What is Pupil Premium?
Pupil Premium was introduced by the Department for Education in 2011, as additional funding for pupils who receive Free School Meals and who are Looked After Children as well as children from Service families. This is because the DfE have recognised that good education is the key to improving young people’s life chances. This is particularly true for children from low-income families or who are Looked After Children, who are far less likely to leave schools with good GCSE results than other children.
The Pupil Premium, using additional resources from outside the School’s Budget, is intended to address the current inequalities by ensuring the funding reaches the pupils who need it most.
The Pupil Premium is based on the number of pupils in Years R to 11 who are on the School Census and who have been or remain eligible for Free School Meals (FSM) in the last 6 years (known as the Ever 6 FSM).
The DfE have agreed that it is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
Pupil Premium at Oliver’s Battery Primary School
We strive to ensure that all children make good and progress. Our pastoral care and rigorous monitoring and tracking of all pupils helps us to identify any pupils who are at risk of not making sufficient progress and helps us to plan and implement effective intervention strategies.
The profile of our school shows that 26% of pupils are eligible for Pupil Premium funding in 2015- 16 and the school is expected to receive £79,140.
Nature of Support
The 2012 National report on Pupil Premium assessed how PP money had been spent effectively in a number of schools, maximising the impact for pupils. We have used this research to ensure that the money is wisely spent.
Training for Teachers and LSAs forms a very important part of our expenditure. High quality teaching and intervention raises attainment in all pupils and is most important to disadvantaged children. At Oliver’s Battery, our LSAs attend staff training with the teaching staff to enhance curriculum knowledge and promote effective teaching styles. Marking and feedback to groups and individuals is a priority to ensure the best outcomes for children and this forms a priority on our School Improvement Plan.
Individual /small group interventions take place for Pupil Premium children who have been identified as underachieving. Careful scrutiny of assessments and information from class teachers and LSAs at Pupil Progress meetings trigger interventions, which are recorded on our Rapid Improvement Plans, and reviewed every assessment phase.
Appointment of a Pupil Premium lead teacher in October 2015 ensures that children are given full access to any support needed. This is achieved through examining data, liaising with SENCo, class teachers and LSAs, organising provision and assessing impact. We ensure that needs are addressed swiftly.
The nature of support is not only directly academic as we understand that pupils may have a variety of needs. At Oliver’s Battery we provide the following opportunities:
- Emotional support offered through Elsa
- Sports Activities
- Access to a range of clubs
- Breakfast club
- Visitors to school
- IT resources for use at home
- Individual Tuition
Pupil Premium Grant Review 2017
Oliver’s Battery Primary School Pupil Premium Grant (PPG) 2016-2017: £52,380
Number on Roll: 210
Main Barriers typically faced by children eligible for PPG:
Actions to address these barriers, using the PPG funding:
How the spend will be monitored 2016-2017:
Pupil Premium funding 2015-2016: £79,140 Pupil Premium funding 2016-2017: £52,380
Areas of spend:
Impact Statement of spend:
|Looked After Children: Summer Term 3 children||£1800|
|Autumn Term 2 children||£1000|
|Spring Term 2 children||£800|
|Total planned income||£79,140|
Summer 2015 Inspection Dashboard:
- KS2 value added in all subjects was broadly average or above for disadvantaged pupils and those who have special educational needs.
- From at least 5 out of every 6 starting points, the proportion of disadvantaged KS2 pupils making and exceeding expected progress in reading, in writing & in mathematics was similar to that of other pupils nationally.
- The proportion of disadvantaged KS2 pupils that attained at least Level 5 was equal to or above the national figure for other pupils in reading.
Autumn 2015: to be advised
Spring 2016: to be advised
|Planned amount of spend||Resources||Planned Impact|
|£3.600||Advisory support from LA for staff||High quality teaching and leadership recognised by HMI and from the Local Authority.|
|£11,227||Teaching – Booster classes, pupil premium champion, additional support||Close the gap between the attainment of PP pupils and others in the school.|
|£28,592||Learning Support Assistants – Additional support in class for Guided Reading, English and Maths||Observations by Headteacher and Local Authority confirmed high quality support for children.
Close the gap between the attainment of PP pupils and others in the school.
|ELSA and Drama Therapist – Emotional support
|Providing emotional support for individual children to facilitate their learning.|
|£475||Curriculum support (HA)||Pupils show improvement in core subjects, particularly in writing.|
|£3,688||Admin support – Attendance and general Pupil Premium administration||Improved attendance, communications with families regarding pupil premium opportunities.|
|£1,630||Home School Link Worker||Removing barriers to learning.|
|£3,323||Additional lunchtime supervision including play leader||Encouraging productive play and social and communication skills between children.|
|£2,443||Staff training||Quality first teaching, to ensure all pupils make progress against their starting points.|
|£2,452||Financial support for day, residential trips and clubs||To enable children to access all opportunities provided by the school.|
|£5,227||Curriculum Resources||To enable high quality teaching and deepen pupils understanding of the curriculum.|
|Amount||Resource||Objective||Mid year review. What difference has it made so far?||Mid year review. Do we need to do anything differently?|
|£23,800||4 outstanding teacher salary to support small group and targeted pupils.||To enable focussed teaching and learning for key groups including those with PP entitlement||Outstanding teacher supported small groups for Autumn term as part of acting DHT role. In Y6 the gap was narrowed in all areas and in Y2 in reading and maths.||With change of staff and DHT class based, consider ways to release good staff to support boosters and promote quality first teaching.|
|£3,600||Management and year group release to enable regular pupil progress meetings, focussed on narrowing the gap. (Supply staff for class teachers and management release x 4)||Through regular pupil progress meetings class teachers can identify and focus on narrowing the gap. Teaching and learning strategies can be discussed by whole year group teams, resulting in effective interventions and quality first teaching.||Greater emphasis on ‘what difference will this make’ rather than ‘what we intend to do’. Emphasis on accelerated progress for those on pupil premium within pupil progress meetings. Held half termly.||Share best practice examples of Rapid Attainment and Progress plans and processes with all teaching staff.|
|£1,600||2 unqualified teacher support in ICT from October||To enable subject specific skills to be taught to a high standard in KS2 in particular with a focus on narrowing the gaps in Maths and English through improved ICT skills and application.||Rapid progress in the quantity and quality of ICT both taught and applied in the school. Children observed using and applying ICT in Monitoring visits.||Continue.|
|£26000 (incl on costs)||Teacher salary from September||To enable two single year classes in year 3 to ensure better focus and targeted support to close the gap in this key transition year||Children in receipt of pupil premium are well identified in Y3 and the teachers are working flexibly across the year group to ensure groups of targeted for support and interventions.||Monitor.|
|£2,500||Booster support for Y6 pupils in Summer 1 2014 and Spring term 2015.||To enable pupils to learn key skills and knowledge that will enable them to close the gap in attainment in their end of year assessments.||Raise data for Y6 2014 shows good progress and attainment for pupil premium pupils, and the gap narrowed in the year.||Consider most effective way to boost vulnerable groups in Spring term towards 2015 SATS.|
|£1,300||Learning Support Assistants x 20 hours across KS1 and KS2||To provide additional targeted support across the year groups to close the gap||Gaps narrowing in most year groups in reading and maths within the year.||Need for a more consistent picture over time. Continue to target writing.|
|£8,600||Additional Level 3 ELSA||To enable pupils identified for ELSA support to improve the ways in which they communicate their feelings to others. This will impact on self esteem and motivation.||There are currently 14 children receiving ELSA support. Of those 8 children have September – January data. 3/8 children have improved their Emotional Literacy Scores by an average of 6.6. Whilst 5/8 children have seen decreases in their overall emotional literacy score (an average of 5.8), discussions show that there has been an improvement in engagement amongst the children within this group. ELSA data shows that the key areas of development are Social Skills, Motivation and Empathy.||Increased targeted work in the areas highlighted by the emotional literacy profile, in particular self-regulation and self-awareness.|
|£300||Dramatherapist||Ten weeks of dramatherapy to support transition for targeted pupils||For Spring/Summer term.|
|£300||Equine learning support||To enable families to benefit from therapeutic environment, working with horses.||For Spring term.|
|£300||Access to afterschool fee paying activities and clubs e.g. football and dance||To ensure children in need of support have equal access to clubs that would otherwise be prohibitive||Applied to a small number of children at present.||Extend offer. Need to find a teacher for dance for KS2.|
|£2,000||Targetted after school provision for pupils eligible for pupil premium to enhance curricular learning||Specialist clubs targeted at pupil premium pupils include Art and Science||Beginning in Spring term.|
|£200||Access to Breakfast Club||To ensure children in need of support have access to wrap around care to support families and ensure good play role models and reduced anxieties||Applied to a small number of children, when need arises.|
|£1,000||Access to music for all in Years 2 and 4.||Partial payment of tuition for whole class instrumental learning building on success of Listen to Me||Good impact for all, demonstrated by high standard of performance in end of term concert and good application of skills by pupil premium children.||Continue.|
|£700||Support for residential activities||To enable access to experiences beyond the classroom which will in turn enhance learning.||Children able to take part in activities.|
|£7,300||Specialist support for English and Maths incl. HIAS||To support the knowledge and understanding of teaching staff to support next steps particularly for vulnerable groups and individuals.||Staff demonstrating more confidence in planning for groups, particularly in Y1 and for teachers in the first two years of teaching.||Ongoing, with the added intended impact English specialist working one day a week.|
|£1,000||Home Link Liason Officer (Kings’ School)||To support families where poor attendance is impacting on attainment for pp pupils||Home School worker working with two families in Autumn term. Initial small improvement in attendance, but needs careful monitoring.||Continue.|
|£3,200||Resources||Books, Learnpads, Probots||All being used effectively across the school, but especially in KS1 and Y3 and Y4.|
|£400||Conference||HT to Pupil Premium conference to enable further development of provision for vulnerable groups and individuals.||Useful information disseminated to staff.||Disseminate key information to new Headteacher.|