Pupil Premium Information

Marlborough St Mary’s CE Primary School – Pupil Premium Strategy Statement 2017-2018

What is Pupil Premium Funding?

Pupil Premium funding is provided to schools and is additional to the main school funding.  The funding is allocated according to the number of pupils on-roll who are:

  • Currently Eligible for free school meals (FSM) other than the Universal Free School Meals for EYFS and KS1
  • Have been eligible for free school meals (other than Universal FSM) within the past 6 years
  • A child from a family where one or both of their parents is a serving member of the Armed Services
  • A “looked after” child (in care) for 6 months or more.

In addition – the amount of funding allocated to support these children varies between the categories:

  • Children in receipt of Free School Meals now or within the last 6 years £1,320 per child
  • Children who are from Service Families £ 300 per child
  • ‘Looked after’ children (LAC) / special guardianship £1,900 per child

Summary Information – allocated funding for 2017-2018

We currently have 368 children roll of whom 95 children (26% of the school roll) are in receipt of Pupil Premium Funding.

The funding runs from April 2017 to April 2018.

 

  Number of Pupils Funding
Current FSM + FSM Ever 6 76 £100,320
Service Pupils 19 £5,700
Total Pupil Premium Grant 95 £106,020

Current Attainment – End of 2016-2017 Academic Year

 

Pupils Eligible for Pupil Premium – End of KS1 (10) Pupils not eligible for Pupil Premium End of KS1 (39) Pupils Eligible for Pupil Premium – End of KS2 (15) Pupils not eligible for Pupil Premium End of KS2 (34) Pupils Eligible for Pupil Premium – All Year Groups (88) Pupils not eligible for Pupil Premium All Year (247)

 

Percentage of pupils achieving the expected standard or greater depth in reading, writing and maths (all three areas combined) 10% 61.5% 40% 67.6% 36.4% 55.1%
Percentage of pupils achieving the expected standard or greater depth in reading 40% 76.9% 46.7% 76.5% 48.9% 69.6%
Percentage of pupils achieving the expected standard or greater depth in writing 10% 64.1% 80% 85.3% 47.7% 64%
Percentage of pupils achieving the expected standard or greater depth in maths 60% 74.3% 40% 73.5% 44.3% 65.2%

 

Identified barriers to educational achievement

Marlborough St Mary’s CE Primary School has identified the following as potential barriers to achievement experienced by some of the pupils currently in receipt of Pupil Premium Funding:

  • Access to language / understanding and application of phonics skills and reading skills.
  • Access to extra-curricular activities – educational experiences such as day trips, residential trips and music lessons.
  • Parental engagement with school – especially regarding attendance at My Child Parent Meetings; curriculum workshops; support to complete homework.
  • The number of pupils who are in receipt of Pupil Premium funding who are also on the SEND register for cognition and learning.
  • Pupils with specific social and emotional needs which affect their learning.
  • Irregular attendance.

Desired Outcomes

  • Higher rates of progress across all phases for non-SEN Pupil Premium pupils.
  • Higher rates of progress and greater attainment across all phases for all Pupil Premium pupils.
  • Higher rates of engagement with extra-curricular activities – including residential trips.

Success criteria

  • Pupils eligible for Pupil Premium, who do not have an additional educational need, make good to outstanding progress in all curriculum areas. This will be measured through the school tracking system and monitored through pupil progress meetings.
  • Progress and attainment more in line with non-pupil premium children
  • Extra-curricular activities registers show a representative proportion of Pupil Premium children

 

Review of Actions from the Previous Academic Year: 2016-2017

 

Area 1:  Quality Teaching
Area of expenditure Intended Outcomes Impact Moving Forwards
Additional teacher support for focussed interventions

 

 

 

Lead:

DHT, Intervention Lead, SENCO

Ø Improved learning outcomes in reading, writing, and maths – PP children meeting the end of year age-related objectives / closing the gap with their peers

Ø Improved confidence for pupils in identified specific areas

Ø Intervention learning tasks tailored to meet the individual needs of pupils – overcoming a barrier to their understanding and progress

Ø Consolidation of learning completed in class – practise and application of skills

Ø The children involved in the additional teacher lead focussed interventions made accelerated progress.

Ø Evidence from the intervention programmes formed part of the overall evidence used to assess the children’s attainment which enable the child to achieve at a higher level

Ø Where the interventions were established most effectively the children involved have begun to close the gap on their peers

Ø Children and teachers noticed an increased confidence and willingness to embrace challenge.

Ø We will continue to pursue this approach using data analysis to identify appropriate targets for the children.
TA support for 1:1 / 1:2 focussed interventions

 

Lead:

DHT, Intervention Lead, SENCO

 

Ø 1:1 / 1:2 interventions planned to cater for individual needs  (eg: spelling, handwriting, reading, number work etc…)

Ø Consolidation of learning completed in classes – time for practise and application skills

Ø Improved rate of progress for focus children – closing the gap with their peers / meeting the end of year age-related objectives

Ø Where the focussed interventions were targeted with greatest precision the impact was significantly higher and those children are beginning to close the gap with their peers.

Ø The pupils involved stated that they felt more confident and teachers noted a greater confidence and willingness to challenge themselves further within other aspects of the subject and wider curriculum.

 

Ø We will continue with this approach and further develop the accuracy in identifying the specific barriers to learning to be targeted.

Ø The Intervention Lead will oversee the organisation and tracking of interventions across the whole school.

TA support for 1:1 Reading / Small group phonics

 

Lead:

DHT, Intervention Lead, SENCO

Ø 1:1 reading sessions to take place daily

Ø Improved rate of progress for focus children – closing the gap with their peers / meeting the end of year age-related objectives

Ø Small phonics group

Ø Those children who received daily reading sessions and small group phonics demonstrated good to excellent progress.

Ø Phonics results were the strongest ever and results for Pupil Premium children were less than 1% lower  than for all children and were above the National Average.

Ø This approach will be continued and potentially expanded to incorporate more children.
Training support for staff (AfA)

 

 

 

Lead:

DHT, Intervention Lead in conjunction with the AfA coach

Ø Children with learning memory difficulties identified and supported and making progress

Ø Differentiation strategies matched to children’s learning styles

Ø Seating and grouping of children in classes matched appropriately to their learning styles and needs

Ø Training provided by the AfA coach was received well by staff who utilised the advice and training resources to support identified children within their classes.

Ø Strategies introduced by the AfA coach are becoming part of everyday practice across the school.

Ø Focus children have been tracked and have made good to excellent progress since the training advice has been implemented.

Ø My Child / Structure Conversations to develop Parental involvement and engagement with school.

Ø The strategies from the training will continue to be implemented by staff and My Child / Structured Conversations will be held at regular times throughout the year for all children.

Ø Further training opportunities will be sourced in order to supplement and expand the strategies now implemented.

Total budgeted cost: £16,500

 

Area 2 – Curriculum Access
Area of expenditure Intended Outcomes Impact Moving Forwards
Educational experiences including support for access to extra-curricular activities

Lead:  HT, DHT

Ø Improved engagement with learning through inclusion in key activities Ø Subsidies have enabled a greater number of children to become involved in trips and extra-curricular activities which has had an additional impact in raising self-esteem for the children involved. Ø We will continue to provide subsidies and support for children to enable them to participate and engage in key learning opportunities
TA support for identified children

 

Lead: DHT, SENCO

Ø Focus children able to access the curriculum with support

Ø Focus children make progress in all curriculum areas

Ø The focus children have been able to make progress in all curriculum areas and access the learning opportunities available to all children. Ø We will continue to use this approach for children who require this additional support.
Forest School

 

Lead:

DHT, Intervention Lead, Forest School Lead

Ø Focus children increasingly more engaged with school and learning opportunities

Ø Focus children show, where relevant, greater levels of attendance and/or improved behaviour

Ø Focus children show greater rates of progress and higher levels of achievement and attainment

Ø The focus children demonstrated great enthusiasm for the learning opportunities and this had an additional impact within the classroom through greater attainment, achievement as well as improved attendance and behaviour. Ø This approach will be continued and expanded to provide opportunities for a greater number of children.
Total budgeted cost: £7578

 

Area 3 – Health and Wellbeing  
Area of expenditure Intended Outcomes Impact Moving Forwards
Funding for total of three wrap-around care sessions

 

Lead:

DHT

Ø Attendance improvements for target children

Ø Children start school calmly

Ø Children access a range of after-school supported activities

Ø Three sessions of before or after school care were made available for Pupil Premium children and attendance tracked.  The impact of this was small as focus children often did not attend their booked session.

 

Ø This will be reviewed to enable funding to be directed towards the areas of greatest impact.

 

ELSA provision for focus children

 

 

Lead:

DHT, Intervention Lead, SENCO

Ø Improved progress, attainment and achievement for participating pupils

Ø Pupils in receipt of ELSA support demonstrate more settled / confident behaviour within the school environment

Ø Additional adults have been trained for ELSA

Ø Those children who received ELSA support demonstrated more settled / confident behaviour within school which enabled them to focus on their learning and make a greater amount of progress.

Ø ELSA support will be expanded to include more children following on from the increase in number of trained adults.
Pastoral support

 

Lead:

DHT, Intervention Lead, SENCO, Pastoral Officer

 

Ø Children in receipt of direct, focused 1:1 pastoral support settle more quickly into class in the mornings and have fewer incidents at break times / lunch times Ø 1:1  “Meet and Greet” established for focus children resulted in a calmer start for the day for the pupil, parent and staff.  Parents greatly appreciated the morning contact.

Ø Break and lunch time strategies / timetables introduced and staffed where appropriate which resulted in more positive play experiences and fewer incidents.

Ø These strategies will be continued where needed.
Total budgeted cost: £40,000

 

Planned expenditure for the 2017-2018 academic year

 

Area 1:  Quality Teaching
Area of expenditure Intended Outcomes Actions
Additional teacher support for focussed interventions

 

 

 

Lead:

DHT, Intervention Lead, SENCO

Ø Improved learning outcomes in reading, writing, and maths – PP children meeting the end of year age-related objectives / making accelerated progress and closing the gap with their peers

Ø Intervention learning tasks tailored to meet the individual needs of pupils – overcoming a barrier to their understanding and progress

Ø Consolidation of learning completed in class – practise and application of skills

Ø Regular analysis and review of PP group timetable with DHT

Ø Regular communication between additional teachers and class teachers – individual pupils’ needs, teaching materials, learning to consolidate, sharing of resources, discussion of progress and attainment

 

TA support for 1:1 / 1:2 focussed interventions

 

Lead:

DHT, Intervention Lead, SENCO

 

Ø 1:1 / 1:2 interventions planned to cater for individual needs (eg: spelling, handwriting, reading, number work etc…)

Ø Consolidation of learning completed in classes – time for practise and application skills

Ø Improved rate of progress for focus children – closing the gap with their peers / meeting the end of year age-related objectives

Ø Regular communication between TA and teachers to discuss key areas to address / activities / progress

Ø Impact statements at the end of each term – TA and class teacher

Ø Monitoring of progress for focus children – analysis of specific individual barriers to learning

 

TA support for 1:1 Reading / Small group phonics

 

Lead:

DHT, Intervention Lead, SENCO

Ø 1:1 reading sessions to take place daily

Ø Improved rate of progress for focus children – closing the gap with their peers / meeting the end of year age-related objectives

Ø Small phonics group

Ø 1:1 Reading daily for focus children

Ø Regular communication between TA and teachers / DH regarding progress / understanding and key areas for development

Ø Monitoring of progress for focus children – analysis of specific individual barriers to learning

Training / CPD Opportunities to support Quality First Teaching

 

 

 

Lead:

HT, DHT, Intervention Lead, AfA coach

Ø Quality First Teaching is supported for all children with new initiatives being introduced by staff and cascaded throughout the school

Ø Differentiation strategies matched to children’s learning styles

Ø Support strategies matched to children’s specific requirements

 

Ø CPD / Courses for Mastery / Outstanding Teachers – staff identified and complete the courses

Ø AfA coach to conduct whole school training activities for teachers on agreed target areas building on work from previous academic year

Ø Children identified through learning behaviour observations / working memory observations / tracking are supported and their progress monitored with further analysis of specific individual barriers to learning

 

Total budgeted cost: £31,800

 

 

Area 2 – Curriculum Access
Area of expenditure Intended Outcomes Actions
Educational experiences including support for access to extra-curricular activities

Lead: HT, DHT

Ø Improved engagement with learning through inclusion in key activities Ø Residential and day trips subsidised

Ø Extra-curricular activities subsidised

Ø Record kept of involvement in extra-curricular activities

TA support for identified children

Lead:  DHT, SENCO

Ø Focus children able to access the curriculum with support

Ø Focus children make progress in all curriculum areas

Ø Timetable adaptations for specific children

Ø Monitor progress, attainment and achievement

Forest School

 

Lead:

DHT, Intervention Lead, Forest School Lead

Ø Focus children increasingly more engaged with school and learning opportunities

Ø Focus children show, where relevant, greater levels of attendance and/or improved behaviour

Ø Focus children show greater rates of progress and higher levels of achievement and attainment

Ø Resources purchased and areas established / further developed allowing a wide range of Forest Schools activities to take place

Ø Participation tracked

Ø Monitor progress, attainment and achievement of focus children

Total budgeted cost: £21,220

 

Area 3 – Health and Wellbeing
Area of expenditure Intended Outcomes Actions
Funding for wrap-around care sessions

 

Lead:   DHT

Ø Attendance improvements for target children

Ø Children start school calmly

Ø Children access a range of after-school supported activities

Ø Some sessions of before or after school care to be made available for Pupil Premium children

Ø Attendance at Breakfast / After school club recorded

Ø Range of activities provided at both clubs

ELSA provision for focus children

 

 

Lead:

DHT, Intervention Lead, SENCO

Ø Improved progress, attainment and achievement for participating pupils

Ø Pupils in receipt of ELSA support demonstrate more settled / confident behaviour within the school environment

Ø Funding for supervision support for the additional trained adults leading ELSA support within school

Ø Timetable ELSA sessions for focus children / meetings for key staff with parents of focus children involved in ELSA

Ø Monitor progress, attainment and achievement of participating pupils

Pastoral support

 

Lead: DHT, Intervention Lead, SENCO, Pastoral Officer

Ø Children in receipt of direct, focused 1:1 pastoral support settle more quickly into class in the mornings and have fewer incidents at break times / lunch times Ø 1:1  “Meet and Greet” established for focus children

Ø Break and lunch time strategies / timetables introduced and staffed

Ø Small supported play groups established in order to aid development of social skills

Total budgeted cost:  £53,000

 

Monitoring and Evaluation

All actions and outcomes will be monitored, evaluated and reviewed by the Head Teacher and Deputy Head Teacher in conjunction with members of the Senior Leadership Team and other staff members as appropriate.

Review

This strategy will be reviewed annually at the beginning of each academic year.

Abbreviations used in this document

 

HT Head Teacher
DHT Deputy Head Teacher
SENCO Special Educational Needs Co-ordinator
AfA Achievement for All
ELSA Emotional Literacy Support Assistant