• @eggarsenglish Thou beslubbering, boil-brained boar pig, Why dost thou bother me so? Thou puking, rump-fed fustillarian😜Mr Varndell!

      Jun 16, 2017

Pupil Premium

What is the Pupil Premium?

Pupil premium is specific additional funding, provided to schools to support the education of pupils. .Initially this was introduced in April 2011 to give schools £400 per year for: 

  • Every child currently registered as eligible for free school meals 
  • Any child who was looked after (in care) for 6 months or longer

From April 2012 pupil premium was also extended to all children eligible for free school meals at any point in the past 6 years.

In 2014 – 2015 financial year the premium has risen to £1,300 per pupil of primary age. Pupils whose parents are in the armed services receive a Service Child Premium of £300.

1n 2015-16 financial year the premium is £1,320 per primary age child. Services premium is unchanged at £300. In 2016-17 financial year the premium is £1,320 per primary age child. Services premium is unchanged at £300.

Governors and staff allocate funding and this is reviewed termly throughout the financial year.

Each term, The Senior leadership Team hold Pupil Progress meetings with teachers to review how each class is performing. This includes a detailed discussion about pupils who are eligible for Pupil Premium funding; the impact of targeted, additional support; progress versus attainment and next steps for development.

We believe it is vital to build up emotional resilience and social skills, alongside the individual are learning. For some of our children this will mean that part of the pupil premium money has been used to enable them to participate in extracurricular activities such as sports clubs, musical events and residential trips.

How does this affect our school?

Financial yearsTotal amount receivedBreakdown of financial spending per yearIntended impactImpact
2013-14£12,036Educational Psychologist.

Special Educational Needs Assistant.

Teaching Assistant & teacher support. 

Resources. 

ELSA groups.
To train staff to deliver high quality precision teaching.

Diagnostic assessments.

To improve behaviour in classroom and develop emotional resilience.
Measureable difference in targeted spelling and reading (to be in –line with their chronological ages ).

Improved behaviour for learning ( demonstrated by behaviour logs).
2014-2015£13,600Educational Psychologist.

Special Educational Needs Assistant.

Teaching Assistant & Teacher support.

Resources.

ELSA groups.
To identify specific strategies to aid progress.

Improved reading and spelling ages.

The majority of the pupils make expected milestones progress.
Children’s spelling and reading have improved by at least their chronological ages with the gains being more than 12months increase from starting point, thereby the gaps between chronological ages has closed or gains made are better than chronological age.

KS2 – 100% made expected progress.

66% made better than expected progress in reading, writing and maths.

KS1 100% made expected progress.
2015-2016£9,840Educational Psychologist.

Special Educational Needs Assistant.

Staff training.

Resources.

ELSA groups.
To identify barriers to learning in English and Maths – put targeted programmes into place so that the pupils will more that expected progress in order to close with the gaps.

To accurately assess and measure progress rates (Sandwell, Vernon, Salford) so that the reading and spelling ages are in line or exceeded chronological l ages.

To develop emotional resilience (Leuven scale will show progress) – improved resilience to problem solving and improved learning behaviours.
Pupils will make age expectations and will be secure in their age bands.

Measureable difference in targeted spelling and reading (to be in –line with their chronological ages).

Improved behaviour for learning ( demonstrated by behaviour logs).
2016-17£10,259ELSA groups.

Educational Psychologist.

Teacher and Teaching Assistant support.

Resources.
To develop emotional resilience.

Close gaps in learning through targeted support.
KS2 – 100% Age related expectations in reading, writing, Grammar, punctuation and spelling and science. Mathematics 50% (small cohort).

Transition into Secondary school was successful; children happy and integrated in new schools due to increased emotional resilience.

KS1 – 100% Age related expectations in reading, writing, Grammar, punctuation and spelling, science and Mathematics.

What our families and children thinks:

X has made considerable progress. School has been the one ‘constant’… It has given her confidence to believe in herself and her ability.

Thank you for all your help…we have noticed an improvement in her motor skills. She seems really happy and enjoys School.

I am really pleased with how well I have done in my SATs, I never thought I’d get such good results, I feel proud of ‘what I did’.

I think that I am much better at making friends and talking to adults.