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Pupil Premium

Pupil Premium

 

The Pupil Premium Grant is additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement. These include pupils from Reception to Year 6 who are eligible for free school meals (FSM), who have been eligible for free school meals at some time in their primary years (Ever-6), those looked after by the Local Authority and children of armed forces personnel.

 

Schools can decide how the Pupil Premium (PP) is spent as they are best placed to decide what additional provision should be made for the individual pupils within their care. At St Edmundsbury CEVA we are committed to ensuring that the teaching and learning opportunities meet the needs of all our pupils, in particular those who are disadvantaged. These pupils can often have low expectations or self-esteem. Where this is identified, particular attention is paid to this aspect of their development alongside the careful and rigorous tracking of their academic progress. A key priority is to narrow and eliminate any gaps in the performance of disadvantaged pupils and that of other pupils.

 

We also recognise that not all pupils eligible for PP funding will have lower attainment than their peers. In such cases the grant will be used to help improve pupils’ progress and attainment so that they can reach their full potential.

 

The School Leadership Team and Governing Body monitor the impact of all spending and interventions including the Pupil Premium. Mrs Sarah Clayton is the lead teacher for Pupil Premium and Mrs Lesley Barlow is the Governor assigned specifically to the task of monitoring the impact of the Pupil Premium Grant.

 

Measuring the impact of Pupil Premium Grant spending 2017-18

 

At St Edmundsbury, we rigorously monitor and evaluate the impact of Pupil Premium funding on identified pupils at our half-termly Pupil Progress meetings. This information is discussed by the Governing Body and a detailed analysis undertaken by the Headteacher and Pupil Premium Lead and Governor.

 

Over the year the number of pupils eligible for PP funding rose from 53 to 66, which amounted to 23% of the total school roll.

 

During the year the school worked to improve the co-ordination and delivery of PP interventions, particularly those for children with special educational needs and to ensure all resources were used effectively. Whole-staff training was undertaken to highlight the needs of PP children and support was provided to enable them to participate as fully as possible in all aspects of school life. Following interviews with all PP children in November 2017 it became clear that a significant number of disadvantaged pupils had low self-esteem and lacked resilience; some specific projects (including greater provision of after-school clubs) were provided to raise confidence.

 

At both Key Stages it was apparent that there were significant gaps between the attainment of children eligible for the Pupil Premium grant and their non-disadvantaged peers. The use of Target Tracker, the school’s new assessment system, led to teachers becoming more stringent in their assessments and greater clarity was apparent on where gaps needed to be addressed.

 

Breakfast Club benefitted identified children with a healthy breakfast and calm, nurturing environment. This had a positive impact on punctuality and behaviour resulting in children being ready to start the school day.

 

The continuing involvement in the ‘Thrive’ resilience behaviour support programme further developed the skills of teachers and teaching assistants in understanding and dealing with children with social and emotional issues.

 

A very successful project with Sports for Schools was managed most effectively by PP children.

 

Achievement at the end of Key Stage 1 (pupils attaining expected standard and above)

 

Pupil

Premium

results

School

disadvantaged

School non-

disadvantaged

School

gap

National

disadvantaged

National non-

disadvantaged

National gap

Reading

17%

75%

-58%

63%

79%

-16%

Writing

17%

67%

-50%

55%

74%

-19%

Maths

17%

67%

-50%

63%

80%

-17%

 

  • KS1 results were very disappointing with the disadvantaged pupils attaining well below those who were non-disadvantaged and well below the national standard.
  • There were some mitigating circumstances regarding the disadvantaged children in that:
  • 62.5% were admitted to the school after the Early Years/Foundation Stage and 37.5% joined in Year 2.
  • 87.5% of disadvantaged pupils were on the SEND register.

 

Achievement at the end of Key Stage Two (pupils attaining expected standard and above)

 

Pupil

Premium

results

School

disadvantaged

School non-

disadvantaged

School

gap

National

disadvantaged

National non-

disadvantaged

National gap

Reading

25%

65%

-40%

64%

80%

-16%

Writing

50%

53%

-3%

67%

83%

-16%

Maths

25%

35%

-10%

64%

81%

-17%

 

  • KS2 results were also disappointing.
  • Again mobility was a factor in the small group of disadvantaged pupils (four) in that one joined the school in Year 4 and one in Year 5.
  • Two of the disadvantaged pupils were on the SEND register.

 

The Governors are clear that the progress of pupils in receipt of PP funding needs to improve further, bringing it in line with both national and other pupils within the school. The 2018/19 action plan supports this drive for improvement.

 

 

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