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Sarisbury Infant School

Pupil Premium

Pupil Premium Funding Report from School Year: 2019-20

Report Generated: September 2020

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 2019-20. It also explains how the funding for 2020-21 will be spent.

 

Type of Pupil Premium

Number of children in receipt

April 2019- March 2020

Number of children in receipt April 2020- Current (Sept 2020)

Amount

April 2019- March 2020

Amount April 2020- March 2021

 

Disadvantaged

(Including Ever6)

 

 

18

 

21

 

£23,760

 

£28,245

 

Service Families

 

 

5

 

4

 

£1,500

 

£1,240

 

Previously LAC

 

 

1

 

3

 

      £2,300

 

£2,345*

 

Looked After Children (LAC)

From Hampshire

 

0

 

0

 

-

 

-

Looked After Children (LAC)

From another local authority.

 

2

 

0

 

£3205.12

 

-

 

Total

 

 

 

 

 

 

£27,560

 

£31,830

 

*PLAC children: Funding is in retrospect, £2,345 reflects funding for 1 PLAC child who joined us Summer Term 2020.

 

How is it used? What is its impact?

 

Current Disadvantaged Pupil Premium Breakdown 2020-21:

 

 

NOR

(Number on Roll)

Eligible

Non-disadvantaged 

Total Pupils Eligible for Free School Meal %

 

        Sept 20

Year R

90

7

83

7.8%

Year 1

90

8

82

8.9%

Year 2

117

8

82

6.8%

Total

297

23

274

7.7%

 

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 continued professional development for staff; including a remote learning and wellbeing focus

 

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

 

  • Pupil Progress Meetings with all year groups and SLT to monitor progress of all groups of children, review provision, teaching and learning, and to plan next steps  

 

  • Service level agreements subscription to Educational Psychology, including training opportunities (Working Memory, Cognitive Load, task design)

 

  • 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  

 

  • 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 evidence by robust assessment procedures.

 

  • 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, analysis 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 Infant Language Link screening to be implemented to identify and put intervention in place for any pupils with poor language comprehension

 

  • Evidence of a positive impact of intervention groups from Autumn 1

 

  • 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.

 

  • 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 and intervention programme

 

  • Educational Psychologist Support through assessments and consultations with parents and teachers

 

  • Investment in Quality First Teaching (QFT) through ongoing professional development

 

  • Individual assessment where needed; Speech & Language, COPS, outside agencies

 

  • Buying resources to support individuals, e.g. fine motor skill resources, phonic games, sound buttons / boards, busy bags resources, in house resource making for individuals – visual timetables) 

 

  • 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

 

  • Time for teachers to liaison with outside professionals about specific individuals, e.g. primary behaviour support

 

 

 

 

  • Targeted individual and group intervention support (SIDNEY, Precision Teaching, paired reading, First @ Maths, 5 Minute Boxes)

 

  • Friendship and social skills groups implemented

 

  • ELSA provision (Individualised sessions / Nurture Group)

 

  • Positive Handling Training for specific members of staff

 

  • Emotional Wellbeing training for support staff (Lorraine Lee)

 

  • Family Links

 

  • Use 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 7

 

  • Lennox Centre training available for teachers and support staff on specific areas of need (Primary Behaviour Support)

 

 

  • 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

 

  • 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, PLAC and Forces):

  • Uniform vouchers
  • Food parcels / vouchers for families during school closures / self-isolating
  • Use of private Play Therapist to support individual 
  • 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.

 

 

 

 

 

  1. No child is disadvantaged and is able to have equality of access to all the opportunities available in school

 

  1. Governors and staff are aware of these children and their needs 

 

  1. Increase in gains in literacy and numeracy

 

  1. Attendance is high for these groups of children

 

 

 

 

 

  1. Data: No data available for academic year 2019-2020 due to COVID19

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.

 

 

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.