Pupil Premium Information

Marlborough St Mary’s CE Primary School – Pupil Premium Strategy Statement 2018-2019

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” pupil or previously “looked after” pupil (in care) for 6 months or more.

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

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

 

Summary Information – allocated funding for 2018-2019

The current funding cycle has allocated Pupil Premium funding for 100 pupils which is 25.9% of the school roll.

The funding runs from April 2018 to April 2019 and uses information submitted in the census.

 

  Number of Pupils Funding
Current FSM + FSM Ever 6 84 110,880
Service Pupils 16 4,800
Total Pupil Premium Grant 100 pupils £115,680

 

Current Attainment – End of 2017-2018 Academic Year

 

Pupils Eligible for Pupil Premium – End of KS1 (11) Pupils not eligible for Pupil Premium End of KS1 (40) Pupils Eligible for Pupil Premium – End of KS2 (16) Pupils not eligible for Pupil Premium End of KS2 (29)
Percentage of pupils achieving the expected standard or greater depth in reading, writing and maths (all three areas combined) 73%

 

 

58% 63% 66%
Percentage of pupils achieving the expected standard or greater depth in reading 82%

 

 

80% 81% 79%
Percentage of pupils achieving the expected standard or greater depth in writing 73%

 

 

65% 69% 90%
Percentage of pupils achieving the expected standard or greater depth in maths 73%

 

 

65% 63% 72%

 

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 pupils across all year groups.
  • Extra-curricular activities registers show a representative proportion of Pupil Premium pupils.

Review of Actions from the Previous Academic Year: 2017-2018

 

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

 

 

 

Lead:

DHT, Intervention Lead, SENCO

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

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

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

 The pupils involved in the additional teacher lead focused interventions made accelerated progress.

All PP pupils in Y6 made at least expected progress in Reading, Writing and Maths

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

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

Pupils and teachers noticed an increased confidence and willingness to embrace challenge.

 We will continue to pursue this approach across all year groups using data analysis to identify appropriate targets for the pupils.

Additional resources to be purchased to support maths mastery interventions.

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

 

Lead:

DHT, Intervention Lead, SENCO

 

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

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

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

 Where the focussed interventions were targeted with greatest precision the impact was significantly higher and those pupils are beginning to close the gap with their peers – particularly in Y2 and Y6.

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.

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

The Intervention Lead will oversee the organisation and tracking of interventions across the whole school with support from the Phase Leaders and all staff.

TA support for 1:1 Reading / Small group phonics

Lead:

DHT, Intervention Lead, SENCO

 1:1 reading sessions to take place daily

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

Small phonics group

 Those pupils who received daily reading sessions and small group phonics demonstrated at least expected progress.

56% of Pupil Premium pupils achieved the standard required to pass the phonics screening check  (71% of PP not SEND)

 This approach will be continued and potentially expanded to incorporate more pupils.

 

Training / CPD Opportunities to support Quality First Teaching

 

 

 

Lead:

HT, DHT, Intervention Lead, AfA coach

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

Differentiation strategies matched to pupils’s learning styles

Support strategies matched to pupils’ specific requirements

 

Training provided both internally and externally was received well by staff who utilised the advice and training resources to support pupils within their classes.

Personalised differentiation is used for target pupils across the school.

Support strategies have been matched to specific needs for pupils – this includes academic and pastoral support strategies

 Coaching and mentoring support will take be undertaken across the whole school

AfA coach will be used to support individual staff as well as deliver whole staff training

 

Total budgeted cost: £31,800

 

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

Improved engagement with learning through inclusion in key activities  Subsidies have enabled a greater number of pupils to become involved in trips and extra-curricular activities which has had an additional impact in raising self-esteem for the pupils involved.

Percentages of pupil premium pupils involved in extra-curricular activities has increased with all clubs having a representative percentage of pupil premium pupils attending

We will continue to provide subsidies and support for pupils to enable them to participate and engage in key learning opportunities
TA support for identified pupils

 

Lead: DHT, SENCO

 Focus pupils able to access the curriculum with support

Focus pupils make progress in all curriculum area

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

 

Lead:

DHT, Intervention Lead, Forest School Lead

Focus pupils increasingly more engaged with school and learning opportunities

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

Focus pupils show greater rates of progress and higher levels of achievement and attainment

The focus pupils 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. This approach will be continued and expanded to provide opportunities for a greater number of pupils.
Total budgeted cost: £21,220

 

 

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

 

Lead:

DHT

 Attendance improvements for target pupils

Pupils start school calmly

Pupils access a range of after-school supported activities

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

Range of appropriate activities provided by both before and after school care clubs

 

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

 

ELSA provision for focus pupils

 

 

Lead:

DHT, Intervention Lead, SENCO

 Improved progress, attainment and achievement for participating pupils

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

 Those pupils 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.  ELSA support will be expanded to include more pupils both in 1:1 sessions and small group sessions as we have seen an increase in the number of pupils who are in need of this support.
Pastoral support

 

Lead:

DHT, Intervention Lead, SENCO, Pastoral Officer

 

 Pupils 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  1:1  “Meet and Greet” established for focus pupils resulted in a calmer start for the day for the pupil, parent and staff.  Parents greatly appreciated the morning contact.

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

 These strategies will be continued where needed.
Total budgeted cost: £53,000

 

Planned expenditure for the 2018-2019 academic year

 

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

 

 

 

Lead:

DHT, Intervention Lead, SENCO

 Improved learning outcomes in reading, writing, and maths – PP pupils meeting the end of year age-related objectives / making accelerated progress and closing the gap with their peersØ Intervention learning tasks tailored to meet the individual needs of pupils – overcoming a barrier to their understanding and progress

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

 Regular analysis and pupil progress meetings held for class teachers, assessment lead and SENCO

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

Acquisition of appropriate targeted intervention resources to support in the delivery of these sessions.

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

 

Lead:

DHT, Intervention Lead, SENCO

 

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

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

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

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

Additional TA time provided to enable a greater number of focussed interventions to take place

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

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

TA support for 1:1 Reading / Small group phonics

 

Lead:

DHT, Intervention Lead, SENCO

 1:1 reading sessions to take place daily

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

Small phonics group

 1:1 Reading daily for focus pupils

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

Additional TA time provided to enable a greater number of focussed interventions to take place

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

Achievement for All Training / CPD Opportunities to support Quality First Teaching including additional training opportunities

 

Lead:

HT, DHT, Intervention Lead, AfA coach

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

Differentiation strategies matched to pupils’s learning styles

Support strategies matched to pupils’s specific requirements

Pupils demonstrate a growth mindset and increased resilience

 

 AfA coach to conduct whole school training activities for teachers on agreed target areas building on work from previous academic years – specific focus on developing self-esteem, growth mindset and resilience

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

Training to be provided to increase confidence in supporting phonics interventions

 

Total budgeted cost: £38,100

 

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

Lead: HT, DHT

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

Extra-curricular activities subsidised

Record kept of involvement in extra-curricular activities

TA support for identified pupils

Lead:  DHT, SENCO

 Focus pupils able to access the curriculum with support

Focus pupils make progress in all curriculum areas

 Timetable adaptations for specific pupils

Monitor progress, attainment and achievement

Encouraging engagement through Forest Schools / Sport / Creative and Expressive Arts

 

Lead:

DHT, Intervention Lead, Forest School Lead

 Focus pupils increasingly more engaged with school and learning opportunities

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

Focus pupils show greater rates of progress and higher levels of achievement and attainment

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

Physical interventions introduced; link to the Sport Premium and 30/30 initiative

Participation tracked

Monitor progress, attainment and achievement of focus pupils

Total budgeted cost: £22,580

 

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

 

Lead:   DHT

 Attendance improvements for target pupils

Pupils start school calmly

Pupils access a range of after-school supported activities

 Some sessions of before or after school care to be made available for Pupil Premium pupils who are currently eligible for Free School Meals

Attendance at Breakfast / After school club recorded

Range of activities provided at both clubs

ELSA provision for focus pupils

 

 

Lead:

DHT, Intervention Lead, SENCO

 Improved progress, attainment and achievement for participating pupils

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

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

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

Monitor progress, attainment and achievement of participating pupils

Pastoral support

 

Lead: DHT, Intervention Lead, SENCO, Pastoral Officer

 Pupils 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  1:1  “Meet and Greet” established for focus pupils

Break and lunch time strategies / timetables introduced and staffed

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

Total budgeted cost:  £55,000

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