Schools receive a payment for children who are considered particularly vulnerable in society. This funding is used to support their education and as a school we work towards narrowing the gap between these children’s achievement and that of their peers.
This year we expect to receive £88,440 in Pupil Premium funding.
In deciding how best to use this funding we have identified the barriers to learning for disadvantaged pupils in our school. In general we found the barriers to be:
- Difficult home routines especially in the mornings
- Lack of home support particularly for homework and daily reading
- Lack of parental engagement
- Limited life experiences, such as visiting the seaside, participating in adventurous activities or watching theatrical performances; these offer children inspiration for their own writing and help them to understand and appreciate what they read
- Limited vocabulary, not just tier 3 context specific (technical) vocabulary, but also tier 2 high frequency/multiple meaning vocabulary; this limits pupils’ understanding and their ability to communicate ideas and concepts effectively
- Lack of pupil engagement in learning and challenging behaviour in pupils with attachment difficulties and developmental trauma
- Disrupted schooling particularly when pupils have moved into temporary accommodation or have high levels of absence
To overcome these barriers to learning and based on research carried out by organisations such as the Education Endowment Foundation we have used our Pupil Premium Grant to:
- Give eligible children a calm start to the morning with a subsidised Breakfast Club
- Provide a free homework club each week and additional adult support to listen to children read on a daily basis
- Run parent workshops and fund an additional family support worker to increase parental engagement with the school, including running a parent and toddler group each week
- Support children and their parents
- Subsidise school trips for eligible pupils so that visits which offer valuable experiences and learning opportunities are financially viable
- Fully subsidise after school clubs such as Cook Club and art club for eligible pupils
- Provide workshops and theatrical performances to enhance learning and offer new experiences
- Subsidise the provision of instrumental music tuition in Years 3 and 4
- Train all staff to understand the impact of developmental trauma on behaviour and readiness to learn, equipping them with strategies to engage these pupils in their learning
- Provide professional counselling and mentoring for children who might need it
- Employ an additional qualified teacher to not only provide English and Maths booster classes and 1:1 tuition for eligible children, but also to provide consistency for our most vulnerable children who may lack the resilience to cope with change
- Employ Teaching Assistants who have been trained to provide focused, high quality support for disadvantaged pupils across the ability range that supplements high quality classroom teaching. These staff are linked to specific classes so that they are better placed to support children in making links to other learning in class.
- Employ an additional Early Years Teaching Assistant to support early learning in Reception to ensure disadvantaged pupils make a good start to school
- Training an Early Years practitioner to support speech and language difficulties, including vocabulary development
- Provide additional training for teachers to enable them to deliver high quality lessons with an increased focus on vocabulary and language development
- Train staff to teach lessons and use feedback which develop metacognition in pupils by encouraging them to plan, monitor and evaluate their own learning.
The emotional and social benefits to children and their families that this funding brings are not easily quantified, but the impact on children’s learning is nonetheless there. Children who have a stress-free start to the day in breakfast club or who get a helping hand in homework club, benefit in the classroom too. The extended opportunities which are open to them give them experiences that they might not otherwise enjoy.
Ultimately the aim of the funding is to reduce academic differences for children who are or have previously been in receipt of free school meals. It is for this reason that we invest in well trained teachers and teaching assistants, who can make a real difference to the academic achievement of vulnerable children by running high quality intervention activities, supporting learning and pre-teaching topics linked to whole class teaching.
In 2016 the achievement of disadvantaged pupils in KS1 was close to or above national figures for other (non-disadvantaged) pupils. The achievement for disadvantaged pupils in KS2 was very similar to that of their non-pupil premium peers. Additional support had focused on achievement in writing as this was the area with the widest gap in attainment previously and the results show that this had a positive impact on the pupils’ outcomes. This year there will be an increased focus on the use of manipulatives and visual representations in mathematics to support the understanding of mathematical concepts.
2016 – Percentage of pupils achieving expected standard at the end of KS2:
|Other (non-disadvantaged) pupils – school||65%||88%||88%||76%|
|Other (non-disadvantaged) pupils – national||71%||79%||78%||75%|
2016 – Progress of pupils at the end of KS2:
|Other (non-disadvantaged) pupils – school||-0.07||3.70||0.17|
0 represents expected progress
2016 – Percentage of pupils achieving expected standard at the end of KS1:
|Other (non-disadvantaged) pupils – school||100%||92%||100%|
|Other (non-disadvantaged) pupils – national||78%||70%||77%|
2016 – Percentage of pupils making expected progress or better EYFS to end of KS1:
|All pupils – school||95%||100%||100%|
Expected progress is pupils at ‘emerging’ level on EYFSP achieving WTS or better; pupils at ‘expected’ level achieving EXS or GDS; pupils at ‘exceeding’ level achieving GDS