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.
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.
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.
Impact of the Pupil Premium grant
- 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
- Two governors, Mrs Barnwell and Mrs Daley, are responsible for monitoring the impact of the pupil premium and do 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.
2018/2019
Based on the spending of the previous funding years money, this year the money is being spent on:
| Pupil Premium Grant 2018 - 2019 = £10,560 | ||
| Expenditure | Comments | |
| Staffing - Teaching | £0 | |
| Staffing - Support | £7,181.25 | 1 - 1 curriculum intervention |
| Training | £0 | |
| Resources | £50 | Pupil support, uniform etc. |
| Specialist Equipment | £0 | |
| Professional Services | £250 | Speech and Language |
| Trips | £500 | Residential and day trips |
| Other | £1,000 | Music lessons and enrichment activities |
| Balance B/fwd 2018 - 2019 | £4,569.25 | |
| Balance C/fwd 2019 - 2020 | £6,148 | |
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
