Pupil Premium

                      Pupil Premium Funding Report from School Year: 2018-19

Report Generated: September 2019

Disadvantaged, Forces & Children in Care

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

  • Disadvantaged
  • 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 2018-2019. It also explains how the funding for 2019-2020 will be spent.

Type of   Pupil Premium

Number   of children in receipt

April 2018-   March 20+19

Number   of children in receipt

April   2019- Current

(Sept   2019)

Amount

April 2018-   March 2019

Amount

Anticipated

April   2019- March 2020

Disadvantaged  

(Including Ever6)

19

18

£25,080

£23,760

Service   Families

7

5

£2,100

£1,500

Previously   LAC

1

1

       £2,300

       £2,300

Looked   After Children (LAC)

From Hampshire

0

0

-

-

Looked   After Children (LAC)

From another   local authority.

0

2

-

Not Known*

Total

   

£29,480

£27,560

*LAC children other authority: Amount variable. Funding applied for specifically to the needs of the child termly.

How is it used? What is its impact?

Current Disadvantaged Pupil Premium Breakdown 2019-2020*:

 

NOR

(Number on Roll)

Eligible

Ever 6

Non-disadvantaged  

Total Pupils Eligible for Free School Meal %

         Sept 19

Year R

91

5

0

86

5.5%

Year 1

120

6

1

113

5.8%

Year 2

83

7

0

76

8.4%

Total

294

18

1

275

6.5%

How is it used ?

What has been the impact?

Whole school strategies which benefit all   pupils:

  • ·Investment in the review and refinement of our curriculum   principles, progression of skills and teaching pedagogy across Early Years   and Key Stage 1
  • ·Continued 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 training for new team members

 

  • ·SENCo Accreditation training for newly assigned SENCo

 

  • ·Educational Psychologist Training on ‘Working Memory’   across all staff.

 

  • Investment   in ‘Infant Language Links’ screening programme to be used across all of Year   R and for specific underperforming groups in Year 1 and Year 2

 

  • ·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

 

  • Service   level agreements subscription to Educational Psychology
  • ·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  
  • Emotional   First Aid training for ELSA and DHT
  • ·Looked   After Children (LAC) Network   Meeting and training
  • Jolly Sailor / Forest Friends (educational enhancement   activities)
  • Investment in CPOMS – A secure safeguarding information   sharing platform which is used to monitor and record any concerns or   communication across the school.
  • Enhanced focus on the progression of skills in core and   foundation subjects to ensure all pupils make good progress. Refinement of   our assessment procedures to ensure all children progress.
  • Engagement and resilience is promoted in all children,   establishing a sense of belonging and motivation
  • Earlier identification and knowledge of child’s development implemented by the Early Years Team through   pre-school links
  • Whole school tracking, anaylsis and appropriate provision   / intervention put in place for all underperforming pupils, including   disadvantage group
  • Continued professional development impacting high quality   provision for all pupils and removing barriers to learning for pupils with   working memory difficulties.
  • Whole school language screening to be implemented to   identify and put intervention in place for any pupils with poor language   comprehension. This should impact   accessibility to learning and progress.
  • 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
  • Training disseminated across team and our children’s   emotional wellbeing can be addressed promptly and effectively where   necessary.
  • There are currently 3 LAC in school, the designated   teacher attends network meetings and training to keep updated
  • Two trained members of staff to drive the mini-bus. Disadvantage children engage with new   experiences
  • Safeguarding procedures and record keeping have been   tightened to ensure that safeguarding is kept paramount and communication is   optimised in order to keep all children safe.

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

  • Infant Language Links: screening programme and   intervention programme
  • 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
  • Additional midday supervisors to support the successful   inclusion of identified vulnerable children.
  • Speech and language development groups
  • Targeted individual and group intervention support   (SIDNEY, Precision Teaching, paired reading, First @ Maths, 5 Minute Boxes)
  • Friendship and social skills groups implemented weekly.
  • ELSA provision (Individualised sessions / Nurture Group)
  • Positive Handling Training for specific members of staff
  • Emotional Wellbeing training for support staff (Lorraine   Lee)
  • Family Links
  • Early Years / Pre-school project put in place by Early   Years Lead and school cook. A Cooking   Club to build relationships and links with possible vulnerable families who   will be joining our school
  • Introduction of ‘Pupil Narratives’ (An ongoing record of   key information throughout the school)
  • Specific training for LSAs, SNAs and class teachers to   support specific learning needs, e.g. Autism awareness, Clicker 6, early   marking making training
  • Lennox Centre training available for teachers and support   staff on specific areas of need (Primary Behaviour Support)
  • Primary Behaviour Support / Family Links Coffee morning   for parents who need support for challenging behaviour at home
  • Identification and intervention for individuals with poor   comprehension of language. Meaning   increased access to teaching and learning opportunities and better progress.
  • 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
  • Pupils who are vulnerable or have social, emotional needs   are successful at lunchtime and ready to learn on coming back into the   classroom.
  • 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
  • Positive handling / restraint to ensure that restraint   can be utilised safely where necessary for the safety of all children and   staff
  • Increased understanding of emotional wellbeing needs individuals and strategies / interventions   which be utilised in order to support effectively.
  • 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
  • Put in place, beginning to be well attended and successful.  
  • Teachers and support staff have greater awareness of the   strategies which can be put in place to support individuals progress and   flourish in our learning environment.
  • Key strategies which can support individuals have been   put in place
  • Better relationships have been built with all   families. Advice given and strategies   put in place at home.

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
  • Pupil Narrative information
  • Focused tracking
  • Designated Teacher training for DHT linked to Looked   after children
  • Designated Safeguarding Leader training for two   additional staff members to support HT / DHT in ensuring the safety and   wellbeing of all pupils.
  • 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 Disadvantaged Data Summary:   Summer 2019

Disadvantaged

Pupil Premium

(5   Children)

WTS

Working   towards expected standard

ARE

Age   Related Expectations

GDS

Greater   Depth / Exceeding

Maths

1

20%

4

80%

0

0%

Writing

2

40%

3

60%

0

0%

Reading

2

40%

2

40%

1

20%

RWM

2

40%

3

60%

0

0%

RWM –   Achieved Reading, Writing and Maths combined

 

Year 2 Forces Data Summary: Summer   2019

Forces

Pupil Premium

(2   Children)

WTS

Working   towards expected standard

ARE

Age   Related Expectations

GDS

Greater   Depth / Exceeding

Maths

1

50%

1

50%

0

0%

Writing

1

50%

1

50%

0

0%

Reading

0

0%

2

100%

0

0%

RWM

1

50%

1

50%

0

0%

RWM –   Achieved Reading, Writing and Maths combined

Year 2 LAC   / Previously LAC Data Summary: Summer   2019 – None

Forces

Pupil Premium

(1 Children)

WTS

Working towards expected standard

ARE

Age Related Expectations

GDS

Greater Depth / Exceeding

Maths

     

Writing

     

Reading

     

RWM

     

RWM – Achieved Reading, Writing and Maths combined

  • In Reading, 60% of disadvantaged children achieved age related expectations (ARE) or above
  • In Writing, 60% of disadvantaged children achieved age related expectations (ARE) or above
  • In Maths, 80% of disadvantaged children achieved ARE or above, compared to 56% in Summer 2018
  • In Reading, Writing and Maths combined, 60% of disadvantaged children achieved ARE or above, compared to 56% in Summer 2018

Year 1 Disadvantaged   Data Summary: Summer 2019

Disadvantaged

Pupil Premium

(8   Children)

WTS

Working   towards expected standard

ARE

Age   Related Expectations

GDS

Greater   Depth / Exceeding

Maths

2

25%

5

62.5%

1

12.5%

Writing

3

37.5%

4

50%

1

12.5%

Reading

3

37.5%

3

37.5%

2

25%

RWM

3

37.5%

4

50%

1

12.5%

RWM   – Achieved Reading, Writing and Maths combined

 

 

 

Year 1 Forces   Data Summary: Summer 2019

Forces

Pupil Premium

(2   Children)

WTS

Working   towards expected standard

ARE

Age   Related Expectations

GDS

Greater   Depth / Exceeding

Maths

1

50%

1

50%

0

Writing

1

50%

1

50%

0

Reading

0

2

100%

0

RWM

1

50%

1

50%

0

RWM   – Achieved Reading, Writing and Maths combined

Year 1   Phonics Screening Results   2018-2019

Year 1 Cohort

Number of children passed

Amount of children who   did not reach pass mark

87

73

84%

14

16%

Disadvantaged Pupil   Premium

Number of children in   year group

Number of children   passed

Amount of children who   did not reach pass mark

8

6

75%

2

25%

LAC / Previously LAC

Number of children in   the year group

Number of children   passed

Amount of children who   did not reach pass mark

2

1

50%

1

50%

Forces

Number of children in the   year group

Number of children   passed

Amount of children who   did not reach pass mark

0

0

0

 

 

 

 

 

Year 2   Phonic Screening Retake Results     2018-2019

Group / Number of   Children

Number of children passed

Amount of children who did not reach pass mark

All

(10 children)

6

60%

4

40%

Disadvantaged

(0 children)

0

0

LAC / Previously LAC

0

0

Forces

(1 children)

1

100%

0

0%

 

 

 

 

 

 

 

 

 

Early Years Foundation Stage 2018-2019

Achieving a ‘Good   Level of Development’ (GLD) across the Whole of Year R

Number   of children

Number   of children who achieved GLD

Number   of children working towards GLD

118

89

75%

29

25%

Disadvantaged Group

Number   of children

Number   of children who achieved GLD

Number   of children working towards GLD

5

3

60%

2

40%

LAC   / Previously LAC

1

0

0%

1

100%

Forces Group

Number   of children who achieved GLD

Number   of children who achieved GLD

Number   of children working towards GLD

2  

2

100%

0

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.

 

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.