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Pupil Premium

Pupil Premium Report 2017/18

 

Each school receives a Pupil Premium grant based on the number of eligible pupils on roll. This grant is additional funding designed to raise the attainment of disadvantaged pupils.

 

Disadvantaged children include children from low-income families who were eligible for free school meals or had been looked after continuously for more than six months.

 

Pupil Premium was extended in April 2012 to include children who had been eligible for free school meals at any point in the last six years. A premium has also been introduced for children whose parents are currently serving in the Armed Forces.

 

The total amount of Pupil Premium funding the school received for the academic year 2017/18 was £13,200.

 

The Government recognises that it is for schools to decide how the Pupil Premium is spent because schools are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

 

We note the main barriers to educational achievement of our Pupil Premium children and plan accordingly. These are :

 

 

 

Apart from the Pupil Premium children with cognitive learning difficulties, we have also noted that the current and historic attainment gap between some our Pupil Premium children and other children is not hugely significant.

 

With this in mind, we have opted for two forms of provision that are most likely to have the greatest attainment on pupil progress for our disadvantaged groups including Pupil Premium pupils.

 

The first is high quality teaching delivered by the class teacher supported by effective classroom assistants. This particularly suits Pupil Premium children who are working at the required standard or above.

 

The reason for this are outlined below and is based on research from the Sutton Trust.

 

The second is timely and tailored intervention programmes or provision that targets specific areas of learning designed to accelerate learning in order that pupils can catch up and put them back on track to meet national expectations.

 

This type of provision best suits children where there is a noticeable gap between the child’s attainment and the attainment of their peers or pupils nationally.

 

Pupil Premium helps us to provide Montessori provision for children who we believe will benefit from this.

 

This provides opportunities for children to accelerate progress in language and communication and mathematics and will help children towards their journey of meeting or exceeding year group expectations.

 

Pupil Premium pupils also have full access to interventions that are delivered by Learning Support Assistants.

 

When planning Pupil Premium provision, context and flexibility is really important as well as securing value for money. Sustainable programmes of provision incur set up costs.

 

This can pose small schools difficulties when planning for small numbers of eligible pupils especially where a member of staff needs to be employed to meet a very specific need.

 

Another consideration is the number of eligible pupils who do not require ‘closing the gap’ provision because their attainment is similar to other pupils in the class and nationally.

 

Priority for these pupils is to help them exceed national expectations.

 

Where closing the gap interventions are not necessary, we believe these pupils will make better progress with Quality First Teaching in the classroom rather than out of classroom provision.

 

This view is supported by evidence.

 

According to a report published by the Sutton Trust in 2011,

 

‘The effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds: over a school year, these pupils gain 1.5 years’ worth of learning with very effective teachers, compared with 0.5 years with poorly performing teachers. In other words, for poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning’.

 

Improving the impact of teachers on pupil achievement in the UK – interim findings’ September 2011

 

With this in mind, there is a strong case to invest some Pupil Premium funding into enhancing the quality of teaching in the classroom (Quality First Teaching).

 

Whilst this may inadvertently benefit all pupils, we believe disadvantaged pupils will benefit more than investing the same funding into an ’intervention’ programme.

 

Indeed quality first teaching or lack of maybe a factor why a disadvantaged pupils fall behind or further behind in the first place which then requires the need for a ‘catch up’ programme.

 

This is why the school and the teaching staff have been closely examining teaching pedagogy in Shanghai and how the teaching style and high expectations of all pupils helps disadvantaged children keep up with their peers rather than widen the gap. The thinking behind this approach is ‘keep up, not catch up’.

 

Furthermore, Stisted has a lower than average deprivation factor with many children from relatively well off and educated home backgrounds.

 

Again, the Sutton Trust in May 2009 reported in their paper entitled, Attainment gaps between the most deprived and advantaged that disadvantaged pupils derive additional educational benefits from being educated with pupils with higher levels of prior attainment, and lower levels of deprivation.

 

The Sutton Trust refers to as the ‘peer effect’.

 

We believe the ‘peer’ effect’ is a contributory factor is raising attainment and aspiration of our disadvantaged pupils particularly in our context. We do not want to undermine this by unnecessarily withdrawing children from their peers; rather we want their peers have a positive impact alongside highly effective teaching.

 

Further research from the Sutton Trust Improving the impact of teachers on pupil achievement in the UK (2011) indicates that the most effective high impact low cost strategies for raising achievement can be achieved a relatively little cost by an effective teacher.

 

An element of Pupil Premium is therefore allocated to improving the quality of teaching (Quality First Teaching) through professional development, additional non-contact time and the recruitment and retention of skilled Learning Support Assistants.

 

Whilst it is more difficult to ascertain the impact of a more implicit use of Pupil Premium funding than a ‘catch up’ programme that has clear objectives an intervention can be measured against, this should not be a reason not to invest in Quality First Teaching.

 

The evidence suggests our approach is effective because our Pupil Premium children achieve well in relation to similar pupils nationally and it is our tailored blended approach underpinned by research that is a contributory factor in this.

 

Each child attracting Pupil Premium has been carefully screened using our own screening tool to identify their learning needs. The most appropriate provision is then put in place.

 

This may be academic needs in specific subjects or other needs that impact on their progress such as attendance, access to learning materials, attitude, behaviour, cultural experiences, homework, social and health needs etc.

 

We the track how well these pupils perform relative to national expectations and put plans in place to accelerate progress.

 

The total amount of Pupil Premium funding the school received this year £13,200. A nominal and flexible amount of Pupil Premium Funding is allocated to the following provision :

 

  • Montessori Provision (£6000)
  • Learning Support Assistants in each class to enhance Quality First Teaching and Support PP pupils(£7200)

 

Funding this provision has to remain nominal and flexible because throughout the year a Pupil Premium child may access different amounts of this provision depending on their need.

 

Also the cost of the provision above is significantly above the amount the school receives in the Pupil Premium Grant. The remaining costs come from the delegated schools budget which enables non-Pupil Premium children to access the provision on a needs basis.

 

 

 

How well do our Pupil Premium pupils perform?

 

 

We have a very low proportion of Pupil Premium children compared with the national rate. This makes meaningful comparisons with the national rate less reliable as indicator of how effectively we use Pupil Premium.

 

This is the proportion of children in our school who qualified for Free School Meals (Pupil Premium) in 2016/17 that we have attainment data for.

 

Year Group

Our school (%) and actual number

National (%)

Year 1

0% (0)

19%

Year 2

20% (3)

22%

Year 3

6% (1)

26%

Year 4

27% (4)

28%

Year 5

7% (1)

30%

Year 6

7% (1)

31%

 

 

Summarised achievement data for these pupils

 

 

Early Years Foundation Stage

 

2016/17

There were no pupils eligible for Pupil Premium in the Early Years setting.

 

 

Year 1

 

All Pupil Premium children passed the Phonic Screening test. The national rate was 100%.

 

Year 2

All Pupil Premium children reached the expected level in Maths. One Pupil Premium child did not reach the expected level in reading and writing.

 

The national rate was 76% for reading, 68% for writing and 75% for Maths.

 

Year 3

There is only one Pupil Premium child in this year group. Data has been withheld as this may identify the pupil.

 

 

Year 4

Seventy-five percent of Pupil Premium children have or are on track to meet the expected standard for their year group.

 

There is no national comparative data for this.

 

 

 

Year 5

All Pupil Premium children have or are on track to meet the expected standard for their year group and end of Key Stage assessments.

 

There is no national comparative data for this.

 

                                                     

Year 6

All Pupil Premium children have met the expected standard for their year group and end of Key Stage assessments.

                                                     

The national rate was 72% for reading, 77% for grammar and 75% for Maths.

 

 

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