Pupil Premium

Pupil Premium

Since April 2011 schools have received an additional allocation of funding to support specific groups of pupils who may be disadvantaged. Schools receive a pupil premium grant to support work with pupils who have been registered for free school meals at any point in the last six years, have been looked after continuously for more than six months or are the children of service personnel. For further information about this funding use the following link.

https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings

Stalmine Primary School Strategy for the use of Pupil Premium 2017/18

We want our Pupil Premium pupils to achieve at least in line with age related expectations and recognise that those pupils who are capable of achieving above age related expectations should be challenged and supported to do this.

We recognise that some Pupil Premium pupils who have additional barriers such as SEND might not be able to achieve in line with their peers but we will strive to narrow the gaps in achievement and ensure their progress from their individual starting points is good.

We believe that the most significant way to have an impact on outcomes for Pupil Premium children is through quality first teaching within the class which recognises exactly where every pupil is currently attaining, what their individual barriers are, and tailors all teaching to minimise the barriers and ensure they get exactly what they need to progress. Teachers are accountable for the progress and attainment of all their pupils and will be expected to be aspirational and proactive in finding approaches which support pupils in overcoming their barriers to learning, making excellent progress and improving their attainment.

As we currently have a proportion of PP pupils in school who are achieving above age related expectations we will also fund some additional enrichment activities which will stretch and enrich their learning in addition to encouraging less able pupils to engage and aspire.

£20,100 allocated 2017/18

Summary of main barriers to education achievement faced by eligible pupils at Stalmine 2017/18:

  • 44% of our Pupil Premium pupils also have SEND
  • 44% of our Pupil Premium pupils are also Summer Born
  • 31% of our Pupil Premium pupils are also Summer Born boys
  • 31% of our Pupil Premium pupils have SEND and are also Summer Born

Summary of Most Able Pupil Premium children 2017/18

  • 25% of our Pupil premium pupils are most able for Reading
  • 6% of our Pupil premium pupils are most able for Writing
  • 19% of our Pupil premium pupils are most able for Maths

How we will spend 2017/18 Pupil Premium funding to address these barriers and the reasons for this approach:

Action 1: TA hours in order to support targeted pupils to work on key basic skills, 1 additional TA employed to work specifically with pupils who have additional needs or who are disadvantaged - 20.5 hours per week (£11,685)

Reason why: 50% of our PP pupils are currently performing below national expectations in Reading. 50% of our PP pupils are currently performing below national expectations in Writing. 38% of our PP pupils are currently performing below national expectations in Maths. SENCo has liaised with parents, staff and PP TA to put Support Plans in place for SEND pupils to narrow the gap and improve attainment. Summer Born pupils are also being targeted to receive this additional support. SENCo will monitor impact termly. The other TA funded by Pupil Premium Funding is deployed to support a pupil with high SEND needs every morning.

Action 2: Trinity Hospice School Support Service Level Agreement/Pebbles Resilience Group/1:1 counselling (£888.00)

Action 4: Funding for TA's to cover lunchtimes to improve resilience, behaviour and manage conflict positively – 1.5 hours a day (£2,850)

Reason why: Some of our Pupil Premium children (and non PP children) struggle with self esteem and resilience and this can have a negative impact on how well they can access learning within class and also how they behave around school. The resilience work supports these pupils in developing more appropriate emotional responses and a more robust attitude to their work and learning. The investment in lunchtimes ensures the children come back into school at 1pm in a fit state to learn and lesson time is not wasted in resolving lunchtimes issues in class.

Action 5: IDL (£500.00)

Reason why: Some of our Pupil Premium children have either a specific learning difficulty with Reading or Spelling or have a Reading age which is below their actual age. Pupil Premium pupils in KS2 who need additional support with Reading follow the IDL programme in class to increase their Reading and Spelling ages. Outcomes will be assessed by the SENCo termly to assess the impact of this programme.

Action 6: Workshops and Visits (£2000.00)

Reason why: Giving pupils an opportunity to work with experts/visitors in a different way and learn about different things will increase engagement, develop skills and also encourage them to become more aware of the world beyond school and the different ways they can engage with it and develop their own learning. This will benefit our most able pupils but also encourage our less able pupils to aspire and engage and become more actively involved in their learning.

Action 7: Educational Psychologist to assess PP pupils and provide advice (£2600.00)

Reason why: Obtaining professional advice and assessments on children who, despite following a graduated response, still appear to be attaining lower than expected and for whom staff need a greater amount of advice and support to tailor teaching to meet their needs.

Total to be spent 2017/2018 £20,523

How we will measure the impact of the Pupil Premium 

We will expect to see the % of children achieving within age related expectations for Reading, Writing and Maths increase. 

We will expect to see the % of children achieving at the higher standard for Reading, Writing and Maths at least remain stable or increase.

We will expect a see a greater % of PP children engage with extra-curricular activities and trips.

 

Stalmine Primary School Strategy for the use of Pupil Premium 2016/17

£26,400.00 allocated 2016/17

Summary of main barriers to education achievement faced by eligible pupils at Stalmine 2016/17:

  • 35% of our Pupil Premium pupils also have SEND
  • 59% of our Pupil Premium pupils are also Summer Born
  • 41% of our Pupil Premium pupils are also Summer Born boys
  • 24% of our Pupil Premium pupils also have SEND and are also Summer Born
  • 40% of our KS2 Pupil Premium pupils are not achieving within age related expectations in Maths, of these 20% have no identified SEND so should be able to achieve in line with their peers
  • 70% of our KS2 Pupil Premium pupils did achieve expected (or above) at the end of KS1 so progress and attainment through KS2 should be tackled to ensure outcomes improve for these children
  • 20% of our KS2 Pupil Premium pupils have issues around resilience and emotional wellbeing 

How we will spend 2016/17 Pupil Premium funding to address these barriers and the reasons for this approach:

Action 1: TA hours in order to support targeted pupils to work on key basic skills, interventions and also Upper Key Stage 2 Maths - 2 additional TA's employed to work specifically with pupils who have additional needs or who are disadvantaged (£18,759)

Reason why: 59% of our PP children are in the Upper Key Stage 2 class and all are either working below age related expectations in Maths or have not made sufficient progress in Maths from KS1 starting points. An additional TA will be deployed into this class every morning from 8.45 - 10.30 to work under direction from the class teacher in Maths so that these children can have more direct teacher (and TA time) and their needs can be addressed. Outcomes will be assessed every Half Term to monitor impact. The other TA funded by Pupil Premium Funding is deployed to support a pupil with high SEN needs every morning. This pupil does not have an EHCP so does not get any funding from elsewhere to support their additional needs.

 

Evaluation of Action 1 September 2017

The additional TA hours directed to the Upper KS2 Class prevented any pupils from slipping further behind in Maths but did not narrow the gap for any of the disadvantaged pupils. The additional TA hours to support a pupil with high SEN needs have enabled the pupil to access the curriculum and maintain progress.

Action 2: Trinity Hospice School Support Service Level Agreement/Pebbles Resilience Group/1:1 counselling (£888.00)

Action 3: Commando Joe (£2,000.00)

Action 4: Funding for TA's and qualified staff to cover lunchtimes to improve resilience, behaviour and manage conflict positively - 2 hours a day   (£3,751.80)

Reason why: Many of our Pupil Premium children (and non PP children) struggle with self esteem and resilience and this has a negative impact on how well they can access learning within class and also how they behave around school. The resilience work supports these pupils in developing more appropriate emotional responses and a more robust attitude to their work and learning. The investment in lunchtimes ensures the children come back into school at 1pm in a fit state to learn and lesson time is not wasted in resolving lunchtimes issues in class.

Evaluation of Actions 2, 3 and 4 September 2017

All the actions linked to self–esteem and resilience have proved highly effective and behaviour for learning for all PP children in Key Stage 2 has improved. All these actions have proved good value for money.

Action 5: IDL (£478.00)

Reason why: Some of our Pupil Premium children have either a specific learning difficulty with Reading or Spelling or have a Reading age which is below their actual age. Pupil Premium pupils in KS2 who need additional support with Reading follow the IDL programme with a TA to increase their Reading and Spelling ages. Outcomes will be assessed termly to assess the impact of this programme.

Evaluation of Action 5 September 2017

IDL has proved effective and all pupils who have taken part have increased their Reading and Spelling ages – some considerably. This action has been effective and has proved good value for money.

Action 6: Maths interventions – TA to deliver Talk for Number Intervention (Cost of TA Training £600.00)

Reason why: Talk for Number is an intervention which aims to improve Maths outcomes for pupils by developing their confidence to talk in detail about their maths and what they are doing. It is designed for pupils who are operating close to age related expectations in Year 3 and 4. 1 Pupil Premium pupil is taking part in this new intervention for our school this year the impact of this will be assessed when the first group have completed the programme and a decision taken about whether to continue with another group.       

Evaluation of Action 6 September 2017

The Talk for Number was well structured and the content excellent although the limited number of pupils who could take part and the fact only children of a certain age with a certain maths age could access it (4 children over 12 weeks) reduced the impact.

 

Total to be spent 2016/2017 £26,476.00

 

Pupil Premium Grant Academic Year 2015/16 £30,940.00 allocated 

·         Additional TA hours in order to support targeted pupils to work on key basic skills (£9,188.00)

·         Play Therapy and Counselling to support with developing resilience and positive behaviours for learning (£2,844.00) 

·         Talk Boost (£1,672.00)

·         Toe by Toe/Better Reading (£4,389.00)

·         Maths interventions – Qualified teacher to work 1:1 and in small groups on Maths interventions (£6,650.00)

·         Writing interventions – Fine Motor and Handwriting  (£836.00)

·         Funding for specialist teacher to work with pupils and offer advice and strategies linked to learning and behaviour   (£1,000.00)

·         Funding for TA's and qualified staff to cover lunchtimes to improve behaviour and manage conflict  (£2,926.00)

Total to be spent 2015/2016 £29,505.00

Impact/Evaluation of 2015/16's Pupil Premium spending

Having qualified school staff covering lunch duties has had a big impact on improving behaviour and managing conflict at lunchtimes and has proved good value for money in that it allows lessons to start promptly at the end of lunchtime as there are far fewer incidents to resolve.

Specialist teacher has been able to offer strategies and support we would otherwise have struggled to resource and this has allowed pupils to make good progress from their starting points.

Writing interventions during 2015/16 have proved less successful although all pupils have made some progress so school will investigate some alternative writing interventions for 2016/17.

Maths interventions from qualified teacher enabled pupils to make good progress but did not allow them to catch up and achieve age related expectations at the end of KS2 during 2015/16 so this will not be repeated in 2016/17. Instead staff development on meeting the needs of all learners (various courses and also work with a Maths consultant) will allow quality first teaching to move all pupils on.

Toe by Toe reading allowed all identified pupils to make progress in their reading.

Talk Boost intervention had a positive impact on those pupils identified.

Play therapy and counselling sessions had a positive impact during the sessions but there remain some pupils with an ongoing need for this type of intervention in 2016/17.

Additional TA hours used effectively to develop basic skills in targeted pupils and all pupils did make progress.