Pupil Premium

 

Pupil Premium Funding 2017-18

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 2017-2018. It also explains how the funding for 2018-2019 will be spent.

 

Type of   Pupil Premium

Number   of children in receipt

2017-18

Number   of children in receipt

2018-19

Amount

2017-18

Amount

2018-19

 

Disadvantaged  

(Including Ever6)

 

20

19

£26,400

£25,080

 

Service   Families

 

 

9

7

£2,700

£2,100

 

Looked After Children   (LAC) / Previously LAC

 

1

1

£2,300

 

       £2,300*

 

Total

 

 

N/A

N/A

£31,400

£29,480

 

 

*Funding for looked after child will be received March 2019 - £2,300

 

Disadvantaged:

 

NOR

Eligible

Ever 6

School   Meals or packed lunch

Total   Pupils Eligible for Free School Meal %

Nov 17       Oct 18

Year R

116

2

0

114

11.11%

1.72%

Year 1

89

8

0

81

5.55%

8.99%

Year 2

90

4

1

85

11.11%

4.44%

Total

295

14

1

280

7.04%

4.74%

 

Year 2 Disadvantaged & Forces Data Summary: Summer 2018

RWM – Achieved Reading, Writing and Maths combined

Disadvantaged

Pupil Premium

(9   Children)

 

WTS

Working   towards expected standard

ARE

Age   Related Expectations

GDS

Greater   Depth / Exceeding

 

Maths

 

4

45%

4

45%

1

11%

 

Writing

 

3

33%

6

67%

0

 

Reading

 

4

45%

4

44%

1

11%

 

RWM

 

4

45%

5

56%

0

 

 

Forces

Pupil Premium

(5   Children)

 

WTS

Working   towards expected standard

ARE

Age   Related Expectations

GDS

Greater   Depth / Exceeding

 

Maths

 

3

60%

1

20%

1

20%

 

Writing

 

3

60%

1

20%

1

20%

 

Reading

 

3

60%

1

20%

1

20%

 

RWM

 

3

60%

1

20%

1

20%

 

  • In Reading, 55% of disadvantaged children achieved age related expectations (ARE) or above
  • In Writing, disadvantaged children achieved 67% at ARE, compared to 28.5% at ARE in Summer 2017
  • In Maths, 56% of disadvantaged children achieved ARE or above
  • In Reading, Writing and Maths combined, 56% of our disadvantaged children achieved at least ARE.

 

Year 1 Disadvantaged & Forces Data Summary: Summer 2018

RWM – Achieved Reading, Writing and Maths combined

Disadvantaged

Pupil Premium

(5   Children)

 

WTS

Working   towards expected standard

ARE

Age   Related Expectations

GDS

Greater   Depth / Exceeding

 

Maths

 

2

40%

3

60%

0

 

Writing

2

40%

3

60%

0

 

Reading

2

40%

2

40%

1

20%

 

RWM

 

2

40%

2

40%

0

 

 

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

 

1

50%

1

50%

0

 

RWM

 

1

50%

1

50%

0

 

 

Year 1 Phonics Screening Results   2017-2018

Whole of Year 1

Number   of children in the year group

Number   of children passed

Amount   of children who did not reach pass mark

90

80   children

88.9%

10   children

11.1%

 

Disadvantaged Pupil Premium

Number   of children in year group

Number   of children passed

Amount   of children who did not reach pass mark

5

5   children

100%

0   children

0%

 

Forces

Number   of children in the year group

Number   of children passed

Amount   of children who did not reach pass mark

4

2

50%

2

50%

Year 2 Phonic Screening Retake Results   2017-2018

 

Group   / Number of Children

Number   of children passed

Amount   of children who did not reach pass mark

All  

(13   children)

8

61%

5

29%

Disadvantaged  

(2   children)

1

50%

1

50%

Forces  

(3   children)

2

66.6%

1

33.3%

 

Early Years Foundation Stage 2017-2018

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

86

65

75.5%

21

24.5%

 

Disadvantaged Group

Number   of children

Number   of children who achieved GLD

Number   of children working towards GLD

5

2

40%

3

60%

 

Forces Group

Number   of children

Number   of children who achieved GLD

Number   of children working towards GLD

0

0

0

 

 

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 training for new team members

 

  • SENDCo Accreditation training for newly   assigned SENDCo

 

 

  • ·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

 

 

  • Nessie Phonics Training and delivery /   Repeater Programme intervention training
  • Jolly Sailor / Forest Friends (educational enhancement   activities)
  • 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 phonics / reading
  • Two trained members of staff to drive the mini-bus
  • 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 /   Nurture Group)
  • 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 ‘Pen Portraits’ (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
  • 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
  • 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
  • Pen Portrait information
  • Focused tracking
  • Designated Teacher training for DHT linked to Looked   after children
  • 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

 

 

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.