Menu
Home Page

Pupil Premium

Pupil Premium Strategy Statement

 

What is the Pupil Premium Grant?

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Pupil premium funding is available to:

· local authority maintained schools, including special schools and pupil referral units (PRUs)

· voluntary-sector alternative provision (AP), with local authority agreement

· special schools not maintained by the local authority (NMSS)

· academies and free schools, including special and AP academies

In order for school’s to receive the Pupil Premium Grant, parents must apply for Free School Meals, even if your child already receives a free school meal or does not want to access a free school meal at school.

Who is eligible for Free School Meals (FSM)?

The GOV.UK website explains that a child may be eligible for free school meals (FSM) if his/her parents are in receipt of any of the following benefits:

· Income Support Income-based Jobseekers Allowance (JSA)

· Income-related Employment and Support Allowance (ESA)

· Support under part VI of the Immigration and Asylum Act 1999

· The guaranteed element of State Pension Credit

· Child Tax Credit, provided the parents are not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190

· Working Tax Credit run-on, which is paid for four weeks after you stop qualifying for Working Tax credit

· Universal Credit

The GOV.UK website adds: Children who get any of the above benefits in their own right can also get FSM. Children under the compulsory school age who are in full-time education may also be able to get FSM

Please note that this does not include all children in school years from Reception to Year 2 who are eligible for Universal Infant Free School Meals, as this is a different scheme.

The Pupil Premium Grant is only allocated to those children entitled to Free School Meals because their parents/carers are in receipt of one the benefits above and have been means tested (eligibility is not automatic on receipt of one of the above benefits, it has to be applied for).

Aim

To ensure that children from disadvantaged backgrounds are able to make the same progress as, or better progress than, their peers.

 

Principles

  • At Parkway Primary School, we organise teaching and learning in order to best meet the needs of all of our children.
  • We arrange appropriate provision for children from vulnerable groups and for those who may be disadvantaged, to ensure that their needs are accurately assessed and met.
  • We recognise that not all children who receive free school meals will be disadvantaged and we also recognise that not all children who are disadvantaged have free school meals. We follow the government’s guidelines to allocate Pupil Premium support to those children who receive, or have received, free school meals, or who are in care.
  • We aim to include parents (along with our own needs analysis and including input from staff in school) to decide how the Pupil Premium could be best spent for each child.
  • It may be the case that not all children receiving free school meals will receive Pupil Premium interventions at any one time.

 

Outcomes for 2017-2018

Desired outcomes and how they will be measured (to address the barriers).

Focus areas

Success Criteria

1

Reading : To raise the attainment of disadvantaged pupils and close the gap between them and their peers.

School data shows that the percentage of disadvantage children have attained to the same standard as the percentage of non-disadvantaged at both the expected and greater depth in reading.

2

Writing: To raise the attainment of disadvantaged pupils and close the gap between them and their peers.

School data shows that the percentage of disadvantage children have attained to the same standard as the percentage of non-disadvantaged at both the expected and greater depth in writing.

3

Maths: To raise the attainment of disadvantaged pupils and close the gap between them and their peers.

School data shows that the percentage of disadvantage children have attained to the same standard as the percentage of non-disadvantaged at both the expected and greater depth in maths.

4

Reading : To accelerate the progress of disadvantaged pupils and close the gap between them and their peers.

School data shows that the percentage of disadvantage children have made accelerated progress which has resulted in their attainment mirroring that of the percentage of non-disadvantaged at both the expected and greater depth in reading.

5

Writing: To accelerate the progress of disadvantaged pupils and close the gap between them and their peers.

School data shows that the percentage of disadvantage children have made accelerated progress which has resulted in their attainment mirroring that of the percentage of non-disadvantaged at both the expected and greater depth in writing.

6

Maths: To accelerate the progress of disadvantaged pupils and close the gap between them and their peers.

School data shows that the percentage of disadvantage children have made accelerated progress which has resulted in their attainment mirroring that of the percentage of non-disadvantaged at both the expected and greater depth in maths.

7

Assessment: To identify areas/gaps in learning which require teaching and learning to close gaps.

School data shows gaps for disadvantaged children have been closed in learning and the rate of these closures are at least in line with non-disadvantaged children.

8

Interventions: To use the assessment system to identify specific needs to be taught and to teach them.

School data shows identified needs for disadvantaged children have been addressed in learning and this is reflected in the % of disadvantaged children at age expected standard mirrors non-disadvantaged children’s data.

9

Attendance: To ensure attendance of all PP children is at least at 96%.

Attendance of all disadvantaged children is at least 96%.

10

Enrichment: To enable disadvantaged pupils to reach their full potential and provide them with opportunities their non PP peers have access to.

During book looks there is evidence of experience provided by school enrichment has impacted positively on the child’s learning.

11

Parental engagement: To ensure hard to reach parents of PP children are engaging in a positive way with the school.

Parents have met with teachers for extended consultations and this has impacted on progress made by child being above the average progress made by non-disadvantaged children in the class.

12

Wellbeing: To nurture the Possible actions wellbeing of all disadvantaged pupils.

Soft data reflects a growing confidence and enjoyment of being in school.

 

2018-2019 Pupil Premium Strategy

This year the school received £78,180 from Bexley LA in the Pupil Premium Grant. The number of pupils who attracted the Pupil Premium Grant in April 2018 is 71 children.

Below are the ways in which we intend to support pupil progress during the academic year 2018-2019

Proposed Expenditure for 2018-2019

Description

Cost

Staff Leading

Review action

PP HLTA group work

Cover Phonics Booster group x 5 sessions

15 sessions remain targeted group work

£12,887

 

SLT – Assistant Head Teacher

½ termly Pupil Progress Meetings

PP teacher group work

£9,827

SLT – AHT

½ termly Pupil Progress Meetings

Phonics booster teacher group work

£4,360

SLT – Deputy Head Teacher

½ termly Pupil Progress Meetings

Nursery nurse extra support in reception

£2,328

SLT – Assistant Head Teacher

½ termly Pupil Progress Meetings

AHT intervention work including structured conversations

£26,995

SLT

½ termly Pupil Progress Meetings

Learning mentor

£14,884

SLT – Assistant Head Teacher

1:1 fortnightly meetings with AHT

TA intervention work

£48,465

Class Teachers

Deputy Head Teacher

½ termly Pupil Progress Meetings

Music Input

£2,027

Music Lead

½ termly Pupil Progress Meetings

A summary of the main barriers to educational achievement/progress faced by eligible pupils at the school.

In-school barriers

· Differentiation is not appropriately pitched to enable PPP to make better than expected progress

· Targeted teaching for higher ability PP pupils has not historically been focused enough to develop greater depth at the end of KS1 or 2

· Assessment systems clearly identify next steps needed in learning to accelerate progress

· Intervention strategies currently do not have measurable outcomes.

External barriers

· Attendance rates for eligible PP pupils are below those of non-PP, resulting in reduced progress and attainment

· Parental involvement does yet fully contribute to accelerated progress of all PP pupils

· PP families requiring specific support for a range of needs including housing and mental health

· Experiences, external to the classroom and home, which allow contextual learning and confidence building

Outcomes for 2018-2019

Desired outcomes and how they will be measured (to address the barriers).

Focus areas

Success Criteria

1

Reading: To raise the attainment of PPP and close the gap between them and their peers.

School data shows that the percentage of PPP have attained to the same standard as the percentage of non-disadvantaged at both the expected and greater depth in reading.

2

Writing: To raise the attainment of PPP and close the gap between them and their peers.

School data shows that the percentage of PPP have attained to the same standard as the percentage of non-disadvantaged at both the expected and greater depth in writing.

3

Maths: To raise the attainment of PPP and close the gap between them and their peers.

School data shows that the percentage of PPP have attained to the same standard as the percentage of non-disadvantaged at both the expected and greater depth in maths.

4

Reading: To accelerate the progress of PPP and close the gap between them and their peers.

School data shows that the percentage of PPP have made accelerated progress which has resulted in their attainment mirroring that of the percentage of non-disadvantaged at both the expected and greater depth in reading.

5

Writing: To accelerate the progress of PPP and close the gap between them and their peers.

School data shows that the percentage of PPP have made accelerated progress which has resulted in their attainment mirroring that of the percentage of non-disadvantaged at both the expected and greater depth in writing.

6

Maths: To accelerate the progress of PPP and close the gap between them and their peers.

School data shows that the percentage of PPP have made accelerated progress which has resulted in their attainment mirroring that of the percentage of non-disadvantaged at both the expected and greater depth in maths.

7

Interventions: To use the assessment system to identify specific needs to be taught and to teach them.

School data shows identified needs for PPP have been addressed in learning and this is reflected in the % of PPP at age expected standard is in line with non-PPP data.

8

Attendance: To ensure attendance of all PP children is at least at 96%.

Attendance of all PPP is at least 96%.

9

Enrichment: To enable disadvantaged pupils to reach their full potential and provide them with opportunities their non PP peers have access to.

During book looks, observations, learning walks and pupil conferencing, there is evidence that enrichment experiences have impacted positively on the child’s learning.

10

Parental engagement: To ensure parents of PPP are engaging in a positive way with the school.

Parents have met with teachers for structured conversations and this has impacted on progress made by pupils.

11

Wellbeing: To ensure that PPP have access to social and emotional support.

Soft data reflects a growing confidence and enjoyment of being in school.

Pupil Premium Strategy Statement 2017/2018

Top