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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 2018-2019, is £69,460.

 

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:

 

  • Universal credit with an annual net earned income of no more than £7.400;
  • Income support
  • Income based Jobseeker's Allowance or Employment and Support Allowance
  • Support under Part IV of the Immigration and Asylum Act 1999;
  • The guaranteed element of 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;
  • Working Tax Credit run-on

 

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 you have any questions in relation to Free School Meals or the Pupil Premium Funding, please don't hesitate to pop in to the school office and speak to a member of staff.

 

More information about Pupil Premium Funding can be found on the www.gov.uk.website:

https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2018-to-2019/pupil-premium-2018-to-2019-conditions-of-grant

 


If you know that 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.

 

How can I ensure the school gets the funding?

The more eligible pupils that are registered for Free School Meals, the more funding the school receives. Registering does not mean that your child has to take up school dinners if they don't want to.

You should still register for Free School meals even if:

  • Your child already receives universal infant school meals
  • You would rather your child had a different meal, such as a packed  lunch

 

What funding does the school receive for eligible children?

 

Schools are given a Pupil Premium grant of £1,320 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 £2,300 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.

 

 

How we spend the Pupil Premium funding...

 

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. 

Depending on priorities for the child there are a variety of ways in which the school would utilise the funding available. 

 

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 within or outside of the classroom;
  • Providing extra tuition for children in Years 2 and 6 as preparation for SATs;
  • Investing in resources that boost children’s learning;
  • Providing music lessons and school clubs;
  • Contributing to school trips and residential visits;
  • Providing daily milk, as a break time healthy treat.
  • Funding the 'All About Me' counselling sessions, delivered by our in-school counsellor.
  • Funding additional nurture provision, through the school's nurture room team

 

Main barriers to educational achievement faced by eligible pupils. (2018-19)

A. Social and emotional intelligence

B. Behaviour to learning

C. Reading comprehension skills

D. Writing across the curriculum

E. Reasoning and problem solving skills in maths

F. SEND

G. Attendance and punctuality

H. Lack of routine and stability

I. Parental engagement

 

 

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.

 

Last review with the PP link governor: May 2019 (see document below)

Next Review date: August 2019 ready for new academic year

 

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

(2017-18)

 

DeDesired 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;
  • When eligible pupils receive interventions and support (especially pre-teaching) they are more likely to understand objectives and are therefore more likely to demonstrate good learning behaviours in class and contribute to shared learning;
  • Where eligible pupils receive emotional and social support, this has a positive impact on their friendship groups and leads to happier play times for all.

 

How was the grant spent in 2017-2018 and what was the impact?

2017 – 2018

PP Grant Allocation: £65,220

 

Intervention & Support   

In addition to first quality teaching and in-class teaching assistant support:

 

  • Pupil Premium plus children: Weekly, 1:1 Pupil Premium Teacher time (30 min), 1:1 class teacher (15 min), 1:1 class TA (60 min).
  • Pupil Premium children: Weekly, 1:1 Pupil Premium Teacher time (30 min), 1:1 class teacher (15 min), 1:1 class TA (30 min).
  • Service children: Weekly, 1:1 class TA (30 min), 1:1 ‘All About Me’ session termly (30 min).
  • Specialist social and emotional behaviour support, the ‘All about Me’ programme with trained on-site counsellor. Specialist TA shared progress and programme details with Inclusion Senior Leadership Team, at 3 weekly intervals.
  • Emotional literacy sessions by ELSA trained TA.
  • Anxiety reduction sessions run by TAs trained in the CAMHS anxiety reduction programme.
  • Early Help Assessment forms completed and submitted where appropriate
  • Weekly Yoga sessions run by external provider.
  • Teaching Assistant support during the lunch hour for emotional and behavioural support and positive conflict resolution.
  • Weekly after school SATs booster sessions run by teachers in reading, writing and maths.
  • Financial Support for day trips and Year 2 and Year 6 residential visits.
  • Completion of 6 weekly accountability grids to identify next steps for progression.
  • Next steps shared with parents as part of termly reporting and parent meeting process.

 

End of KS2 attainment 2017-18

9 disadvantaged pupils

 

Reading, Writing, Maths Combined

'Expected Standard' = 44% (Dis)  60% (other)

Achieving a higher standard = 11% (Dis)  12% (other)

 

Year 6 Reading

'At expected' = 56% (Dis)  72% (other)

Achieving a higher standard = 22% (Dis)  19% (other)

 

Year 6 Writing

'At expected' = 44% (Dis)  66% (other)

Greater Depth = 11% (Dis)  16% (other)

 

Year 6 English Grammar, Punctuation and Spelling

'At expected' = 78% (Dis)  70% (other)

High Scaled Score = TBC% (Dis)  TBC% (other)

 

Year 6 Maths

'At expected' = 67% (Dis)  79% (other)

Exceeding the expected standard = 33% (Dis)  28% (other)

 

End of KS1 attainment 2017- 2018                                                                                                        8 disadvantaged pupils

                                                                              

Reading                                            Writing                            Maths

All = 67% (Nat. predicted:76%)        All =  63% (70%)               All = 67 (76%)                                   

Dis = 63%                                         Dis = 50%                        Dis = 63%                                                                                                                                       

Other = 67%                                    Other = 65%                       Other = 67%                                          

 

Year 1 Phonics attainment

7 disadvantaged pupils

All = 82% (Nat: 82%)

Dis = 57%

Other = 83%

 

As a school we strive to reduce any gaps in attainment through accelerated progress for each and every child eligible for PP.

 

Impact

  • Increased % of PP children achieving the expected standards at the end of KS1 in Reading, Writing and Maths.
  • Increased % of PP children achieving the expected standard at the end of KS2 in Reading. (R: 2017 - 44% - 2018 - 55%)
  • Maintained level so PP achievement in Maths and GPS. (M: 2017- 67% - 2018 – 66%) (GPS 2017 – 78% - 2018 – 77%)
  • Increased % of PP children achieving expected attainment in Reading, Writing and Maths combined (2017- 22% - 2018 – 44%)
  • Diminishing the difference overall between in-school and national data.
  • Increased number of referrals to Early Help indicating increasingly proactive identification of needs and timely support offered to families.

 

 

How was the funding spent in previous years?

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


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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