Pupil Premium Information

Marlborough St Mary’s CE Primary School – Pupil Premium Strategy Statement 2019-2020

 

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
  • Have been eligible for free school meals (other than Universal FSM) within the past 6
  • A child from a family where one or both of their parents is a serving member of the Armed
  • A “looked after” pupil or previously “looked after” pupil (in care) for 6 months or

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 2019-2020

The current funding cycle has allocated Pupil Premium funding for 96 pupils which is 25.6% of the school roll. The funding runs from April 2019 to April 2020 and uses information submitted in the January 2019 census.

 

Number of Pupils Funding
Current FSM + FSM Ever 6 79 104,280
Service Pupils 13 3,900
Looked After / Previously Looked After Pupils 4 9,200
Total Pupil Premium Grant 96 pupils £117,380

Current Attainment – End of 2018-2019 Academic Year

 

Pupils Eligible for Pupil Premium – End of KS1 (10) Pupils not eligible for Pupil Premium End of KS1 (45) Pupils Eligible for Pupil Premium – End of KS2 (21)

(including a significant

number of SEND pupils)

Pupils not eligible for Pupil Premium End of KS2 (33)
Percentage of pupils achieving the expected standard or greater

depth in reading, writing and maths (all three areas combined)

50% 60% 29% 64%
Percentage of pupils achieving the expected standard or greater

depth in reading

60% 71% 38% 85%
Percentage of pupils achieving the expected standard or greater

depth in writing

50% 60% 62% 85%
Percentage of pupils achieving

the expected standard or greater depth in maths

60% 64% 43% 70%

 

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

Desired Outcomes

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

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 both through the end of Key Stage assessments and the school tracking system and monitored through pupil progress
  • Progress and attainment increase so that they become in line with non-pupil premium pupils across all year
  • Extra-curricular activities registers show a representative proportion of Pupil Premium

Review of Actions from the Previous Academic Year: 2018-2019

 

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

 

 

 

Lead:

DHT, Intervention Lead, SENCO

Ø  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

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

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

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

Ø  Y6 writing – 83% of pupils involved in the intervention achieved at least the expected standard in writing

Ø  In Y6 – 100% of pupil premium pupils made at least the expected progress during the year in Reading and Writing; in Maths that figure is 95% of pupil premium pupils.

Ø  During Y6 – 43% of the Pupil Premium eligible pupils made accelerated progress in Reading and Maths with 52% making accelerated progress in Writing.

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

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

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

Ø  Across the school: in all year groups the percentage of Pupil Premium pupils who are achieving the expected standard has increased. Most pupils have made expected progress with accelerated (more than a year’s) progress being made by 7% of Pupil Premium eligible pupils in Reading; 19% in Writing and 11% in Maths.

Ø  In each year group more pupils are meeting the expected standard in Writing and Maths than in the previous year – increases of between 1 and 9 pupils.

 

 

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 pupils – 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 pupils

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

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

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

Ø  As above – across the school: in all year groups the percentage of Pupil Premium pupils who are achieving the expected standard has increased. Most pupils have made expected progress with accelerated (more than a year’s) progress being made by 7% of Pupil Premium eligible pupils in Reading

Ø  In phonics: 67% of pupil premium eligible pupils who took part in the phonics screening check achieved the

standard required to pass

Achievement for All Training

/ CPD Opportunities to support Quality First Teaching including additional training opportunities

 

Lead:

HT, DHT, Intervention Lead, AfA coach

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

Ø  Differentiation strategies matched to pupils’s learning styles

Ø  Support strategies matched to pupils’s specific requirements

Ø  Pupils demonstrate a growth mindset and increased resilience

Ø  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

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

Ø  Training to be provided to increase confidence in supporting phonics interventions

Ø  AfA training delivered to all staff – teachers and teaching assistants – ideas shared and trialled by staff – review of strategies to be undertaken and extended further.

Ø  RWI training delivered to all staff – teachers and teaching assistants all trained and have increased confidence to deliver phonics. The phonics results increased by 12% for Pupil Premium eligible pupils from the previous year

Ø  Structured conversations – have provided useful links between school and home and have helped increase parental engagement leading to more involved pupils and accelerated learning

Total budgeted cost: £38,100

33% of the total budget

 

Area 2 – Curriculum Access
Area of expenditure Intended Outcomes Actions Impact
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

Ø 100% of Pupil Premium eligible pupils involved in residential experiences or day trips

Ø Pupils provided with access to increased number of sporting festivals / music activities due to provision of key equipment which may otherwise have led the pupils to withdraw from involvement or not had access to at all

Ø Greater involvement in extra-curricular activities has also resulted in increased self-esteem and self-confidence with pupils involved showing greater engagement across the curriculum

TA support for identified pupils

Lead: DHT, SENCO

Ø  Focus pupils able to access the curriculum with support

Ø  Focus pupils make progress in all curriculum areas

Ø Timetable adaptations for specific pupils

Ø Monitor progress, attainment and achievement

Ø Timetable adaptions for specific pupils have enabled them to experience success within the school environment – timetables have been able to be extended and the pupils have reintegrated into their classes successfully
Encouraging engagement through Forest Schools / Sport / Creative and Expressive Arts

 

Lead:

DHT, Intervention Lead,

Forest School Lead

Ø  Focus pupils increasingly more engaged with school and learning opportunities

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

Ø  Focus pupils 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 style activities to take place

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

Ø Participation tracked

Ø Monitor progress, attainment and

achievement of focus pupils

Ø Resources purchased have enabled pupils to have access to experiences that they would not otherwise have experienced – pupils directly involved in these have demonstrated greater engagement in class
Total budgeted cost: £22,580

20% of the total budget

 

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

 

Lead: DHT / Admin

Ø  Attendance improvements for target pupils

Ø  Pupils start school calmly

Ø  Pupils access a range of after-school supported activities

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

Ø Attendance at Breakfast / After school club recorded

Ø Range of activities provided at both clubs

Ø Wrap-around care funding has not had a clear impact on attendance or engagement in school

Ø A range of activities have been provided which have benefited those pupils who do attend

Ø A small target group for Breakfast Club has had an impact on attendance and engagement – these pupils were invited to attend and activities tailored specifically for their needs

Moving forwards we will move towards a

targeted approach for support in this area

ELSA provision for focus pupils

 

 

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

Ø Monitor progress, attainment and achievement of participating pupils

Ø 54% of all pupils receiving ELSA are Pupil Premium eligible pupils.

Ø 87% of Pupil Premium eligible pupils in receipt of ELSA made at least expected progress in Reading, Writing and Maths.

Ø ELSA sessions are seen to be of high value by the pupils involved who report increased confidence and well-being as well as being able to concentrate better

in class

Pastoral support

 

Lead: DHT, Intervention Lead, SENCO, Pastoral Officer

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

Ø Break and lunch time strategies / timetables introduced and staffed

Ø Small supported play groups established in

order to aid development of social skills

Ø Pastoral support has had a clear, positive impact on pupil attendance, progress, attainment and on parental engagement
Total budgeted cost: £55,000

47.5% of the total budget

Planned expenditure for the 2019-2020 academic year

 

Area 1:  Quality Teaching
Area of expenditure Intended Impact Actions Impact (reviewed end of Terms 3/6)
Additional support for focussed small group interventions (teacher and teaching assistant led groups) Ø  Improved learning outcomes in reading, writing, and maths – at least 80% of PP non- SEN pupils meeting the end of year age- related objectives / making accelerated progress and closing the gap with their peers with a minimum of 50% of PP pupils with SEN making at least good progress

Ø  Pupils keep up with their peers rather than have to catch up – evidenced through the attainment and progress

Ø  Improved self-confidence / self-esteem for

the pupils – evidenced through pupil voice

Ø  Regular communication between staff leading the intervention group and class teachers –

individual pupils’ needs, teaching materials, learning to consolidate, sharing of resources, discussion of progress and attainment

Ø  Review of programmes / resources used to ensure maximum impact

Ø  Close monitoring of tracking documents – interventions closely linked to need

Costs:

Staff £17,076 Resources £300

Lead:

DHT / SENCO

TA support for 1:1 / 1:2 focussed daily interventions Ø  At least 80% of targeted pupils make accelerated progress on the objectives covered by their daily interventions and make at least good progress over the year

Ø  Pupils keep up with their peers rather than have to catch up – evidenced through the attainment and progress

Ø  Improved self-confidence / self-esteem for the pupils – evidenced through pupil voice

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

Ø  Intervention learning tasks tailored to meet the individual needs of pupils – overcoming a barrier to their understanding and progress – linked closely to evidence from the tracker (entry and exit data)

Ø  Regular analysis and pupil progress meetings held for class teachers, assessment lead and SENCO to identify target pupils and their key barriers to learning

Ø  Regular communication between TA and teachers to discuss progress

Ø  Termly reviews of objectives covered

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

Costs:

Staff £13,672 Resources – £500

Lead:

DHT / SENCO

 

TA support for 1:1 Reading / Small group phonics Ø  1:1 reading sessions to take place daily for target pupils with at least 80% making good or accelerated progress over the year

Ø  Improved rate of progress for target pupils – with at least 80% of PP non-SEN pupils closing the gap with their peers / meeting the end of year age-related objectives

Ø  Increased number of pupils pass the phonics screening check – percentage to be in line

with national averages.

Ø  1:1 Reading daily for focus pupils

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

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

Costs:

Staff – £13,672 Resources – £500

Lead:

DHT / SENCO

Achievement for All Training

/ CPD Opportunities to support Quality First Teaching including additional training opportunities

Ø  Quality First Teaching is supported for all pupils with new initiatives being introduced by staff and cascaded throughout the school resulting in an increase in all year groups of the numbers of pupils who achieve the age related expectations by the end of the year

/ experience accelerated progress

Ø  Differentiation strategies matched to pupils’ learning styles in all lessons

Ø  Support strategies matched to pupils’ specific requirements in all lessons

Ø  Pupils demonstrate a growth mindset and increased resilience

Ø  Parental engagement increased through the use of structured conversations – 100% attendance at parent meetings

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

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

Ø  Further training to be provided to increase confidence in supporting phonics interventions

Ø  Training for new staff for RWI

Costs:

Staff – £1750

AfA Training – £2500 Resources – £500

Lead:

HT / DHT / SENCO / AfA

Coach

Total budgeted cost: £50,470

43% of the total budget

 

Area 2 – Curriculum Access
Area of expenditure Intended Impact Actions Impact (reviewed end of Terms 3/6)
Educational experiences including support for access to extra-curricular activities Ø  Improved engagement with learning through inclusion in key activities – 100% pupil premium pupils participate in school trips and residential experiences

Ø  Increased number of pupil premium pupils participating in clubs – at least 60% of pupil premium pupils participate in clubs for which they are eligible (some clubs are age limited)

Ø  All pupil premium pupils offer an external course opportunity participate

Ø Residential and day trips subsidised for those pupils in need of support to enable access

Ø Extra-curricular activities subsidised for those pupil in need of support to enable access

Ø Record kept of participation in extra-curricular activities – all clubs

Costs:

Subsidies for residentials –

£1000

Subsidies for day trips –

£650

Subsidies for clubs – £250 Subsidies for other activities

– £550

Lead: HT / DHT
TA support for identified pupils Ø  All targeted pupils are able to access the curriculum with support

Ø  At least 80% of targeted pupils make accelerated progress in all curriculum areas

Ø Timetable adaptations for specific pupils

Ø Monitor progress, attainment and achievement

Ø Specific resources purchased to where appropriate to enable pupils to fully participate

Costs:

Staff £23,338

Resources £300

Lead: DHT / SENCO
Encouraging engagement through Forest Schools / Sport / Creative and

Expressive Arts

Ø  Target pupils increasingly more engaged with school and learning opportunities

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

Ø  Pupils show greater rates of progress and higher levels of achievement and attainment making at least expected progress for the year

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

Ø Physical interventions embedded and extended; linked to the Sport Premium and 30/30 initiative

Ø Participation tracked

Ø Monitor progress, attainment and achievement of target pupils

Costs:

Staff £6,912 Resources £1,500

Lead:

DHT / PE Lead / SENCO / Forest Schools lead

Total budgeted cost: £34,500

29.4% of the total budget

 

Area 3 – Health and Wellbeing
Area of expenditure Intended Impact Actions Impact (reviewed end of Terms 3/6)
Provision of a Breakfast Merlin Club Ø  Attendance improvements for target pupils

Ø  Pupils start school calmly

Ø  Pupils access a range of supported activities

Ø  Engagement in learning greater – resulting in an acceleration of their progress

Ø Target pupils to be invited to the small Breakfast Merlin club daily (approx 10 pupils)

Ø Staff to provide appropriate healthy breakfast

Ø Staff to provide appropriate activities to support the pupils in having a calm start to the day

Ø Attendance to be monitored to identify impact

Ø Attainment and progress to monitored to

identify impact on learning

Costs:

Staff £2,640 Resources £350

Lead: DHT / SENCO
Provision of a Merlin Club Ø  Pupils access a range of supported activities they may otherwise not experience

Ø  Pupils attending Merlin demonstrate more settled / confident behaviour within the school environment

Ø  Pupils attending Merlin demonstrate more social skills and deal with other pupils more appropriately

Ø  Attendance improvements for target pupils

Ø  Progress and attainment rates increase for target pupils with at least 80% of the pupils making good progress

Ø Targeted pupils to be invited to attend two afternoon sessions of Merlin each week

Ø Staff to provide appropriate activities to enable them to develop self-confidence; social skills; life skills

Ø Attendance to be monitored to identify impact

Ø Attainment and progress to be monitored to identify impact

Costs:

Staff £11,038 Resources £1,750

Lead: DHT / SENCO / Nurture Lead
ELSA provision for focus pupils 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 pupils / meetings for key staff with parents of focus pupils involved in ELSA

Ø Monitor progress, attainment and achievement of participating pupils

Costs:

Staff £3,112 Training  £1,000

Resources   £350

Lead:

DHT / SENCO

 

Pastoral support Ø  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

Ø  Parents are more engaged with school – working in partnership

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

Ø Break and lunch time strategies / timetables introduced and staffed

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

Ø Pastoral team to offer support to parents in accessing financial support; welfare advice etc… including liaison with the church for the

provision of help in the home / food packages

Ø
Costs:

Staff £11,920

Resources £250

Lead: DHT / SENCO / Pastoral Officer / Family Liaison Officer
Total budgeted cost: £32,410

27.6% of the total budget

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 and updated as appropriate throughout each 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