Premium (Pupils)
Objectives of the Pupil Premium Funding
Our key objective in using the Pupil Premium Grant is to narrow the gap between pupil groups. The school historically did not have a system to track pupil progress to ensure that good progress was achieved and levels of attainment have been lower for FSM (eligible for free school meals) – this is also a national trend. With our effective tracking system in place and through targeted interventions we are working to eliminate barriers to learning and progress. For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations and as they move through the school.
Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.
We analyse our data thoroughly from a range of sources; School tracking system, intervention records, teacher reports/comments, to ensure that the gaps are identified, appropriate measures are taken and the impact of these measures quantified. All staff are involved in this analysis of data so we all have a shared vision and understanding of the strengths and areas for development within the school allowing a shared and collaborative effort to address them.
By following the principles of having a culture of high expectations for all, Quality First Teaching (QFT) in all our classrooms, robust and accurate data analysis, specific pupils/needs identified as well as timely and effective interventions we will see an impact on learning and progress for all groups of pupils.
2016/17
| Number of Pupils and Pupil Premium Grant (PPG) received 2016/17 | |
| Total number on roll | 24 |
| Total number eligible for PPG | 14 |
| Amount of PPG received per pupil | £1,320 |
| Total PPG received | £18,480 |
| Item/Project | Cost | Objective | Outcome |
| Nurture activities | £500 | Additional learning opportunities and building confidence and self-belief | Gaps in pupil’s nurture experiences are being filled and children are improving as learners. |
| Kitchen development | £4,000 | Creation of a cooking area | Real life skills, applying learning and making learning irresistible. |
| Pupil assessments | £500 | Identify gaps in previous learning and any barriers to future learning | Support and interventions have now been identified to ensure learning and progress. |
| School trip subsidiary | £1,000 | Extending and enriching school curriculum including KS2 whole class ukulele lessons | Progress across the curriculum has been accelerated as a result of inspirational/irresistible learning experiences impacting upon pupil learning and aspirations |
| Targeted TA support | £9,480 | Targeted support to enhance access to lessons and learning opportunities | GAP between PP and non PP this academic year in VA for maths, writing and reading has continued to close. |
| 1:1 Tuition | £2,000 | Targeted support for children to address misconceptions, gaps and weaknesses | Increased confidence (Discussion and observation). Increased attainment in English and maths (Assessment Data) |
| Curriculum enrichment including cooking facilities. | £1,000 | Extending and enriching school curriculum | Progress across the curriculum has been accelerated as a result of inspirational/irresistible learning experiences impacting upon pupil learning and aspirations. |
| Total: | £18,480 |
At Walsingham CE School the impact on the children eligible for the Pupil Premium, compared to the children not eligible for the Pupil Premium is shown below.
| 2016 -2017 Progress KS1 to KS2 | Eligible for Pupil Premium | Not eligible for Pupil Premium |
| Reading | 0 | 8.1 |
| Writing | 0 | -10.0 |
| Maths | 0 | 0.6 |
| 2016-2017 Attainment | Pupils eligible for PP | Pupils not eligible for PP | Pupils not eligible for PP (national average) |
| % achieving Good Level of Development | 0% | 88% | 71% |
| % achieving expected standard in Year 1 phonics | 100% | 10% | 81% |
| % achieving expected standard in Year 2 phonics retakes | 0% | 50% | -% |
| % achieving expected or above in end of KS1 reading | 0% | 50% | 76% |
| % achieving expected or above in end of KS1 writing | 0% | 50% | 68% |
| % achieving expected or above in end of KS1 maths | 0% | 50% | 75% |
| % achieving expected or above in end of KS1 RWM | 0% | 50% | 64% |
| % achieving expected or above in end of KS2 reading | 0% | 100% | 71% |
| % achieving expected or above in end of KS2 writing | 0% | 100% | 76% |
| % achieving expected or above in end of KS2 maths | 0% | 100% | 75% |
| % achieving expected or above in end of KS2 RWM | 0% | 100% | 61% |
Impact of the Pupil Premium grant
The school has a rigorous system of Self Evaluation allowing for progress of Pupil’s receiving the Pupil Premium to be accurately monitored. Any dips in performance are identified and appropriate interventions and strategies put in place to address this and ensure improvement and progress.
- A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent’s and pupil’s voices
- Assessment Data is collected half termly so that the impact of interventions can be monitored regularly
- Assessments are closely moderated to ensure they are accurate
- Teaching staff and support staff attend and contribute to pupil progress meetings each half term
- Regular feedback about performance is given to children and parents
- Interventions are adapted or changed if they are not working
- A governor, Mrs Helen Barnwell, is responsible for monitoring the impact of the pupil premium and does so through termly data review meetigs with the Deputy Headteacher/Head of Teaching and Learning. The governor Curriculum Committee also monitors the impact of the grant termly.
We also use our in house data tracking system (Pupil Asset) alongside SATs & Phonics test results to monitor and judge the impact upon attainment and progress.
Barriers to educational achievement faced by eligible pupils at the school:
- Low attainment on entry to the school
- Low aspirations
- Poor attitudes to learning
- Ruralisation and high local unemployment
