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Pupil Premium Funding at Birdlip Primary School

September 2017

What is Pupil Premium Funding?

Pupil Premium is allocated to schools from central Government to support children from low-income families who are currently known to be eligible for free school meals and children who have been looked after continuously for more than six months. Schools are free to spend the money as they see fit and are required to publish this information online.

At Birdlip Primary School, it is used to help our most vulnerable children to close the gap with both their emotional and academic needs. This may be within the classroom environment, on trips or in the outside area of school.

Funding for financial year 2017-2018

In the 2017 to 2018 financial year, we will receive the following funding for each pupil registered as eligible for free school meals (FSM) at any point in the last 6 years:

  • £1,320 for pupils in reception to year 6

At present we have 15 such pupils. This includes “Ever 6” pupils from old census returns who are on PP for six years after the last time they received FSM.

Service Child Premium

We will receive £300 each for each child in school whose parents are in the services.

Total

This is a total of £20100 to be paid in four quarters over the year in July and October in 2017 and January and March in 2018 (£5025 in each).

How we spend it.

This year we have allocated £1500 to improve the quality of teaching through enhanced staff training and targeted pupil resources. A further £18,000 has been allocated to provide adequate facilities to meet the needs of pupils with healthcare requirements, to create a quiet sensory room within the school and to provide targeted individual and small group teaching to ensure that all pupils make the best possible progress. Lastly £600 has been allocated to ensure that no disadvantaged pupils miss out on school trips and activities due to their financial circumstances.

What are our priorities?

Identifying vulnerable children who are at risk of not achieving their potential through removing barriers to learning, either financial or in terms of gaps in their learning. The following priorities are identified:

  1. Ensure that the expense of regular and residential trips does not exclude Pupil Premium (PP) children from taking part
  2. To provide PP children with emotional support so that they are ready to learn in school and are less affected by internal and external factors.
  3. To provide areas outside in the playground to create a quiet area and a multi sensory area to enable these pupils to have a calming break time if needed, ready for lessons including the provision a room in the corridor for one to one intervention or nurture sessions.
  4. To target the progress of PP children to ensure that they make at least good progress throughout school, and that gaps close, preparing them for the next stage in their educational journey.
  5. To provide shower and changing facilities for pupils with specific healthcare needs.

What do we do?

  1. We make a financial contribution towards regular trips and out of school opportunities, such as swimming and residential trips, to ensure that no child is excluded from these chances.
  2. We employ Teaching Assistants to work with PP children who have emotional issues in order to support their behavioural development through a range of intervention strategies
  3. Teachers along with school leaders plan academic and pastoral support to ensure that PP children reach their potential. We monitor PP children, the impact of what we do and always include them as a separate group. We employ extra TA time, and use existing teaching and TA resources, to target intervention programmes to close the gaps in the children’s learning.
  4. We create an indoor and outdoor environment that gives children the opportunity to have quiet or sensory time to be calm or discuss issues with other children or adults.

What is the impact at Birdlip?

  1. No PP child has been excluded from residential trip in due to cost. Pupils, who might not have gone on the trip in 2016-17, were able to go due to a full reimbursement from school.
  2. The school’s provision of emotional support has helped to ensure that there have been no exclusions. Parents have commented on improvements of behaviour at home and school surveys of parents have found that parents feel behaviour at the school continues to improve. In October 2017 100% of parents agreed or strongly agreed that behaviour at the school was good (up 5% on the previous year), in addition 98%  of parents agreed or strongly agreed that cases of inappropriate behaviour was dealt with well (up 3% on the previous year).
  3. Intervention has been successful at ensuring that no child is left behind. Teachers plan focused support from assessments which are carried out by the class teacher or TA and are reviewed in pupil progress meetings with senior leaders on a half termly (6 weekly) basis. Planning is annotated to highlight PP pupils and is reviewed regularly to ensure that any gaps in learning are quickly closed.
  4. One-to-one teacher feedback time during assembly time and at 12 o clock each day, ensures that PP children are targeted for individual feedback on how those children can improve academic performance by telling children how to progress to the next stage or how to improve their work, especially when misconceptions are experienced by children. This feedback is usually Maths and English based. During 2016-17 most PP children made similar or better progress in all subjects with the exception of maths where progress and achievement were slightly less than non PP children. No cohorts had significant or consistent gaps in terms of achievement. Sometimes the progress is better, showing evidence that the gap is often closing – detailed analysis available. Against national expectations, our PP made similar progress to national data. However, some of our PP children are also on the SEND register, demonstrating a range of complex needs. Where this is the case, progress is often affected by other more complex issues which can contribute to slower rates of learning.

Birdlip Primary School pupil premium strategy statement

  1. Summary information

School

Birdlip Primary school

Academic Year

2017-18

Total PP budget

£20100

Date of most recent PP Review

September 2017

Total number of pupils

103

Number of pupils eligible for PP

14

Date for next PP Strategy Review

March 2018

 

  1. Current progress

Key Stage 2

Pupils eligible for PP in

Birdlip Primary

Pupils eligible for PP (National)

All pupils (Birdlip)

Pupils not eligible for PP(N)

 

(National)

% reached the expected standard in reading, writing & maths

 

 

75%  (4 pupils)

No data currently available

79%

61%

KS1-2 progress score in reading

3.44

No data currently available

3.54

0.3

KS1-2 progress score in writing

1.33

No data currently available

3.17

0.2

KS1-2 progress score in maths

-4.08

No data currently available

-2.02

0.3

  1. Current attainment

 

 

 

 

Key Stage 1

Pupils eligible for PP in Birdlip

 

Pupils eligible for PP

(National)

All pupils

(Birdlip)

All pupils (national)

 

P (National)

KS1 attainment score in reading

100%

No data currently available

87%

75.5%

KS1  attainment score in writing

100%

No data currently available

80%

68.2%

KS1 attainment score in maths

100%

No data currently available

87%

75.1%

  1. Potential Barriers to future attainment (for pupils eligible for PP)

Potential In-school barriers

  1.  

Emotional difficulties

  1.  

Low prior attainment

C.

Difficulty accessing the curriculum due to language / social skills

Potential External barriers

D.

Financial Hardship

           

 

  1. Planned expenditure

· Academic year

2017-18

  1. Quality of 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?

Disadvantaged pupils will benefit from resources that target their individual needs thus enabling them to make greater progress

High quality resources provided to support intervention groups and teaching and learning

High quality resources such as the use of manipulatives in maths have been shown by research to increase pupil understanding of a concept and to help underpin learning. They allow staff to support and guide pupils, especially those who may have more difficulty accessing the curriculum.

Subject leaders audit school resources for their subject on an annual basis. The findings from this form part of the action plan for their subject which when taken together with current research, pupil data and monitoring are used to form a subject leader resource bid. The bids are scrutinised by governors and the resources that are subsequently purchased are monitored for impact on progress.

MJM

March 2018

Through targeted professional development staff will be able to accurately address the needs of disadvantaged pupils enabling them to close the gap between themselves and their peers.

Targeted professional development for staff that ensures they are able to provide the highest quality of provision.

On-going targeted staff professional development is essential to provide high quality support and pedagogy not only for all pupils but especially for those, such as disadvantaged pupils, who may face additional barriers to their learning.

Continuous monitoring of teaching and learning, annual appraisals and professional dialogue with staff are  coupled with accurate assessment of pupil need in order to form a clear indication of the professional development needs of each member of staff.   

DM

On-going as required but also formally reviewed at Full Governing body meetings 6 times per year

Total budgeted cost

£1500

  1. Targeted support, both academic and emotional

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?

Specific disadvantaged pupils will be able to have their personal and healthcare needs met.

Installation of a shower and changing facilities

The school currently has no shower facilities to enable the needs of pupils with specific healthcare needs to be met.

The governing body will ensure that the schools ‘Best Value’ policy is followed when sourcing quotes for the work.

DM

After the installation of the new facilities.

Disadvantaged pupils will have a room which is both a quiet and calming space. This will enable pupils who face emotional and social barriers to learning to receive targeted support, such as a nurture group, in order to help remove those barriers.

Installation of a sensory / calming room within the school building that will allow the provision of sensory support for pupils with sensory difficulties. In addition to this it will provide a safe and calming space for pupils with emotional and social difficulties to receive targeted support.

The school currently has (as identified through pupil profiles and questionnaires) a number of pupils (both disadvantaged and non-disadvantaged) who have social and emotional barriers to learning and in some cases additional sensory needs. There is currently no dedicated space within the school to provide bespoke provision for these pupils to remove or help address these barriers to learning.

The governing body will ensure that the schools ‘Best Value’ policy is followed when sourcing quotes for the work.

Consultation will take place with all stakeholders and advice from specialist professionals taken into account when fitting out and resourcing the space.

DM and HK

After the installation of the new facilities.

Disadvantaged pupils will close the gap between their peers in school and other pupils nationally who come from similar starting points. 

High quality targeted intervention delivered by teaching assistants throughout school. To include:

Pupils from disadvantaged backgrounds can often struggle with basic core skills which lead to gaps emerging between them and their peers. If these gaps are not addressed in primary school then they can persist into secondary school and potentially affect future life chances.

The impact of interventions is monitored six times per year as part of the SLT monitoring process. Pupils are also discussed a regular pupils progress meetings to ensure their needs are met and that interventions are having the desired effect.

Evidence is gathered from observations, book looks and data to ensure that any gap between disadvantaged pupils and their peers is closing.

 

 

 

 

 

 

 

MJM and DM

3 times per year at the end of the Autumn, Spring and Summer terms.

Total budgeted cost

£18000

  1. Supporting families with a financial contribution

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?

No pupil is excluded from receiving a healthy snack because they come from a disadvantaged background.

Admin staff to make contact with the parents / carers of pupils who are in receipt extra funding to make them aware that we can provide free milk for pupil premium pupils

Recent studies have shown that disadvantaged pupils are at a higher risk of both obesity and malnourishment. 

Office staff to identify families in conjunction with Head Teacher. Families to be made aware of the support scheme so that support can be put in place to enable a pupil to have free milk if required.

Payment made through school office to ‘Cool Milk’.  

L-A D

The uptake of the scheme will be monitored termly  with a review undertaken annually in March 2018

No pupil is denied access to a school trip because they come from a disadvantaged background.

Admin staff to make contact with the parents / carers of pupils who are in receipt extra funding to make them aware of the financial support

Parents of pupils who come from disadvantaged backgrounds can sometimes not afford the cost of a trip, particularly the residential trip thus causing stress and worry and in some cases the pupil being able to attend a trip.

Office staff to identify families in conjunction with Head Teacher. Families to be made aware of the support scheme prior to any trip so that support can be put in place to enable a pupil to attend if required.

L-A D

The uptake of the scheme will be monitored termly  with a review undertaken annually in March 2018

Total budgeted cost

£600

             

 

  1. Review of expenditure

Previous Academic Year

 

  1. Quality of teaching for all

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Disadvantaged pupils will benefit from resources that target their individual needs thus enabling them to make greater progress

More manipulatives were bought for maths and are now stored in classrooms.

All children have been showing a deeper understanding of mathematical concepts and been able to explain working using manipulatives including Dienes, Numicon, PV counters and PV grids.

This will continue indefinitely but we need to ensure all children have access to these manipulatives as well as PP children.

£1310

Through targeted professional development staff will be able to accurately address the needs of disadvantaged pupils enabling them to close the gap between themselves and their peers.

CPD during the year from outside agencies including training on autism, ADHD, dyslexia.

Teachers have shown a greater understanding of how to deal with PP and non PP children with these difficulties. They can now be accurately assessed and have bespoke individual work planned for them. This has ensured children with these barriers to learning are accessing more of the curriculum.

CPD revisits are required annually.

The Autism and Dyslexia questionnaires for staff showed that classrooms have made good progress in taking on board the training we have received. The next step is to make sure that this is embedded within classroom practice throughout the school – this will be partly evidenced by the school acquiring the Autism quality mark.

Further staff CPD around maths is also required to ensure that all pupils make good progress in this area.

 

 

  1. Targeted support

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Disadvantaged pupils will close the gap between their peers in school and other pupils nationally who come from similar starting points. 

TA intervention

All children achieved at least as well as non-disadvantaged pupils in key stage 1. In Key stage 2 the picture was slightly more mixed with disadvantaged pupils underperforming in terms of both attainment and progress in maths and writing compared to the schools non disadvantaged pupils. However disadvantaged pupils outperformed other disadvantaged pupils nationally in all areas except for maths in KS2.  

Both the maths interventions and some maths teaching across the school, but particularly in KS2 were not challenging enough. In addition to this scrutiny of books and assessment has shown that not enough fluency, reasoning and problem solving was being taught.  To address this we are investing in Catch Up Maths and other interventions to incorporate more reasoning, fluency and problem solving. We are also closely monitoring the teaching of Maths across the school as part of our school development plan and where areas for improvement are identified we will ensure that appropriate training and/or resources are put into place.

£12,300

  1. Financial  - Supporting families with a financial contribution

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

No pupil is excluded from receiving a healthy snack because they come from a disadvantaged background.

Children are given fruit and milk.

Most parents of disadvantaged pupils have opted to take up the free fruit and milk and we believe this has had an impact on the health and wellbeing of these pupils. However this is difficult to quantify both due to the low number of pupils involved and the larger number of external factors that are involved.

Despite the relatively low numbers of pupils that this scheme applies to and therefore the difficulty in quantifying the impact for pupil wellbeing, attainment and progress we feel that as a Healthy School it is important to give all our pupils the best possible start in life. We have therefore decided to continue with this aspect of Pupil Premium spend.

£210

No pupil is denied access to a school trip because they come from a disadvantaged background.

School pays for children who cannot pay for their own trips.

All pupils have accessed school trips and have been able to complete follow up activities in class.

We will continue.

  1. Other approaches

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Children will have a quiet or sensory area.

A sensory garden, a quiet outdoor area, an outdoor classroom and a quiet outdoor area have been created.

Children have the opportunity to have calm time or a place to share with other children or adults.

Play time has become more co-operative as children are choosing to talk or play board games or read in the designated quiet areas. Incidents of poor behaviour have decreased. This is backed up by parental surveys which show that parents feel pupils behave better. (100% of parents agreed or strongly agreed that behaviour of pupils at Birdlip is good – up from 95% the year before).

£700