Pupil Premium Funding

Schools, head teachers and teachers will decide how to use the pupil premium allocation, as they are best placed to assess what additional provision should be made for individual pupils – Department for Education

The Pupil Premium (PP) is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to underachievement. These include pupils who are;

  • entitled to free school meals or have been within the last 6 years
  • looked after by the local authority or adopted
  • children of armed service personnel.

At Damers First School:

  • We aim to ensure that high quality teaching and learning opportunities meet the needs of all of our pupils;
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of disadvantaged pupils are adequately assessed and addressed;
  • In making provision for disadvantaged pupils, we acknowledge that not all pupils who receive free school meals (FSM) will be disadvantaged and that not all pupils who are disadvantaged are registered or qualify for free school meals;
  • We ensure that the targeted and strategic use of Pupil Premium funding is determined following a thorough needs analysis of all children.

Key priorities:

  • Our core aim, when allocating Pupil Premium Funding, is to raise the attainment and progress of disadvantaged pupils so that their performance compares favourably with non-disadvantaged peers.

What we expect to see:

Outstanding teaching and learning is paramount to the success and progress of all pupils including those from disadvantaged backgrounds. This remains a consistent and relentless focus in our school. In addition to this, targeted intervention and support strategies are deployed in order to:

  • improve levels of attainment and progress;
  • close attainment gaps relative to school averages;
  • enhance reading, writing, mathematics and communication skills;
  • engage children in education, learning, enjoyment and aspiration through comprehensive extra-curricular provision;
  • offer pastoral support in the form of social and emotional or family support;
  • have a clear focus on all disadvantaged pupils, including those with SEND and more able pupils;
  • support pupils in becoming aspirational, confident and successful learners.

Key Developments in 2015/16

It was clear following a thorough analysis of Pupil Premium data (Sep 13) that a more thorough strategic approach to the use of Pupil Premium funding was needed. The new headteacher and strong leadership team began urgent intervention work to narrow the widening gap. They were fully aware that, although progress measures in the school on the whole were good, this particular group needed to make equal or better progress. This has been a core priority in the School Development Plan (2013/16) and following an extensive study of best practice through the use of Ofsted reports, the EEF Toolkit, local and national best practice and a detailed analysis of current interventions and impact, the leadership team devised a strategic and rigorous approach to the use of Pupil Premium funding and the continuous evaluation of impact. This is now embedded in our self-evaluation practices, informs our planning and any amendments to our provision, and has resulted in rapid and sustained improvements in this area over the last three years.

Evaluation and impact of 2014/15 and key developments for 2016/17

There are currently 73 pupils (17%) in receipt of Free School Meals in our school and 88 pupils in total (20%) are in receipt of Pupil Premium funding. In 2015/16 we received £130,480 in Pupil Premium funding. The school used this to develop the following strategies:   (Further key developments for 2016/17 appear in green)

Strategy

Teaching and learning

A wide range of teaching and learning programmes that develop teacher skills and classroom practice. These include:

  • CPD Programme to develop outstanding practice in marking and feedback
  • Middle Leadership Development Programme, with a focus on coaching and mentoring
  • Specialist Teachers to lead additional provision (eg Digital Leaders/ Boys Bookclubs/ Maths Leaders/ School newspaper)
    A strategic analysis of the progress of ‘focus pupils’
  • Home Learning workshops
  • CPD in the use of structured conversations when working with vulnerable families
  • Middle/ Senior Leader Learning Mentors
Support for Inclusion

Many aspects of the Inclusion team’s work impact on the progress and attainment of disadvantaged pupils, including:

  • A designated Inclusion Leader
  • Specialist support staff
  • Early identification and targeted support
  • Alternative provision support
  • Support from external agencies
  • Motivational support to raise aspirations
  • Targeted projects for specific groups of disadvantaged pupils
  • Development of a Strategic Leadership Group for Inclusion
Intervention support

An in depth programme of intervention support, this includes:

  • Reading Recovery (now known as Reading Rescue)
  • IEP Provision for pupils not making the expected progress in English and mathematics
  • Cognition and Learning interventions such as First Class @ Number 2, Better Reading Partners and FFT Reading and Inference training
  • Communication and Interaction interventions such as Narrative Therapy and Talking Partners, and EAL support where language is a potential barrier to learning.
  • Emotional, Behavioural and Social Development support such as Breakfast Club, Lunch Club and swimming club
  • ELSA support – One to one ELSA provision to support pupils with emotional and social difficulties. When required pupils work alongside a specialist ELSA TA who tracks and monitors progress against specific targets.
  • Specialist Support
  • Sensory and Physical Interventions which include the Learn to Move programme
Leadership and Management

Clear leadership responsibilities are now based on the progress and accountability of disadvantaged pupils these include:

  • Leadership and management of an intensive identification and analysis process
  • Rigorous tracking and monitoring measures to ensure pupils who are not reaching their full potential have been identified and have appropriate intervention and support in place
  • Rigorous tracking and monitoring of attendance and punctuality
  • Enhancement of leadership structure and practice through the development of Strategic Leadership Groups (SLGs) with a specific focus on disadvantage and gender
  • Appointment of a Senior Teaching Assistant post with a focus on leadership of intervention provision and social, emotional and mental health
  • Parent Support Adviser / Senior Teaching Assistant working closely with targeted families – to include introduction of Stay and Play sessions and ‘Intervention Plus’ (parent support workshops to run alongside interventions)
  • A detailed review of the impact and value for money of all provisions and interventions that are in place
  • Provision for targeted work with families (such as Family SEAL, Incredible Years and structured conversations)
  • Release time for teachers to work alongside the Inclusion Leader
  • Whole school events which encourage parental engagement and celebration of the arts, ensuring that targeted families are motivated to attend
Transition

A targeted transition programme for Year 4 pupils takes place during the spring/ summer term. The focus this year allows any disadvantaged or vulnerable pupils to gain extra support and guidance during the transition phase to Year 5 through a sharing of targeted practice with the middle school (team around the child) and the sharing of a specialist TA.

Additional costs/ enrichment activities

A wide range of extra-curricular activities to engage pupils during lunch time, before and after school. These include:

  • Sports clubs
  • Music tuition and instruments
  • Digital Leader programme
  • KS1/KS2 Book Clubs
  • Breakfast Club
  • Lunch Club
  • Maths Club
  • Creative Writing Club
  • Performance Group (dance/ drumming/ music)
  • Funding for residential/ extra-curricular trips to raise achievement and cultural understanding
  • School Newspaper
  • Glee Club
  • Energy Club
  • Swimming / water activities
  • Boys Book Clubs (Invitation Only)
  • Sci-Fi Writers Club (Year 1 Boys)
  • Forest School – KS1
  • Nurturing Arts provision (Arts Leaders / Arts Awards and materials)
  • Origami Club (Foundation)
  • Drama Club (Invitation Only)
  • Home Learning Club
  • ‘Stay and …’ sessions for parents

 

Impact 2014 – 16

To review the impact of the above programmes and interventions click here.

Key Stage 1 Attainment

We have included KS1 data from the last two years as we feel that the 2015/16 RAISE outcomes are atypical for our school. The outcomes in 2015/16 are based on a literal interpretation of KS1 Interim Standards. This outcomes of this interpretation differ from our own internal tracking of children’s progress and our identification of those who are working at age-related expectations. Interpretation of these criteria has now been shown to be inconsistent across local authorities nationally. We therefore feel that it is unfair to judge outcomes based on this data alone when we have had a consistently strong outcomes picture for our disadvantaged children over the last 3 years across the school.

2014/15 Please note that within this data we have included all children who have attended the school for at least one term. For 2014/15 this will differ slightly to our published RAISE report.

(Boxes shaded green indicate areas where the school has exceeded national expectations)

2014/15

Disadvantaged (17) in Year 2 (19%)

Reading Writing Maths
L2+      
School 88 82 88
Dorset 85 78 90
National (2014) 82 77 86
L3+      
School 24 12 24
Dorset 21 10 15
National (2014) 17 8 13
Attainment Gap between Disadvantaged and Non-Disadvantaged Pupils
 L2+  Reading Writing Maths
School  -5%  -7% -9% 
Dorset  -9%  -14%  -6% 
National (2014) -10%  -12%  -8% 
 L3+      
School  -13%  -4%  -3% 
Dorset  -16%  -12%  -14% 
National (2014)  -18%  -11%  -15% 

 

School Dorset
Level 2+ Reading/Writing/Maths Combined 82% 76%
Level 3+ Reading/Writing/Maths Combined 12% 7%

Disadvantaged APS at KS1

School National Dorset
Reading 15.3 15.2 15.6
Writing 14.0 14.0 14.0
Maths 15.0 15.1 15.3
Overall 14.8 14.7 15.0

Phonics Attainment

In 2014/15 we recognised that there was a significant gap in phonics attainment at the end of Year 1 for our disadvantaged children. Although a large proportion of these children begin their time with us at below or way below typical starting points, we have targeted this as an area for specific intervention over the last 2 years.

2015 – Year 1 17 disadvantaged pupils (19%), Year 2 17 disadvantaged pupils (19%)

2016 – Year 1 16 disadvantaged pupils (19%), Year 2 21 disadvantaged pupils (23%)

        2015     2016
Year 1   Year 2 Cumulative Year 1 Year 2 Cumulative
School  National School National School National School National
 All  87 77 92 90 80 81 93 91
Disadvantaged 65 66 82 84 69 70 90 86
Gap -22 -11 -10 -6 -11 -11 -3 -5

Progress Data July 16

Detailed progress tracking is analysed termly for all groups. This shows our below/ well below typical starting points for our disadvantaged children on entry into the EYFS and the progress that the school is making in terms of narrowing the gap by the end of Year 4. For example in July 2016 our Year 4 disadvantaged pupils without SEN were making better progress in reading and writing than their peers, and in Year 2 a greater percentage of disadvantaged pupils without SEN were making at least expected progress in reading, writing and maths. Further tracking information is available to view in school.

 Year 4 % Making at least Expected Progress Reading % Exceeding Expected Progress Reading % Making at least Expected Progress Writing % Exceeding Expected Progress Writing
All 90 81.6 20.6 74.7 11
Disadvantaged 21 76.2 28.6 76.2 9.5
Disadvantaged (no SEN) 19 84.2 31.6 78.9 11
Disadvantaged (SEN) 2 0 0 50 0
Non-Disadvantaged 69 83.3 18.2 74.2 13.6

 

 

Year 2 % Making at least Expected Progress Reading % Exceeding Expected Progress Reading % Making at least Expected Progress Writing % Exceeding Expected Progress Writing % Making at least Expected Progress Maths % Exceeding Expected Progress Maths
All 90 68.7 6 32.5 3.6 41.9 1.4
Disadvantaged 21 55.6 5.3 33.3 0 33.3 0
Disadvantaged (no SEN) 19 75 8.3 41.7 0 45.5 0
Disadvantaged (SEN) 2 16.7 0 16.7 0 0 0
Non-Disadvantaged 69 72.3 6.1 32.3 4.6 44.1 1.7

 

Reporting

The Inclusion Leader produces termly reports for the Governors’ School Improvement Group (SIG) on:

  • The progress made towards narrowing the gap, by class and year group, for disadvantaged pupils
  • An outline of current provision
  • An evaluation of the cost effectiveness and impact of targeted interventions

The Governors of the school ensure that there is an annual statement to parents and carers on how the Pupil Premium funding has been used to address the issue of ‘narrowing the gap’ for disadvantaged pupils.  This statement is published on the school’s website.

Our nominated Governor link for Pupil Premium funding is Margaret Moss.

For more information on the Pupil Premium, please visit:

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