Pupil Premium

Pupil Premium Funding

 

Pupil Premium funding is provided to schools in addition to the main school budget. It is allocated according to the number of pupils on roll who are eligible for

  • free school meals (FSM)
  • pupils who have parents in the armed forces (service children)
  • pupils who are looked after by the Local Authority (pupils in care).

It is for us as a school to decide how this additional funding is spent, as we are best placed to assess what additional provision should be made. The funding is used for our identified Pupil Premium children, other vulnerable groups and for a wider school impact to close achievement gaps. As a school, we must be accountable for this additional funding and for demonstrating its impact.

This report summarises how the funding at Sarisbury Infant School was spent and the impact it had during the academic year 2015-2016. It also explains how the funding for 2016-2017 will be spent.

 

How is it used? What is its impact? (Figures based on financial years)

 

Pupil Premium Funding

 

Salaries

4 X LSA hours per week – 3 people

 

2 X C5

3,716

1 X HLTA

2,276

5 X ELSA hours a week

2,322

2 days UPR 5

18,731

Total:

27,045

 

School trips

Year R Longdown trip

128.25

Year 1 Beaulieu

12.25

Year 2 Manor Farm

78.00

Total:

219.00

 

Miscellaneous

Uniform

127.00

Hire of mini bus – Jolly Sailors

500.00

Total:

627.00

 

Training

Sarisbury ELSA supervision

200.00

ELSA Conference

100.00

Total:

300.00

Total expenditure - £28,191

 

 

Disadvantaged:

 

NOR

Eligible

Ever 6

School   Meals or packed lunch

Total   Pupils Eligible for Free School Meal %

Feb   16       Jun 16

Year R

90

8

2

80

11.11%

11.11%

Year 1

90

3

2

85

5.55%

5.55%

Year 2

90

5

5

80

11.11%

11.11%

Total

270

16

9

245

9.25%

9.25%

How is it used ?

What has been the impact?

Whole school strategies which benefit all   pupils:

  • ·Investment in our vision, values and ethos   through our Sarisbury Charter, our CREW ethos and characters and throughout   SMSC and PSHE Curriculum

 

  • Investment in Quality First Teaching (QFT) through   staff mentoring programme and curriculum design
  • Early Years Pupil Premium Focus Training

 

 

 

 

  • ·Senior Leadership Team, Inclusion Leader and SENCO / Pupil Progress Meetings with   governor involvement – a named governor visits, tracks and liaises with staff   to monitor progress and attendance

 

 

 

 

  • ·ELSA provision and Family Links Team   with informal points of contact and drop in sessions

 

 

 

 

 

  • ·NHS Bug Busting kit and parent workshop   with community school nursing team  
  • NHS therapy services INSET and continuous support

 

 

 

  • Service level agreements subscription to Educational   Psychology
  • ·Looked After Children (LAC) Network Meeting and training

 

 

 

  • First @ Maths / Phonics Training and delivery
  • Jolly Sailor / Forest Friends /Wow Wednesdays   (educational enhancement activities)
  • Charity links (Honeypot Young Carers)
  • Review and revision of transition arrangements
  • Engagement and resilience is promoted in all children, establishing a sense of   belonging and motivation
  • Increase in staff skills and competence shared and   developed through a ‘triad’ approach and regular training opportunities
  • Earlier identification and knowledge of child’s development implemented by the Early Years Team through   pre-school links
  • Pupil progress meetings and tracking ensure that all   pupils’ progress and attainment is closely monitored, reviewed and next steps   are put in place

Professional   advice is implemented with resources and provision to support additional   needs

  • Supports social, emotional and mental health at home and at school at the earliest possible time through increased parent knowledge, access to school support and signposting to other services.
  • Parents and vulnerable families are supported and sign   posted to other organisation with liaison with community nursing team and   primary behaviour support services
  • Whole staff training and implementation of   interventions for home and school, e.g. speech and language and occupational   therapy
  • Whole staff training and implementation through training   and workshops led by an educational psychologist
  • There are currently no LAC in school, but the   designated teacher attends network meetings and training to keep updated
  • Increased competence and confidence of support   staff to deliver the intervention to   increase children’s gains in numeracy
  • Two trained members of staff to drive the mini-bus
  • Liaison with parents and charity to provide a holiday   or activities
  • Increased exchanged of information between pre-schools   and Key Stage schools through CLIPS cluster

 

Strategies and   support for all under-performing pupils, which benefit disadvantaged and   other underachieving pupils:

 

  • Investment in Quality First Teaching (QFT) through   staff mentoring programme, curriculum design and personalisation
  • Individual assessment (school & professionals)
  • Individual timetabled support for children with   challenging behaviour barriers to their learning
  • Speech and language development groups
  • Targeted individual and group intervention support   (SIDNEY, Precision Teaching, paired reading, First @ Maths, 5 Minute Boxes)
  • ELSA provision (Therapeutic Story Writing / Story links   / Seagull Group)
  • Family Links
  • Introduction of ‘Pen Portraits’ (An ongoing record of   key information throughout the school)
  • Increased emotional, social and academic attainment and   success at end of KS1
  • Information gathered from a range of professionals is   implemented both at home and at school to provide focussed support
  • Personalised timetables and activities with advice from   professionals to identify and fill gaps in development
  • Children benefit from specialist advice delivered by   experienced support staff who have worked alongside the therapist
  • Increased gains in literacy and numeracy
  • Children practise and share activities in the classroom   and at home and parents are invited into school to share some sessions   alongside their child
  • Class teachers encourage and signpost parents to the   Family Links Team who in turn build up strong links with the family
  • Family information along with the children’s progress   is shared with key staff as needed

Targeted Strategies for Disadvantaged   Pupils (FSM, LAC and Forces):

  • Uniform vouchers
  • Payment for extra curriculum clubs and subsidised   educational visits
  • Additional reading opportunities
  • Nominated staff Pupil Premium Champion from Senior   Leadership Team
  • Nominated Governor for Pupil Premium children
  • Nominated support staff in each year group for Pupil   Premium children
  • Additional curriculum enhancement opportunities
  • Pen Portrait information
  • Focused tracking
  • No child is disadvantaged and is able to have equality   of access to all the opportunities available in school
  • Governors and staff are aware of these children and   their needs
  • Increase in gains in literacy and numeracy
  • Attendance is higher for these children

Year 2 Data Summary Summer 2016

  • In Maths, PP children achieved 50% working at the ‘expected’ national level and 50% are in the ‘emerging’ category. 25% are at the beyond category
  • In Writing, PP children achieved 37.5% working at the ‘expected’ national level, 62.5% working the ‘emerging’ category
  • In reading, PP children have 50% working at the ‘expected’ national level, 25% working at exceeding and just 50% at ‘emerging’

Year 1 Data Summary Summer 2016

  • In Maths, PP children achieved 60% working at the ‘expected’ national level, meaning 2 children 40% are in the ‘emerging’ category
  • In Writing, PP children achieved 40% working at the ‘expected’ national level, 60% working the ‘emerging’ category
  • In Reading, PP children perform very well, with 60% working at the ‘expected’ national level, 40% working at exceeding and just 40% at ‘emerging

Phonics Results   2015-2016

Whole of Year 1

Number   of children in the year group

Number   of children passed (89)

Amount of children failed

(89)

Exempt

90

(1   child exempt)

80   children

90%

9   children

10%

1   child    

1%

 

Pupil Premium

Number   of children in year group

Number   of children passed

Number   of children failed

5

4   children

80%

1   child

20%

 

Forces

Number   of children in the year group

Number   of children passed

Number   of children failed

2

2

100%

0

                                   

   
   

Phonics Screening Test attainment over time for the     ‘Disadvantaged’ group.

   
   

 

                            

Year 2 Phonics Screening Test Retakes

 

 

 

 

Year 2

Amount   of children retaking

Amount   of children passed

(30)

Amount   Failed

(30)

Exempt

31

(1   exempt)

26

87%

4

13%

1

3%

 

Pupil Premium

Number   of children in year group

Number   of children passed

Number   of children failed

4

3

75%

1

25%

 

Forces

Number   of children in the year group

Number   of children passed

Number   of children failed

1

1

100%

0

 

The government introduced Pupil Premium funding in April 2011 to raise the attainment of eligible pupils from Year R to Year 11 and to narrow the attainment gap between them and their peers. The funding gives school additional money to support

 

  • Children who are eligible for Free School Meals - FSM
  • Children in local authority care - CLA
  • Children of parents in the Armed Services

Pupil Premium Funding is paid directly to schools as they are best placed to assess what additional provision their pupils need. Ofsted reports on the school’s use of the funding and how this affects the attainment of these pupils.

 

At Sarisbury Infant School we use the money creatively and flexibly to secure the best possible outcomes for these groups of children.

 PP Strategies Jan 16

 

 

We use some of the Pupil Premium to pay for Emotional Literacy support to give children from vulnerable backgrounds any pastoral care that they need. We always discuss opportunities for using the funding with parents. We offer all of these children one free place at an after school club of their choice.

 

Pupil Premium Budget

 

The school has tracking systems in place to monitor the impact of pupil premium spending and this is reported to governors. The progress of these children is closely monitored and staff provides extra support where necessary to ensure that these groups meet or exceed age related expectations.

 

Additional activities and opportunities are organised by the Jigsaw workers for both the parents and the children and these have been very successful with positive comments from the parents. 

 

Three Year Pupil Premium Overview Budget