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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.

 

Current Pupil Information 2019-2020

Numbers

Year

Total number of children include nursery

Total PP budget

Children eligible for PP

Amount per child

mainstream

Oak Trees

Whole school

2019

221

32

253

£91,080

69

£1,320

 

Cohort information whole school

Characteristics

Number in group

Percentage of group

Boys

135

53%

Girls

118

47%

SEN support

22

9%

EHC plan

34

13%

EAL

87

34%

 

EYFS

The table below shows the percentage of mainstream Pupil Premium Pupils working at expected or above at the end of 2019 compared to all mainstream pupils:

 

Good Level of Development

Reading

Writing

Number

 

      PePP

All Pupils

      PePP

All Pupils

      PePP

All Pupils

      PePP

All Pupils

2019

100%

83%

100%

83%

100%

83%

100%

90%

 

* PePP = Pupils eligible for Pupil Premium funding

 

KS1 & KS2

The table below shows the percentage of mainstream Pupil Premium Pupils working at age-related expectations or above at the end of 2018 and 2019 compared to all mainstream pupils:

Year

Year Group

Reading

Writing

Maths

     PePP

All Pupils

     PePP

All Pupils

     PePP

All Pupils

2019

1

100%

81%

100%

81%

100%

85%

2018

2

80%

83%

80%

87%

80%

87%

2019

71%

77%

57%

65%

71%gap closing

73%

2018

3

40%

52%

20%

33%

50%

59%

2019

60%

76%

50%

69%

60%

79%

2018

4

58%

76%

58%

72%

58%

68%

2019

71%gap closing

86%

64%

79%

71%

79%

2018

5

70%

71%

80%

79%

60%

71%

2019

91%

85%

73%

65%

64%

69%

 

Year 1 Phonics Screening Check

The table below shows the percentage of mainstream Pupil Premium Pupils achieving the phonics screening check standard at the end of 2019 compared to all mainstream pupils:

 

Mainstream PePP

Mainstream All Pupils

2017

67%

78%

2018

70%

86%

2019

71% gap closing

78%

 

Key Stage 1

The table below shows the percentage of mainstream Pupil Premium Pupils achieving the expected standards or above at the end of July 2019:

 

Mainstream PePP

Mainstream All Pupils

National

Bexley

Reading

60%

76% above National

75%

79%

Writing

50%

69% above National

62%

74%

Maths

60%

79% above National

76%

80%

 

Key Stage 2

The table below shows the percentage of mainstream Pupil Premium Pupils achieving the expected standards or above at the end of July 2019:

 

Mainstream PePP

Mainstream All Pupils

National

Combined

50%

39%

64%

Reading

47%

52%

75%

Writing

81% above National

83%

78%

Maths

35%

52%

76%

 

Review of expenditure 2018- 2019

 

Aim and Outcome

action/approach

Impact

Lessons learned

PePP / HLTA group work

To provide targeted intervention based on TT data to close specific gaps in learning to ensure mainstream PePP pupils make at least 4 steps progress in Reading, Writing and Maths from September to April 2019

Intervention work with children identified by Deputy Head Teacher,  Assistant Head Teacher and Class teacher

96% of Yr2-Yr6 PePP made at least 4 steps progress in Reading, 72% in Writing and 90% in Maths.

 

59% of Yr2-Yr6 PePP made 5+ steps progress in Reading, 36% in Writing and 40% in Maths.

 

In the following year groups, 100% of PePP pupils made at least 4 steps progress:

- Reading: 2,3,4,6

- Maths: 2,3

Ensure timetabling does not prevent intervention work in writing from taking place.

PePP teacher group work

To provide targeted intervention based on school internal data to close specific gaps in learning to ensure children make at least 4 steps progress in Maths from September to April 2019

Intervention work with children identified by Deputy Head Teacher,  Assistant Head Teacher and Class teacher

90% of Yr2-Yr6 PePP made at least 4 steps progress in Maths and 40% made 5+ steps progress in Maths.

Deployment of  Qualified Teacher to provide targeted intervention had a positive impact on pupil progress -repeat

Phonics booster teacher & group work

Year 1 class teacher to work with PePP children who are not on track to gain expected level in the phonics assessment; Children achieve phonics level in June assessment.

½ a day a week teacher works with small group to ensure catch up.

71% Yr1 PePP passed phonics screen in June 2019.

Review type of support to identify improvements in delivery for greater impact

TA 3 to provide extra support in reception

TA 3 to work on a Wednesday afternoon with identified PePP who have gaps in their Early Years profile and ensure gaps are filled to achieve Good Level of Development (GLD) by end of year

Wednesday afternoon targeted work in  the Reception Learning areas

100% Rec PePP achieved GLD at the end of Reception

Positive impact. Repeat next year.

Assistant Head Teacher intervention work

Assistant Head Teacher to work with Year 6 PePP, including the more able, to ensure at least good progress is made (7+ steps progress between September 2018 and July 2019)

Take groups out during guided sessions in reading, writing and maths.

 

PePP children who made 7 steps progress:

1  in Reading

- 1  in Maths

-0 in Writing.

Review reasons why but do not repeat

Learning mentor

To remove social/emotional barriers to learning allowing PePP to fully access the curriculum.

Through a variety of methods e.g. 1:1, small group communication work and Draw and Talk therapy, delivered by the Learning Mentor

10 PePP children accessed support:

- 90% made at least expected progress in Reading,

- 40% made at least expected progress in Writing

- 70% made at least expected progress in Maths.

- improved in class behaviour with 53% reduction in incidents requiring reflections sheets, Aut 1 compared to Sum 2.

Positive impact on behaviour incidents in class.

 

Positive impact on Reading and Maths progress.

 

Repeat next year.

Intervention Support Assistance (ISA) intervention work

To provide targeted intervention based on internal school data to close specific gaps in learning to ensure children make at least 4 steps progress from September to April 2019.

 

Challenge the Gap ISAs to focus on year 3 and 4

Intervention work with children identified by Deputy Head Teacher,  Assistant Head Teacher and Class teacher

The following % of PePP made at least 4 steps progress:

  Yr 3 Yr 4
Read 100 100
Write 83 70
Maths 100 90

 

The following % of PePP made at least 5 steps progress:

  Yr 3 Yr 4
Read 42 90
Write 25 30
Maths 58 40

Positive impact- particularly in Reading and Maths.

 

Identify specific assessment statements  and use new external analysis (PiXL) for intervention next year, particularly writing.

Specialist Music Input

To allow PePP children wider experiences that they would not normally have access to and in so doing increase confidence and experience base when undertaking the National Curriculum

To allow the children to  play a musical instrument when they may not have had opportunity.

Pupil conferences show that pupils enjoy learning to play the trumpet and that this has improved their concentration skills.

Positive impact. Repeat next year.

 

LONG-TERM PLAN (3 YEAR TIMESCALE):

  1. To raise the attainment of PePP and close the gap between PePP and Non PePP in Reading, Writing and Mathematics.
  2. To ensure attendance for all PePP is at least 97%
  3. To ensure that PePP have access to social and emotional support to enable them to fully access the curriculum.

 

PRIORITY 1 - To raise the attainment of PPP and close the gap between PPP and Non PPP in Reading, Writing and Mathematics.

Member of staff responsible: Mrs. Cross

 

Objective

Actions to be taken

Between September 2019 to April 2020, using School internal tracking system (TT) for Reading, Writing and Maths:

- PePP make at least 5 steps progress in Year 1

- PePP make at least 6 steps progress in Years 2 to 6

Use TT data to identify PePP who are not yet working at Age Related Expectations and/or not making expected progress, add these pupils to Provision Map and share with all staff.

Deploy staff to deliver interventions to ensure that the PePP children achieve their TT statements and that gaps in knowledge and understanding are addressed.

Monitor impact of PePP interventions through session observations, lesson observations, book scrutiny, data analysis and pupil conferencing.

Provide bespoke CPD as required to ensure outstanding practice and maximum pupil progress.

Provide targeted intervention based on TT data and PiXl analysis to close the gaps in learning.

 

PRIORITY  2 - To ensure attendance for all PePP is at least 98% for mainstream and 97% for Oak Trees

Member of staff responsible: Mrs.  Sweet

Objectives

Actions to be taken

To ensure attendance for all PePP is at least 98% (mainstream)

Structured Conversations to focus on attendance, if appropriate.

Strategy created to improve school attendance

Strategy and vision shared with teaching staff

AHT (pastoral) trained to lead Attendance meetings

Initial meeting with AHT Oak Trees to identify reasons for poor attendance and strategies for mitigating impact

Attendance data reviewed to identify patterns and then weekly

Strategy meetings set up and parents invited to attend meetings to explore reasons for poor attendance and agree joint way forward

100% attendance certificates for pupils designed, populated and given out

Best attendance class main stream and Oak Trees rewarded with own clothes day

AHT (pastoral) to be front of house x3 days a week to meet children and parent whose punctuality requires addressing

EWO meeting timetabled for the year (once a month) 

Attendance data reviewed weekly and actions identified for children whose attendance has fallen below 95%

Parents of children identified above, attend strategy meetings

First term review of EWO meetings - identifying www & ebis

Review of parents strategy meetings

Parents strategy meetings - assessment of impact

 

 

PRIORITY  3 - To ensure that PePP have access to social and emotional support to enable them to fully access the curriculum

Member of staff responsible: Mrs. Sweet

 

Objectives

Actions to be taken

To ensure that PePP have access to social and emotional support to enable them to fully access the curriculum.

To provide support for vulnerable pupils through daily ‘check-in’s and Draw and Talk Therapy to enable identified pupils to access learning.

To provide Animal Assisted Therapy to enable children to access learning through:

- remind children of the behaviour expected of them when working with Odin and how this will be reflected in their classroom behaviour.

- supporting children experiencing grief and loss

- helping build confidence

- explaining how our behaviour affects others

- encouraging children to talk more openly during 1:1 daily check-ins as he creates a more relaxed environment

Rewarding attendance to encourage children to want to come to school

 

Actions

 

Aim and Outcome

Action/Approach

PePP HLTA

To provide targeted intervention based on TT data and PiXL analysis to close specific gaps in learning to ensure PePP make at least 5 steps (Yr1) and 6 steps (Yrs 2-6) progress in Reading, Writing and Maths from September to April 2019

Intervention work with children identified by Class Teachers based on PiXL and school analysis.

Rigorous monitoring by AHT (curriculum & Learning)

PePP Teacher

To provide targeted intervention based on TT data and PiXL analysis to close specific gaps in learning to ensure PePP make at least 5 steps (Yr1) and 6 steps (Yrs 2-6) progress in Reading, Writing and Maths from September to April 2019

Intervention work with children identified by Class Teachers

Rigorous monitoring by AHT (curriculum& learning)

Phonics Booster

Year 1 class teacher to work with PePP children who are not on track to gain expected level in the phonics assessment; Children achieve phonics level in June assessment.

Intervention work by ISA and Year 1 teacher with children identified by Class Teacher.

Rigorous monitoring by AHT (curriculum & learning)

TA3 additional support

TA3 to work on a Wednesday afternoon with identified PePP who have gaps in their EYFS profile and ensure gaps are filled and PePP leave EYFS with GLD and Year 1 at expected standard.

Wednesday afternoon targeted phonics intervention  in Reception and Year 1.

Rigorous monitoring by Phase Leader

Learning Mentor

To remove social & emotional barriers to learning allowing PePP to fully access the curriculum.

Draw & Talk Therapy

Daily Check-ins

Animal Assisted Therapy

Rigorous monitoring by AHT (pastoral)

ISA intervention work

To provide targeted intervention based on TT data and PiXL analysis to close specific gaps in learning to ensure PePP make at least 5 steps (Yr1) and 6 steps (Yrs 2-6) progress in Reading, Writing and Maths from September to April 2019

Intervention work with children identified by Class Teachers based on PiXL analysis.

Rigorous monitoring by AHT (curriculum& learning)

Visits

To ensure that all PePP children have access to educational visits.

Rigorous monitoring by IM/SENCO

Music Input

To allow PePP children wider experiences that they would not normally have access to and in so doing increase confidence and experience base when undertaking the National Curriculum

To allow the children to play a musical instrument when they may not have such opportunities due to financial constraints.

Rigorous monitoring by IM/SENCO

 

 

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