Pupil Premium

Pupil Premium Statement 2018/19

 

Introduction:

The government gives schools additional funding for:

  • any pupils who have been eligible for free school meals during the last 6 years
  • pupils looked after by the local authority or who are in care
  • pupils from families where a parent serves in the armed forces

 

This money is known as pupil premium funding. It is the responsibility of the School Governing Body to report to parents on how pupil premium is used by the school each year. This report will outline how pupil premium has been used at Wellesbourne  C of E Primary and Nursery School and the impact of pupil premium upon learning, attainment, progress and the well-being of pupils.

 

How can parents claim this funding for the school?

If your child does not yet have Free School Meals but may be eligible because of your family’s income level, please contact the Customer Service Centre on 01926 359189 or www.warwickshire.gov.uk/freeschoolmeals to register them. Even if you do not wish them to have meals, this would mean the school could still claim Pupil Premium funding that may be used to help your child.

 

2017/18 – Pupils on Roll 374

 

Eligible pupils 37

 

Wellesbourne C E Primary School was awarded £49,000 in Pupil Premium Funding for 2017/18. Each child receives approximately £1,300 over the year. This was spent as outlined below.

 

Key Priorities:

  • To raise the attainment and progress of pupils eligible for pupil premium funding so that their performance compares favorably with non-pupil premium peers.
  • To strive to close any attainment gaps relative to school and national averages particularly in maths.
  • To raise the self-esteem and confidence of these pupils so they become aspirational and successful learners.
  • To engage pupils and develop learning through comprehensive extra-curricular provision

 

Barriers to achievement

 

1) Gaps in learning preventing pupils from accessing whole class teaching (particularly with the transition to the new curriculum).

2) Some children finding it more difficult to access learning within a whole-class environment.

3) Emotional issues such as behaviour regulation or anger management difficulties.

4) Self-esteem issues: children who do not feel they are able to achieve due to a lack of self-confidence.

5) Attendance and punctuality: children either having poor attendance, arriving late for school.

Outline of Projects

Autumn 2017

Activity/Intervention Objective Impact
(This is on going all year) Pay qualified teacher to plan, run and manage interventions groups as well as track progress. Focus on Year 5. To close the gap in maths in particular between the cohort and the pp children. PP children in year 5 made more progress that the cohort this term. PP children in year 5 and 6 made more progress that the cohort this term.
First Class@Number Maths (Y3) To enable the low ability children to improve their basics in maths to close the gap Confidence raised and children made good progress this term.
Spelling and homework support club To enable the PP children to have support for spelling, reading and homework. Spelling scores amongst PP children was much improved.
Deployment of additional TA hours to Year 5 and 4 To enable the PP children to have support and help settle and to improve the self-esteem of vulnerable pupils with weekly sessions. These children made more progress than previous years as a result of being more emotionally ready for learning.
Time for data analysis of PP children and to meet with all teachers. Help identify gaps and opportunities for learning in the next term. Gaps were identified and a new adjusted targeted PP timetable was created.
Nurture Training for LAC designated teacher Enable the teacher to attend training and plan and deliver training. Teacher shared strategies with other staff and children were calmer.

 

Spring 2018

Activity/Intervention Objective Impact
Targeted maths groups for year 6. To prepare children for SATS and close gaps in learning to improve progress Overall – PP children made better progress to the cohort during this time and a higher proportion achieved ARE.
Interventions running with focus on Year 4. To close gap with other children in writing and reading. Children made good progress this term – outdoing the cohort.
Spelling and homework support club To enable the PP children to have support for spelling, reading and homework. More PP children received ‘Gold’ on the reading challenge.
Deployment of additional TA hours to Year 5 and 4 To enable the PP children to have support and help settle and to improve the self-esteem of vulnerable pupils with weekly sessions.  These children made more progress than previous years as a result of being more emotionally ready for learning.
1:1 support for nurturing children and attachment training for all staff. To reduce incidents of high level behaviour and allow children time and space to recover. Children recovered from poor behaviour better and were ready for learning more quickly.
Support for enrichment activities. To ensure all pupils have access and benefit from the full range of school activities on offer, including residential visits. Pupils accessed all activities.
Improve behaviour & achievement of specific pupil premium children with high special needs. To improve behaviour and confidence of individuals which then also enhances access to the curriculum for all pupils in the class. Significant incidents involving PP children have reduced.
Time for data analysis of PP children and to meet with all teachers.  Help identify gaps and opportunities for learning in the next term.  Gaps were identified and PP targets were created.

 

Summer 2018

Activity/Intervention Objective Impact
Targeted maths groups for year 6. To prepare children for SATS and close gaps in learning to improve progress Overall – PP children made better progress to the cohort during this time and a higher proportion achieved ARE.
Pay qualified teacher to plan, run and manage interventions groups on consistent afternoon. Focus on Year 5. (this is on going all year). To close the gap in maths in particular between the cohort and the pp children. Children in year groups where PP interventions was taking place made progress at least equal to their cohort.
Spelling and homework support club. To enable the PP children to have support for spelling, reading and homework. More PP children received ‘Full homework’ sticker at the end of term.
Deployment of additional TA hours to Year 5 and 4 To enable the PP children to have support help settle and to improve the self-esteem of vulnerable pupils with weekly sessions.  These children made more progress than previous years as a result of being more emotionally ready for learning.
Time for data analysis of PP children and to meet with all teachers.  Help identify gaps and opportunities for learning in the next term.  Gaps were identified and a new even more targeted PP timetable was created for the academic year 2017 and 2018.
Pay for training for LAC designated teacher to become a DSO and lead Early Intevention meetings. To improve effectiveness of our Early Intervention programmes. More provision for families who are PP and need support.

Summary of Impact

 

Impact is measured in a variety of ways. Primarily, impact is measured by ‘points progress’ (using the school’s assessment system) but we also consider impact on confidence and self-esteem, their attitude to learning and also their work rate equally important.

 

Of the 9 pupil premium children in Year 6 last year, the Pupil Premium children made better progress across the key stage than the cohort with 78% making expected progress in reading, 67% writing (although more children made  and 89% in maths. Also, more Pupil Premium children made above expected progress across KS2 in writing, reading and maths than did in the Year 6 cohort.

 

In years 1, 2, 4 and 5 the Pupil Premium regularly matched, or in most cases, bettered the progress of the cohort especially in Year 5 and Year 6. Year 3, which contains a high proportion of PP children, did not make as much progress.

 

 

2018/19

 

The allocation of Pupil Premium Funding for 2017/18 is £75,000.

 

The money will be spent on the same way as previous year except with a focus on Math’s skills and reasoning in targeted year groups and writing in current Year 4, Year 3 and Year 2.

 

The Pupil Premium strategy was reviewed in July 2018 and will again be reviewed in July 2019 – however, constant assessment of successes and areas for development occur on an almost weekly basis.