The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM)and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
Schools are free to spend the Pupil Premium as they see fit. However they will be held accountable for how they have used the additional funding to support pupils from low-income families. New measures are included in the performance tables that will capture the achievement of those deprived pupils covered by the Pupil Premium.
At Colston's Primary school we assess the needs of children eligible for Pupil Premium individually, and as a group of children. This allows us to identify barriers to progress and to address these issues with targeted and group interventions. Barriers identified include lower attendance and punctuality (some of our PP learners have to travel significant distances to get to school); not feeling calm, settled and ready to learn; lacking in confidence or resilience; not always having a wide range of out-of-school experiences to draw upon; not reading regularly when out of school; not always having an established home-school relationship with parents.
The Impact of our Pupil Premium Provision 2016/17
In 2016-17 the school received £124,000 from central government to support these children. These children included those in receipt of free school meals; children classed as Ever 6; those with forces connections and children who had previously been looked after. At Colston’s Primary School the funding is used to help Pupil Premium learners by removing barriers to learning, whether financial, emotional or academic ‘gaps’.
Priorities identified are:
- targeting PP children’s progress to ensure that they make at least good progress throughout school, and that gaps close
- lower attendance and punctuality
- not feeling calm, settled and ready to learn
- a lack of confidence or resilience
- not always having a wide range of out-of-school experiences to draw upon
- not reading regularly when out of school
- not always having an established home-school relationship with parents
What do we do?:
- Promoting the achievement of Pupil Premium learners is built into performance management arrangements for teaching staff and many support staff. It will also be built into the structure of the Pupil Progress meetings that are held 3 times a year. These are strongly focussed upon the identification and removal of barriers to learning for individual children. We provide extra TA time, to target intervention programmes to close the gaps in the children’s learning. TAs also work under the direction of the Classteacher to support Pupil Premium learners.
- Pupil Premium learners whose attendance and/or punctuality causes concern are monitored and reviewed on a regular basis by the Senior Office Administrator and Headteacher alongside the Educational Welfare Officer where appropriate. Our Family Support Team support in cases where are particular emotional/health issues that impact on attendance.
- Our school firmly believes that children need to feel secure and emotionally settled to learn effectively. To this end we offer various therapeutic interventions including ‘Drawing for Talking’ which helps children to develop their awareness of and ability to manage their emotions and ‘LEGO: Build to Express’ which helps children to communicate a whole range of topics that they might have felt challenging to talk about on their own.
- We promote growth mindset and continuously reference the ‘ELLI animals’ to develop resilience in our learners.
- We are conscious that a proportion of our Pupil Premium learners do not get opportunities to move away from the local area to experience wider learning opportunities. We have introduced a ‘Personal Passport’ scheme which allows Pupil Premium children to ‘collect’ a range of experiences ranging from travelling the local railway line to gardening to cooking. We also offer a fully funded place on residential camps in years 4,5 and 6 for all Pupil Premium children as we believe that this is a valuable life experience that enhances confidence levels and relationships with peers. We also fully fund all school trips including the provision of a free packed lunch where requested. The vast majority of school trips are directly linked to the school’s Edison curriculum so represent valuable additional learning opportunities.
- Pupil Premium readers in EYFS and KS1 are closely monitored by class teachers and LSAs. Children who do not read on a regular basis at home are given additional 1:1 sessions at school.
- We run a successful weekly coffee morning at school that is attended by parents of some Pupil Premium learners. We use this event to put on workshops that some families might otherwise struggle to attend.
What is the impact?
- Our OFSTED report from September 2017 said:
“Evidence collected during the inspection showed that the additional support is improving outcomes. Many disadvantaged pupils, including the most able disadvantaged, are doing well and making good progress. Results in 2017 show improvements in the tests at the end of the year in key stages 1 and 2.”
Please see data analysis below for a full assessment of impact.
- In 2016-17 Pupil Premium attendance fell from 95.51% to 92.98%.
- No Pupil Premium Learner has been excluded since October 2015.
- Even our youngest learners are aware of the ELLI animals and can articulate what they represent.
- No Pupil Premium Learner has been excluded from a residential trip or day trip due to cost. Many Pupil Premium Learners attend extra-curricular clubs funded entirely by the school. Unfortunately staff restructuring meant that we could not offer the Personal passport in 2016-17.
- According to the school’s internal tracking, Pupil Premium Learners make more progress in reading then their non-Pupil Premium counterparts in year 6 but less progress in years 3, 4 and 5.
- The coffee morning continues to be well attended.
In EYFS 73%% of Pupil Premium children attainment achieved a Good Level of Development compared to 82% of non-Pupil Premium learners. They achieved slightly higher than non- Pupil Premium learners in Prime areas where 91 % of PP children achieved Prime compared to 90% of non-Pupil Premium learners. Pupil Premium learners made an average of 3.28 steps progress from the baseline compared to 3.46 steps for non-Pupil Premium learners.
In the phonics screening check 60% of PP learners passed compared to 88% of non-PP learners.
At the end of KS1. 56% of Disadvantaged children achieved Expected Standard Plus in Reading, Writing and Maths combined compared to 59% of non-disadvantaged children. More Pupil Premium children reached the Expected Standard writing [67 % vs 65%] and in maths [78% vs 75%] than their non-Pupil Premium peers. In reading 67 % of Pupil Premium children achieved the expected standard against 75 % achieved by their non-Pupil Premium peers.
At the end of KS2 more PP children achieved Expected Standard Plus in Reading (86%), than their non-Pupil Premium peers (81%). In writing 57% achieved the expected standard as opposed to 79% of their non-Pupil Premium peers. In maths again 57% achieved the expected standard as opposed to 79% of their non-Pupil Premium peers. For the fourth successive year the in-school gap was closed in Reading, Writing and Maths combined. Pupil Premium learners made less progress in reading (2.4) than their non-Pupil Premium Counterparts (3.3) and less progress in maths (-1.2 vs 0.7). They made more progress in writing (0.8) than their non- Pupil Premium peers (-0.2).