 

 

 

2016 – 2017 Amount £62,740
Intervention & support Impact on attainment
1:1 tuition with Teaching Assistant (30 mins weekly for PP, 1 hour weekly for PP+ and 30 mins for service)
1:1 tuition with class teacher throughout the week when needed (30 minutes minimum per week)
1:1 tuition, or small group work, with pupil premium lead (30 mins 1:1 or 1 hour in a small group setting to work on skills of inference, writing and reasoning)

Deployment of senior staff, including SENDCo and Pupil Premium lead, to lead provision for individuals and groups with complex learning needs which are best provided for by such specialists.
Completion of 6 weekly accountability grids to identify next steps for progression, shared with parents as part of tracking process at parents evening.
Expansion of digital technology provision as needed.

Collaboration of specialist TA within Inclusion Senior Team. To also run the 'All about Me' course where needed.

Teaching Assistant support during the lunch hour for emotional and behavioural support. Associated training for positive conflict resolution. Improved matching of referral and monitoring of children accessing specialist TA support above.

Financial Support for residential trip in Year 6
 
2015 – 2016 Amount £72,860
Intervention & support Impact on attainment
1:1 tuition with Teaching Assistant (30 mins weekly for PP and 1 hour weekly for PP+ 30 mins for service)
1:1 tuition with class teacher released (20 mins weekly for PP and PP+ children)
Peer tutoring in Reading for children in Year 1 provided by pupils in Year 6.

Deployment of senior staff, including Early Reading Specialist Teacher and SENDCo, to lead provision for individuals and groups with complex learning needs which are best provided for by such specialists.
Completion of 6 weekly accountability grids to identify next steps for progression, shared with parents as part of tracking process
Expansion of digital technology provision as needed.

2X afternoons of specialist social and emotional behaviour support from a trained TA. Collaboration of specialist TA within Inclusion Senior Team.

Teaching Assistant support during the lunch hour for emotional and behavioural support. Associated training for positive conflict resolution. Improved matching of referral and monitoring of children accessing specialist TA support above.

Financial Support for residential trip in Year 6
Based on unvalidated data
Year 6 Maths

'At expected' (100+ scaled score)
= 33% (Dis) 61% (non-Dis)
Exceeding
= 0% (Dis) 0% (non-Dis)

Year 6 Reading
'At expected' (100+ scaled score)
= 33% (Dis) 56% (non-Dis)
Exceeding
= 0% (Dis) 6% (non-Dis)

Year 6 writing
'At expected' (100+ scaled score)
= 50% (Dis) 61% (non-Dis)
Greater Depth
= 0% (Dis) 0% (non-Dis)

Year 6 English Grammar, Punctuation and Spelling
'At expected' (100+ scaled score)
= 33% (Dis) 67% (non-Dis)
Exceeding
= 0% (Dis) 19% (non-Dis)

Reading, Writing, Maths Combined
'Expected Standard'
= 17% (Dis) 47% (non-Dis)
Greater Depth
= 0% (Dis) 0% (non-Dis)

Progress KS1 - KS2
Reading
Dis = +0.72 (above)
Non-dis = -2.59 (Sig below)

Writing
Dis = -1.38 (below)
Non-dis = -2.73 (sig below)

Maths
Dis = -0.85 (below)
Non-dis = -1.12 (below)
2014 – 2015 Amount £77,000
Intervention & support Impact on attainment
1:1 tuition with Teaching Assistant (30 mins weekly for PP and 1 hour weekly for PP+ 30 mins for service)
1:1 tuition with class teacher released (20 mins weekly for PP and PP+ children)
Peer tutoring in Reading for children in Year 1 provided by pupils in Year 6.

Deployment of senior staff, including Early Reading Specialist Teacher and SENDCo, to lead provision for individuals and groups with complex learning needs which are best provided for by such specialists.
Completion of 6 weekly accountability grids to identify next steps for progression, shared with parents as part of tracking process
Expansion of digital technology provision as needed.

2X afternoons of specialist social and emotional behaviour support from a trained TA. Collaboration of specialist TA within Inclusion Senior Team.

Teaching Assistant support during the lunch hour for emotional and behavioural support. Associated training for positive conflict resolution. Improved matching of referral and monitoring of children accessing specialist TA support above.

Financial Support for residential trip in Year 6
Year 6 Maths
Level 4+
= 83% (Dis) 95% (non-Dis)
Level 5+
= 33% (Dis) 45% (non-Dis)

Year 6 Reading
Level 4+
= 100% (Dis) 98% (non-Dis)
Level 5+
= 83% (Dis) 48% (non-Dis)

Year 6 writing
Level 4+
= 100% (DIs) 90% (non-Dis)
Level 5+
= 33% (Dis) 69% (non-Dis)

Progress KS1 - KS2
Disadvantage (non in brackets)
Reading
100% expected progress (98%)
67% better than expected (33%)

Writing
100% expected progress (100%)
50% better than expected (71%)

Maths
83% expected progress (95%)
17% better than expected (50%)

Progress
Progress across all year groups fro disadvantaged children was good and teachers feel that their 1:1 time with children is beneficial.
2013 – 2014 Amount £36,550  
Intervention & support Impact on attainment
Small group targeted tuition for all eligible children, with half termly review cycles.
Peer tutoring in Reading for children in Year 1 provided by pupils in Year 6.

1:1 Tuition with half termly review cycles.

Deployment of senior staff, including Deputy Head and SENCo, to lead provision for individuals and groups with complex learning needs which are best provided for by such specialists.
Expansion of digital technology provision following a successful trial with Year 4 pupils.

2X afternoons of specialist social and emotional behaviour support from a trained TA. Collaboration of specialist TA within Inclusion Senior Team.

Teaching Assistant support during the lunch hour for emotional and behavioural support. Associated training for positive conflict resolution. Improved matching of referral and monitoring of children accessing specialist TA support above.
Year 6 Maths
Level 4+ = 80% (PP) 83% (non-PP)
Level 5+ = 40% (PP) 41% (non-PP)
Level 6 + = 10% (PP) 3% (non-PP)
Year 6 Reading
Level 4+ = 90% (PP) 97% (non-PP)
Level 5+ = 30% (PP) 55% (non-PP)
Level 6 + = 0% (PP) 0% (non-PP)
Year 6 writing
Level 4+ = 80%(PP) 90% (non-PP)
Level 5+ = 40% (PP) 48% (non-PP)
Level 6 + = 0% (PP) 3% (non-PP)

PP and PP+ Progress 2013 – 2014 across the rest of the school

Reading
100% = expected progress
59% = better than expected

Writing
93% = expected progress
69% = better than expected

Maths
97% = expected progress
66% = better than expected
2012 – 2013 Amount £24,000
Intervention & support Impact on attainment
Additional Staff meeting training to inform staff/ work with staff on implementing additional provision for PP children

Increased Teaching Assistant Hours

Additional non-class based tuition teacher on staff

After school provision monitoring to ensure funded pupils have targetted access to extra-curricular activities.

Increased Inclusion coordinator time to moderate and monitor the implementation of the pupil premium provision maps
Deputy Head Teacher release time to target skill development with named children

1 - 1 tuition

Teaching Assistant support during the lunch hour for emotional and behavioural support to named children

1X afternoon of specialist social and emotional behaviour support from a trained TA
Making expected progress or better in Reading:
KS1 = 79%
KS2 = 97%

Exceeding expected progress in Reading:
KS1 = 42%
KS2 = 3%

Making expected progress or better in Writing:
KS1 = 79%
KS2 = 95%

Exceeding expected progress in Writing:
KS1 = 29%
KS2 = 12%

Making expected progress or better in Maths:
KS1 = 100%
KS2 = 100%

Exceeding expected progress in Maths:
KS1 = 50%
KS2 = 17%
2011 - 2012 Amount £13,664
Intervention & support Impact on attainment
1 - 1 tuition

Teaching Assistant support for Boosting Attainment

Access to extra curricular activities


Increased Teaching Assistant Hours

2 days per week booster teacher for named children

Assessment coordinator release time to monitor, track and target vulnerable groups

Teaching Assistant support during the lunch hour for emotional and behavioural support to named children

1X afternoon of 'social skills' specialist support from a trained TA
Accelerated progress and increased confidence.

At least satisfactory progress for named children.

Increased confidence, development of social skills and the chance to shine!

Increase in attainment as a result of additional adult support.

a positive experience due to issues being explored and early intervention provided
 
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