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Pupil Premium

PUPIL PREMIUM GRANT

What is it?

Pupil Premium is funding allocated to schools to support specific groups of children who are vulnerable to possible underachievement.  Funding is based on children registered for a free school meal, those that have been in care for more than six months and children of Armed Service personnel.  The intended effect of this funding is to accelerate progress and raise attainment.

 

Why has it been introduced?

The Government believes that the Pupil Premium grant, 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.

Whilst schools are free to spend the Pupil Premium as they see fit, they are required to publish online information about how the funding is used.

 

What has this meant for Northfield Road Primary School

At Northfield Road Primary School, our focus has always been on meeting the needs of all of our children as individuals and it is central to our ethos. 

We have used the Pupil Premium in a variety of ways to support this priority and have achieved success since its introduction.  We have been successful in narrowing the attainment gap and there are many examples of pupils, supported by pupil premium funding, making exceptional progress.

Pupil Premium Strategy Statement 2016-17

Summary Information

School

Northfield Road Primary School

Academic Year

2016-17

Total PP Budget

£228,360

Date of most recent PP Review

N/A

Total number of pupils

401

Number of pupils eligible for PP

173

Date of next PP Strategy Review

July 2017

 

At Northfield Road Primary we have high aspirations and ambitions for our children and we believe that no child should be left behing.

We believe in the following core values:-

Everyone united

Everyone matters

Everyone is safe and secure

Everyone shows respect, trust and honesty

Everyone shows positivity

 

We are determined to ensure that our children are given every chance to realise their full potential and aspire to the ideal that “believing is achieving”.

 

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 wealthier 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 school 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. However, they will be held accountable for how they have used the additional funding to support pupils from low income families. From September 2016, schools are required to publish a Pupil Premium Strategy. This will ensure that parents are fully informed about the amount of allocation, barriers faced by eligible pupils, how the funding is to be spent, how impact will be measured and the date the strategy will be reviewed. We also need to include how the allocation was spent for the previous year and its impact on eligible and other pupils. Our key objective in using the Pupil Premium Grant is to diminish the differences between pupil groups.

 

As a school we consistently track all groups of pupils to ensure that they make good or better progress. Through targeted interventions we are working to eliminate barriers to learning and progress. For new entrants that start with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations as the move through the school. Once at age related expectations we always continue to extend that learning further to ensure that they reach higher levels of attainment. We closely monitor how we are spending the allocated funds to ensure that they are having an impact on pupil premium pupil’s achievement.

 

 

Barriers to future attainment (for pupils eligible for pupil premium)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

A

Low levels on entry of pupil premium pupils particularly in communication, literacy and language

B

Historical underachievement of pupils impacting on attainment levels in KS2

C

A large majority of pupil premium pupils are also on the SEN register

External barriers (issues which also require action outside school, such as low attendance rates)

D

Attendance rates

E

Parental engagement with the school of some “hard to reach” families

F

Some home learning environments lack support for pupils’ communication and literacy skills

 

 

 

 

 

Outcomes (desired outcomes and how they will be measured)

Success criteria

A.

Improve language skills for pupils eligible for pupil premium

Outcomes at the end of EYFS, KS1 and KS2 in reading and writing show a 10% increase on 2016 data

B.

Accelerate progress for all pupil premium pupils

Pupil premium pupils make above the expected 2 points progress each term.

C.

Provide additional support for pupil premium SEN pupils

Pupil premium pupils on the SEN register make at least 2 points progress each term.

D.

Increase parental engagement through workshops and PSA role

Improve attendance of pupil premium pupils

High attendance at parent workshops.

 

Evaluations and parent questionnaires show that parents welcome support with their child’s learning.

 

Reduce the persistent absence (PA) of pupil premium pupils from 2015-16 data

E.

Increase the number of pupil premium pupils reaching a greater depth across the curriculum

Data shows most able pupil premium pupils are in line with most able nationally.

 

 

Planned Expenditure

Academic Year

2016/17

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies

 

1. Quality of Teaching for All

Desired Outcome

Chosen Action

What is the evidence and rationale for this choice?

How will we ensure it is implemented well?

Staff Lead

When will we review implementation?

Total Cost

 

Improve reading skills for pupils by accelerating progress

 

Deliver high quality phonics

 

Ensure consistency for PP pupils

 

Track PP pupils and implement interventions to keep them on track

 

DfE approved programme.

The programme has shown positive outcomes nationally. The training and support from Ruth Miskin Training, rated outstanding by the DfE.

 

Local schools using the programme have significantly increased percentage of pupils achieving both the phonic and screening target and KS1 reading targets.

 

Tracking data in the school shows that pupils in Year 1 made better than expected progress in reading and attainment is over 1.0% above the average for outstanding schools.

 

Outcomes at the end of Year 1 phonics screening showed an improvement after Read, Write, Inc (RWI) was implemented (75% 2015 to 83% 2016)

 

Most able PP pupils targeted to extend learning.

 

 

DSR Lead

Training with Lead

New staff inducted in RWI

 

Named Reading Lead responsible for overseeing teaching and learning, assessment and tracking pupil progess.

 

Dedicated time for Reading Leader to support staff via CPD, coaching and mentoring providing high quality intervention.

 

Regular, high quality training for all staff.

 

Provide high quality resources that improve outcomes for pupils.

 

Intentive monitoring of progress of PP pupils via half termly assessments and termly development days

 

Phonics Lead

 

Time-tabled daily

 

Part of regular monitoring schedule.

 

Mrs N Bennett

 

 

 

 

 

 

 

 

 

Total Cost

£47,393

 

 

 

 

 

 

 

 

 

 

2. Targeted Support

Desired Outcome

Chosen Action

What is the evidence and rationale for this choice?

How will we ensure it is implemented well?

Staff Lead

When will we review implementation?

Total Cost

 

Improve language skills for pupils eligible for Pupil Premium

 

Employ a language specialist

 

Provide high quality intervention support directed by a language expert

 

Providing expert intervention support targets pupils’ specific needs (SEND targets).

 

Early intervention proven to increase pupils’ progress

https://www.gov.uk/government/news/new-research-shows-early-intervention-is-key-in-helping-children-with-special-needs

 

Part of School Improvement Plan (SIP); SLT to regularly review

 

Groups will be tracked termly and assessment information analysed

 

Timetabled to ensure that interventions take place.

 

 

Phase Leaders

 

Language Support Teacher (Mrs K Lamings)

 

SENDCo

 

 

 

 

 

 

 

 

 

Accelerate progress of all Pupil Premium pupils

 

 

Identify need during induction in to school ensuring early intervention.

 

Assigned member of staff to identified pupils

 

Tracking of PP pupils half termly to ensure accelerated progress

 

Provide smaller, target groups to provide targeted intervention

 

 

 

 

Some pupils need targeted support to diminish differences and to have individual support matched to their needs. This approach has been shown to be effective in other schools nationally.

 

Data for 2016 (add data) in the school showed very positive progress measures where additional support and interventions were implemented.

The data for PP pupils (add data) shows they must make accelerated progress to diminish the differences with all pupils nationally.

 

 

 

 

Liaising with pre-schools and external agencies.

 

Home visits and parental liaison.

 

Part of SIP regularly reviewed by SLT

 

Groups will be tracked termly and assessment information analysed.

 

Focused pupils identified through pupil progress meetings and outcomes tracked to measure the impact of the support.

 

Using of Teaching Assistants to provide individual and group support.

 

Employment of additional staff to provide quality intervention.

 

 

Deputy

 

Phase Leader

 

SLT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mr P Hughes

Mrs V Simcox

Mr M Prosser

 

 

 

Provide additional support for Pupil Premium SEN pupils

 

 

Identifying need during the induction into school ensuring early intervention.

 

Nurture provision to support emotional wellbeing and improve attitudes to learning.

 

Additional 1:1 Support

 

Liaising with external agencies to ensure intervention matches the needs of these pupils

 

Tracking progress and successful strategies

 

 

 

Providing expert intervention support targets pupils’ specific needs (SEND targets).

 

Early intervention proven to increase pupils’ progress.

https://www.gov.uk/government/news/new-research-shows-early-intervention-is-key-in-helping-children-with-special-needs

 

Pupils with emotional behaviours need additional support to address these needs alongside learning needs.

 

 

Emotional wellbeing is key to supporting pupils’ learning.

 

School data shows that in year groups, where PP pupils are also on the SEN register, they need to make accelerated progress to bring them in line with all pupils.

 

 

 

 

 

 

 

 

 

Part of SIP regularly reviewed by SLT

 

SENDco will take a lead on ensuring pupil outcomes are improving and that the provision supports their emotional development.

 

Regular tracking of these pupils via pupil progress meetings, review meetings.

 

 

SENDCo

 

Class Teacher

 

Phase Leaders

 

 

 

 

 

Increasing the number of PP pupils reaching a greater depth across the curriculum

 

 

SLT to identify pupils with the potential to reach a higher standard in their learning across the curriuculum.

 

Phase leaders and teachers to meet with parents of potential pupils to share ideas for supporting learning at home.

 

Provide challenge for identified pupils

 

 

The school data shows that we need to increase the number of most able PP pupils reaching a higher standard.

 

Nationally PP pupils do less well at the higher levels, therefore, this needs to be a focus for all schools.

 

We have focused on reading as this area of learning is the key to accessing all aspects of the curriculum.

 

Extra teaching time before school identified to run the reading group.

 

Produce a list of targeted pupils and track progress half termly (pupil progress meetings).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils identified on planning with appropriate challenge (monitored via 6 week cycle)

 

 

Phase Leaders

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Class Teacher

 

 

 

 

 

 

 

 

 

 

Total Cost

£118,535

 

 

 

 

 

 

 

 

 

 

 

 

3. Other Approaches

Desired Outcome

Chosen Action

What is the evidence and rationale for this choice?

How will we ensure it is implemented well?

Staff Lead

When will we review implementation?

Total Cost

 

Increase parental engagement through workshops and Parent Liaison role

 

Senior Leaders to deliver workshops

 

Reading sessions for parent with their child

 

Support parents with reading books to share at home

 

 

 

 

 

 

Phase One ‘Stay and Do’ sessions to increase parental engagement by offering different days, times and themes

 

RWI sessions to teach parents effective support at home

 

 

 

 

 

Parents are key in supporting effective learning as shown by a number of research projects.

 

Pupil progress meetings show that those pupils who make accelerated progress have a supportive home environment where they regularly read with their child and complete homework.

 

Percentages of ‘Stay and Do’ attendance is significantly higher than other events in school with an increased range of parents including pupil premium pupils.

 

Sessions in 2014 and 2015 increased parental engagement and pupils achieved better results in both the phonic screening check and KS1 SATs

 

Attendance information at workshops to be analysed.

 

Reading workshops to be timetabled.

 

 

 

 

 

 

 

 

 

 

 

 

 

Phase Leader to ensure a range of times, dates and themes.

 

Teaching Assistants to encourage parents on gate to attend.

 

Receiving feedback through evaluations to meet the needs of pupil premium pupils and parents.

 

SLT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Phase Leader

 

 

 

 

Improve attendance of Pupil Premium pupils

 

Deputy Head and Parent Liaison Officer to focus on pupil premium pupils are persistently absent.

 

Partnership with Walsall Council - Education Welfare Officer

 

We know that attainment for all pupils can be improved with good attendance. Targeting families and promoting the importance of good attendance is essential to improving outcomes.

 

Tracking of attendance data.

 

Weekly meetings with Education Welfare Officer

 

Governors to have a termly report to ensure clear actions are in place and attendance data is improving for persistently absent, pupil premium pupils.

 

Deputy Head

 

Parent Liaison

 

 

 

Education Welfare Officer

 

 

 

 

 

 

 

 

Total Cost

£66,810

 

 

 

 

 

 

 

4. ????????

Desired Outcome

Chosen Action

What is the evidence and rationale for this choice?

How will we ensure it is implemented well?

Staff Lead

When will we review implementation?

Total Cost

 

Diminish the difference between Pupil Premium pupils and all other pupils

 

Identifying need during the induction into school ensuring early intervention.

 

Year 6 Maths Project

 

Year 6 three core teaching groups

 

Setting arrangements

 

Identify and highlight all pupil premium pupils in classes and on planning.

 

Provide targeted support to accelerate progress (SEND, speech and language, nurture etc.

 

 

Providing expert intervention support targets pupils’ specific needs. Early intervention proven to increase pupils’ progress.

 

 

 

http://www.headteacher-update.com/best-practice-article/pupil-premium-narrowing-the-gaps/141870/

 

 

 

 

 

 

 

 

Closing the Gap 2015 RAISE On-line

 

 

 

 

 

 

Half termly pupil progress meetings with a focus on Pupil Premium.

 

 

 

 

 

 

 

 

 

 

 

 

 

Named member of staff for all targeted pupils.

 

Specific targets for these pupils.

 

 

Pupils identified on planning.

 

Appropriate challenge identified.

 

 

 

Head Teacher

 

Phase Leaders

 

Half termly pupil progress meetings/

 

 

 

 

 

 

 

Total Cost

£66,810

 

 

Total Expenditure 2016/17

£232,738

 

 

 

 

 

 

 

 

 

 

Financial Year 2015/16

For the financial year April 2015 to March 2016 our school will receive £252,420

 

Financial Year 2014/15

For the financial year April 2014 to March 2015 our school received £237,500

 

Financial Year 2013/14

For the financial year April 2013 to March 2014 our school received £178,446

 

Financial Year 2012/13

For the financial year April 2012 to March 2013 our school received £102,836

 

Financial Year 2011/12

For the financial year April 2011 to March 2012 our school received £55,344

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