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 2015/16
In 2015-16 there were 80 pupils who qualified for Pupil Premium funding. 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. The school received £115,000 to support these children.
In EYFS Pupil Premium children’s attainment was in line with the whole cohort. 73% of PP children achieved a Good Level of Development compared to 74% of the whole cohort. This was also the case in Prime areas where 82% of PP children achieved Prime compared to 83% of the whole cohort.
At the end of KS1 Pupil Premium children’s attainment was below that of the whole cohort. 29% of PP children achieved Expected Standard Plus in Reading, Writing and Maths combined compared to 40% of the cohort as a whole. The progress across KS1made by Pupil Premium children was in line with their peers but both they and the cohort as a whole made significantly less progress across KS1 than the national average.
At the end of KS2 Pupil Premium children’s attainment was below that of the whole cohort. 44% of PP children achieved Expected Standard Plus in Reading, Writing and Maths combined compared to 63% of the cohort as a whole. The progress across KS2 made by Pupil Premium children was below the cohort as a whole.
A range of approaches have been planned to support Pupil Premium learners’ academic needs including additional teacher time and a range of intervention programmes. School data is carefully reviewed three times a year and Pupil Premium Learners are selected for interventions in reading, writing or maths. These may take the form of small group work with an LSA or dedicated teacher outside of the classroom, 1:1 work or support within the classroom itself. The school also offers the Philosophy for Children programme which aims to increase cognitive abilities, enhance social skills and support wellbeing.
Another important aspect of our provision has been the social and emotional development of these learners through programmes run by our Family Support Team. 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.
Giving children the opportunity to access all after school clubs and, if required, breakfast club, through funded or part funded places has helped to improve attendance (PP attendance 93.3% compared to all pupils 95.1%)
We are conscious that a proportion of our pupil premium children do not get opportunities to move away from the local area to experience wider learning opportunities. We have recently 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.
All Pupil Premium Children in year 3 children are offered the opportunity to learn a musical instrument. Again this represents a valuable additional learning opportunity and the school is also aware of the favourable correlation between playing a musical instrument and educational outcomes in general.
The school firmly believes that, although not easily quantified, all of these opportunities have supported the learning development and personal development of our Pupil Premium children.
In 2016/17, we have anticipated £124,000 of Pupil Premium Funding. This is how it will be allocated:
Positive Lunchtimes and Friendship Groups: £3,500
Breakfast and Afterschool Clubs: £3,500
Pupil Premium Learning and Family Support Assistants: £35,200
Wider Provision: £10,000
Pupil Premium Champion: £9,000
Additional Agency Support: £2,500
Raising Attainment: £59,350
Please follow the links to find further information regarding the breakdown the funding for pupil premium children for 2016/17. This will be reviewed and updated in September 2017: