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Pupil Premium

What is the Pupil Premium Grant?

 

Introduced in 2011, the Pupil Premium Grant is a sum of money given to schools each year by the Government to improve the attainment of 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 Grant is intended to directly benefit the children who are eligible, helping to diminish the difference between them and their classmates.

The Pupil Premium Grant (PPG) at Greasley Beauvale Primary School, for academic year 2019-2020, is £79,720.

 

Full details on the spending of the funding and the rationale behind such approaches, can be read in the school's strategy link at the bottom of the page.

 

How to claim your child’s Pupil Premium...

There is a form available at the school office, this will check if you are eligible for Pupil Premium funding.

 

Your child may be eligible for free school meals – and accordingly Pupil Premium Funding – 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.

 

These benefits are changing and have now been rolled into a single benefit, called Universal Credit. All pupils who were eligible for school meals up to April 2018 will still receive free meals. 

 

Please note, all children in Reception, Year 1 and 2 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 additional funding.


More information about Pupil Premium Funding can be found on:  https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2018-to-2019/pupil-premium-2018-to-2019-conditions-of-grant

 

If you have any questions please don't hesitate to pop in to the school office and speak to a member of staff.

 

How can I ensure the school gets the funding?

The more eligible pupils that are registered the more funding the school receives. Registering does not mean that your child has to have school dinners.

You should still register for even if:

  • Your child already receives free school meals (Reception, Year 1 and Year 2)
  • 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;
  • Investing in staff development to ensure quality first teaching and learning;
  • Investing in resources, including targeted interventions, that boost children’s learning;
  • Providing opportunities for 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:

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

 

 

 

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.

 

Last review and update with the PP link governor:

December 2019 (see full strategy below)

 

Next Review date: March 2020

 

How was the grant spent and what was the impact?

Previous Year

PP Grant Allocation: £75,041 

PP spend in school: £85,610

 

Intervention & Support

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

  • 1:1 learning support in and out of class provided by SENDCo and TA with a reading focus (autumn term)
  • Weekly group projects with PP boys provided by TA. Love of reading & reading engagement focus (spring & summer term)
  • Weekly PP girls project where social and emotional barriers were identified from barrier mapping.
  • Service children: 1:1 ‘All About Me’ session termly.
  • 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 meetings 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.
  • 1:1 meetings with trained on-site counsellor offered to PP parents where appropriate.
  • Weekly Yoga sessions run by external provider for around 23 PP children.
  • Teaching Assistant support during the lunch hour for emotional and behavioural support and positive conflict resolution.
  • After school SATs booster sessions for Year 6 run by teachers in reading, writing and maths.
  • Financial Support for day trips and Year 2 and Year 6 residential visits.
  • Updated PP accountability grids to include softer data as well as hard data
  • 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.
  • Nurture room (Rainbow Den) set up.
  • Introduction of nurture provision through school’s own Rainbow Den).
  • Purchase of Lexia reading intervention software (50 licenses)

 

Impact of expenditure 

  • Across school increased % of PP children achieving the expected standards at the end of the year in reading, writing and maths.
  • Attainment comparison: Summer 2018: R: 44% W: 33% M: 37%. Summer 2019: R: 51% W:45% M:54%
  • In Year 2 data was impacted by changes in cohort.
  • In Y1 and Y2, PP are achieving similarly in all 3 core subjects.
  • In Y3 and Y4, PP are achieving better in maths than in other areas.
  • In Y5, PP are achieving best in reading.
  • In Y6, PP children are achieving considerably better in reading and writing than in maths.

 

Reading

  • Improved reading for pleasure and access to reading evidence through pupil and staff voice.
  • Decreased % of PP children achieving the expected standards at end of KS1 in Reading (2018 - 55% to 2019 - 30%)
  • Maintained % of PP children achieving the expected standards at end of KS2 in Reading (2018 - 56% to 2019 - 57%)

 

Writing

  • Maintained % of PP children achieving the expected standard at the end of KS1 in writing. (R: 2018 - 50% - 2019 - 5%)
  • Increased % of PP children achieving the expected standard at the end of KS2 in writing. (R: 2018 - 44% - 2019 - 71%)

 

Maths

  • Decreased % of PP achieving expected standard in maths at end of KS1 and KS2.

  (KS1 maths: 2018 – 60% 2019 40%. KS2 Maths: 2018- 67% - 2019 – 43%.

  • Increased number of referrals to Early Help indicating increasingly proactive identification of needs & timely support offered to families.

 

Attendance last year showed no significant difference between overall school and attendance and that of PP pupils.

 

  1. Attainment 2018/19

End of KS2

All pupils

PP Pupils (9)

Other

National Y6

% achieving expected standard or above in reading, writing and maths

67%

43%*  

66%

65%

% achieving expected standard or above in reading

70%

57%*

72%

73%

% achieving expected standard or above in writing

78%

71%*

79%

78%

% achieving expected standard or above in GPS

80%

71%*

81%

78%

% achieving expected standard or above in maths

78%

43%*

83%

79%

End of KS1

All pupils

PP Pupils (8)

Other

National Y2

% achieving expected standard or above in reading

63%

30%*

70%

75%

% achieving expected standard or above in writing

63%

50%*

66%

69%

% achieving expected standard or above in maths

69%

40%*

75%

76%

Year 1 Phonics

All pupils

PP Pupils (7)

Other

National Y1

% achieving expected standard in phonics screening

70%

57%

72%

82%

EYFS

All pupils

PP Pupils (7)

Other

National EYFS

% achieving GLD

74%

80%

73%

72%

Next steps for PP:

  • There is still work to be done to ensure that PP pupils make accelerated progress.
  • PP and maths progress and attainment to be a whole school area of focus.
  • Whilst there will continue to be support beyond the classroom more of a focus will be put on quality first teaching being provided to all PP pupils across school and emotional and social development (nurture provision and room development)
  • Move towards increased pre and re-teaching by class teachers and TAs.
  • In-school counselling sessions have positive impact on PP children – to be continued.
  • CPD to upskill teachers and TAs around attachment, anxiety and positive mental health and mindfulness developing in class practice and TA interventions available – to be continued.
  • Further positive impact on social and emotional literacy through PSHE curriculum development.
  • Daily mindfulness in every class timetable to further develop positive mental health.
  • Continued focus on using research to plan strategies and interventions for PP pupils.
  • Robust, termly pupil progress meetings with class teachers and head teacher.
  • Develop new format for sharing PP information with parents as part of end of year reports.
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