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St Margaret's CE Primary School

Living and Learning..
..in the Love
of God

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Pupil Premium

BACKGROUND TO PUPIL PREMIUM

The pupil premium is a grant given to schools to close the attainment gap between disadvantaged pupils and their peers, and to support pupils with parents in the armed forces.

In the conditions of grant for the pupil premium, the DfE says that 'disadvantaged pupils' are:

  • Pupils in year groups reception to year 11 recorded as 'ever 6 free school meals (FSM)'
  • Looked after children (LAC), defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority (LA)
  • Children who have ceased to be looked after by an LA in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order.

The Government has stated that it is for individual schools to determine how the Pupil Premium is spent, with the aim being to improve the achievement levels of eligible pupils.

Pupil Premium Strategy Statement 2017-18

1.    Summary Information

School

St. Margaret’s Church of England Primary School

Academic Year

2017/18

Total PP Budget

£95,419.20

Date of most recent PP Review

Oct 2017

Total number of pupils

271

Number of pupils eligible for PP

77

Date for next internal review of this strategy

Feb 2018

 

     2. Current attainment

End of Key Stage 2

Pupils eligible for PP

Pupils not eligible for PP

% achieving expected standard in Reading

57%

80%

% achieving expected standard in Writing

64%

80%

% achieving expected standard in Maths

71%

90%

% achieving expected standard in Grammar, Punctuation and Spelling

71%

85%

Average test scaled score in Reading

101

105

Average test scaled score in Maths

103

106

Average test scaled score in Grammar, Punctuation and Spelling

105

109

End of Key Stage 1

Pupils eligible for PP

Pupils not eligible for PP

% achieving expected standard in Reading

67%

67%

% achieving expected standard in Writing

78%

67%

% achieving expected standard in Maths

61%

83%

End of Early Years 

 

Pupils eligible for PP

Pupils not eligible for PP

% achieving Good Level of Development

82%

78%

 

3. Barriers to future attainment (for pupils eligible for PP including high ability)

In- school Barriers

1

Oral communication skills and vocabulary acquisition is often low for children in receipt of PP funding on entry to both Nursery and Reception. 

2

Reading skills/ Enrichment.  Children have limited access to a broad range of quality materials which also contributes to the poor oral language skills.  This is also compounded by the fact that the children have limited access to experiences such as visits to museums and other places and countries.  Some of the children in receipt of PP also have English as an additional language so there is also a need to provide rich models of spoken and written English in order to broaden, develop and acquire competent reading skills.  This presents a significant barrier to their ability to access Reading SATS tests, in particular in KS2 and to achieve Age Related Expectations and Greater Depth with confidence.  44% of children who are in receipt of PP also have English as an additional language.

3

Writing.  The level of children eligible for PP who reach Age Related Expectation and Greater Depth in writing in some year groups is not as high as those children who do not receive PP.  This is due also to the reason above concerning lack of opportunity of enrichment activities.

External Barriers

4

Attendance rates for pupils eligible for PP are lower than non PP children.

5

Social difficulties such as housing, employment and immigration.

6

A significant number of families who have nil to recourse to public funds and as such are not entitled to receive Pupil Premium.

 

4. Outcomes

 

Desired outcomes and how they will be measured

Success Criteria

A.

Improve outcomes for all children eligible for PP

Pupils eligible for PP across the school make as good progress “other “ pupil and the gap between attainment measures such as ‘number achieving the expected standard’ is narrowed.  Higher attaining pupils eligible for PP will achieve the higher standard in line with national expectations.

B.

Higher numbers of children eligible for PP achieving the higher standard in line with “other” children across Key Stage 1 and 2

C.

Higher rates of progress across KS1 and KS2 for pupils with Special Educational Needs in addition to being eligible for PP

Pupils with Special Educational Needs will be swiftly identified and provision maps will be put in place.

 

Progress for pupils eligible for PP who have additional needs is measured by formative and summative assessments and successful moderation practices will show that good progress is made by these pupils.  Good progress will be seen in books especially when a quantitive  measure may not be reflected in data tracking

D.

Increased attendance rates for pupils eligible for Pupil Premium

Overall attendance improves from 95% to 97% in line with “other Pupils”

E.

Attainment for Children of Service Families to be in line with  or exceed that of children not in receipt of Pupil Premium

Pupils eligible for PP across the school make as good progress. Higher attaining pupils eligible for PP will achieve the higher standard in line with national expectations

 

5. Planned Provision

Academic Year

2017/18

The three headings below demonstrate how St Margaret’s is using Pupil Premium Funding to improve classroom pedagogy, provide targeted support and support whole school strategies.

i.              Quality Teaching for all

Desired Outcome

Chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review implementation?

Improved oral language skills in EYFS

All EYFS staff will continue their training to provide high quality opportunities in Communication and Literacy

 

Early identification of children with low level language by SALT

 

Forest School

 

Children in receipt of PP in EYFS start with a lower baseline in Communication and Language

Monitoring of free flow activities to ensure that they provide an engaging and stimulating starting point

 

Ensure that there are regular meetings between class teachers, DHT (Inclusion) and SALT

EYFS Leader

DHT (Teaching and Learning)

DHT (Inclusion)

 

EYFS teachers and SALT

 

 

 

Forest School teacher

Half termly reviews with EYFS leader, SALT and DHT (Inclusion)

Increased number of children attaining  greater depth in Writing and in Reading and increased number of children in receipt of PP exceeding Age Related Expectations

High quality texts and resources available to all children

 

Trips and enrichment activities

 

Using the “Let’s Think” strategy in Years 5 and 6

 

 

 

Monitoring of class book areas

 

 

 

English Lead

 

 

 

 

 

 

 

Upper Key Stage 2 Lead and DHT (Teaching and Learning)

Termly Pupil Progress Meeting

ii.            Targeted Support

Desired Outcome

Improved progress rates for children who have been identified as having Special Educational Needs and in receipt of Pupil Premium

Chosen action/ approach

Termly meeting with class teachers to discuss the progress

 

Targeted interventions delivered by Teaching Assistants

What is the evidence and rationale for this choice?

 15% of those children who receive Pupil Premium are also on SEN Register

The rates of progress for this group of  children is not as accelerated as those children not in receipt of Pupil Premium

 

There is a gap in progress between those on SEN register and in receipt of PP and all other children.

How will you ensure it is implemented well?

SEN Meetings

 

Monitoring Target Tracker for progress

 

 Termly monitoring of interventions.  Regular feedback given to TAs delivering interventions

Staff Lead

SLT

When will you review implementation?

Termly

Children of Services families to settle into St Margaret’s

An identified TA is assigned to those children of Service Family when the children join the school to help settle in the transition period.  To provide pastoral support to children in cases of parents being stationed away from home for periods of time.

An identified MDMS to help children to settle at lunchtime when they are new to school

 

 

 

 

A number of children at St Margaret’s are from Service families and as such have very specific needs as a result of a number of factors such as regularly moving schools and one or both parents being stationed away from home for a period of time

TA Monitoring

 

Pupil voice

 

 

 

 

 

TA Monitoring

 

 

 

 

 

 

Playground Monitoring

 

DHT (Inclusion)

Weekly Staff Meetings

 

Pupil Progress Meetings

iii.           Other approaches

Desired Outcome

Chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will you review implementation?

Increased attendance rates for those children in receipt of PP

Daily monitoring of attendance and punctuality of children who receive PP.  To contact parents on the first day of absence

 

Weekly monitoring of SIMS by DHT (Inclusion). Meeting with parents when attendance of child falls below 96%

 

DHT (Inclusion) to meet with the Attendance Advisory Officer termly to discuss children whose attendance does not improve.  The parents will also have to meet with the Attendance Advisory Officer

 

Newsletters to remind parents of the importance of being in school

Children who receive PP have lower attendance and punctuality rates than all children.  Children’s progress and attainment rates cannot improve unless the children are in school.

A briefing by NfER for school leaders has identified that improved attendance rate leads to increased attainment

 

 

The early identification of which children are falling below the attendance threshold and educating the parents the importance of being in school and on time will lead to increase attendance rate

DHT (Inclusion)

 

SLT

Ongoing


 

6. Expenditure

The provisional allocation of Pupil Premium funding t Margaret’s Church of England Primary School will receive in 2017/18 is £94,020.00

St Margaret’s Church of England Primary School intend to spend this allocation in order to fulfil the above actions as follows:

Provision

Estimated Cost

Actual Cost

Music and choir

£8,000

 

Forest School – Language and Communication

£10,000

 

Teaching Assistants – Intervention programmes and support

£60,000

 

Training in Let’s Think English

£2000

 

Training for Emotional Coaching  - Behaviour and self-esteem

£1,000

 

Educational Psychologist  (additional hours)

£5,000

 

Speech and Language Therapist (additional hours)

£5,000

 

Midday Meals Supervisor ( pastoral support and playground activities)

£4,000

 

Teaching Assistant Reading Training

£500

 

                                                                                                   Total expenditure

£95,500

 



  Pupil Premium Statement 2016-17