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Pupil Premium Funding at Birdlip Primary School

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.

Our school allocation for 2016/17 from central Government = £14520

At Birdlip Primary School, it is used to help our most vulnerable children to close the gap with both their emotional and academic needs.

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 emotionally ready to learn in school and are less affected by issues that they face both inside and outside of the school environment.
  3. 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.

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 trained 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.

What is the impact? 

  1. No PP child has been excluded from residential trip in due to cost. Pupils, who might not have gone on the trip in 2015/16, 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 September 2016 95% of parents agreed or strongly agreed that behaviour at the school was good, in addition 95% of parents agreed or strongly agreed that cases of inappropriate behaviour was dealt with well.
  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. 

During 2015/16, PP children made similar progress to non-PP children in each cohort and across all three core skills of reading, writing and maths. 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

2016-17

Total PP budget

£14,520

Date of most recent PP Review

March 2017

Total number of pupils

103

Number of pupils eligible for PP

15

Date for next PP Strategy Review

September 2017

 

2.  Current attainment

 

Pupils eligible for PP

(Birdlip Primary)

Pupils eligible for PP

(National)

Pupils not eligible for PP (Birdlip)

Pupils not eligible for PP (National)

% reached the expected standard in reading, writing & maths

 

 

100% (1 pupil)

39%

67% (15 pupils)

60%

KS1-2 progress score in reading

-4.0

-0.7

0.4

0.3

KS1-2 progress score in writing

6.9

-0.2

5.4

0.1

KS1-2 progress score in maths

-3.4

-0.5

-1.5

0.2

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

Potential In-school barriers

A.    

Emotional difficulties

B.    

Low prior attainment

C.

Difficulty accessing the curriculum due to language / social skills

Potential External barriers

D.

Financial Hardship

           

 

4.  Planned expenditure

·      Academic year

2016-17

    i.    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

Sept 2017

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

£1310

   ii.    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?

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

£12,300

iii.    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 Sept 2017

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 Sept 2017

Total budgeted cost

£910