Alliance for Learning
Pupil Premium
DfE Guidance on Pupil Premium Funding
The Pupil Premium was introduced in April 2011. Schools can make decisions about how to spend the Pupil Premium funding to ensure that there is a narrowing of the attainment gap.
The Pupil Premium provides funding for pupils:
- pupils who qualify for free school meals, or have done at any time in the past six years (£1300 per child)
- pupils who have a parent serving in the armed forces (£300 per child)
- pupils who are in the care of, or provided with accommodation by an English local authority (LA) (looked after children LAC) (£1,900 per child)
- pupils who were looked after by an English or Welsh local authority before being adopted, or who left care on a special guardianship order or child arrangements order (Post LAC) (£1900 per child)
Schools are held accountable for the spending of these monies, and performance tables will capture the achievement of disadvantaged students covered by the Pupil Premium.
This document outlines the proposed spend of the Pupil Premium 2018/19.
The school’s strategy for the 2018/19 year aims to address the following barriers to educational achievement among its pupils eligible for pupil premium
The key objectives:
Impact Analysis 2017/18
The table below displays Pupil Premium progress compared to Non Pupil Premium progress
| Pupil Premium | Non Pupil Premium | |||||
| Reading | Writing | Maths | Reading | Writing | Maths | |
| Year 1 | ||||||
| Below | ||||||
| Just Below | 4% | 8% | 9% | 4% | 7% | |
| Expected | 20% | 12% | 20% | 11% | 78% | 12% |
| Accelerated | 80% | 84% | 72% | 81% | 80% | 81% |
| Year 2 | ||||||
| Below | 15% | 5% | 10% | 8% | ||
| Just Below | 74% | 79% | 63% | 59% | 59% | 54% |
| Expected | 5% | 10% | 16% | 8% | 6% | 10% |
| Accelerated | 16% | 11% | 11% | 28% | 25% | 26% |
| Year 3 | ||||||
| Below | 10% | 3% | 3% | 2% | ||
| Just Below | 10% | 3% | 3% | 2% | 4% | |
| Expected | 57% | 61% | 54% | 33% | 40% | 48% |
| Accelerated | 23% | 33% | 40% | 62% | 56% | 52% |
| Year 4 | ||||||
| Below | 6% | 7% | 11% | 6% | ||
| Just Below | 14% | 15% | 28% | 18% | 11% | 9% |
| Expected | 60% | 62% | 52% | 50% | 42% | 55% |
| Accelerated | 20% | 33% | 20% | 25% | 36% | 30% |
| Year 5 | ||||||
| Below | 7% | 4% | 4% | 2% | 2% | 4% |
| Just Below | 8% | 4% | 8% | 8% | 13% | |
| Expected | 26% | 28% | 40% | 30% | 32% | 28% |
| Accelerated | 67% | 64% | 52% | 60% | 58% | 55% |
| Year 6 | ||||||
| Below | 4% | 4% | ||||
| Just Below | 8% | 8% | 16% | 7% | ||
| Expected | 42% | 50% | 29% | 39% | 54% | 46% |
| Accelerated | 46% | 38% | 54% | 54% | 46% | 54% |
This document outlines the proposed spend of the Pupil Premium 2018/19.
The school’s strategy for the 2018/19 year aims to address the following barriers to educational achievement among its pupils eligible for pupil premium.
The key objectives:
Spending to be reviewed at regular intervals for each objective to ensure it is in line with our expectations and the proposed plan.
| Barrier 1- Experiential Audit showed limited enrichment opportunities outside of school
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| Key Objective 1:
Provide a wide range of enrichment opportunities to widen aspirations of children eligible for PP
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| Action:
Subsidising of educational trips and visits for PP pupils across the year (£15 average cost per pupil x3 terms) Subsidising of Inclusion trips Music (keyboard, guitar and choir)
Subsidising of Y5 and Y6 Ghyll Head Residentials Drama (Shakespeare Schools Foundation) Breakfast Club After school clubs (various clubs throughout the year)
Minibuses to enable enrichment offer (vocabulary trips) – PP pupil allocation Total |
Budget cost
£13,275
£250 £13,950 £2,850 £5,160
£2,300
£2,700 £5000
£2,000
£47,485 |
Rationale
The Education Endowment Foundation states: Adventure education usually involves collaborative learning experiences with a high level of physical (and often emotional) challenge. Practical problem- solving, explicit reflection and discussion of thinking and emotion may be involved. All of the above have been shown to have a positive impact on outcomes.
Benefits of arts participation have been found in primary schools, with greater effects on average for younger learners and, in some cases, for disadvantaged pupils. Wider benefits such as more positive attitudes to learning and increased well-being have also consistently been reported. EEF
|
Success Criteria:
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| Key Person:
Lisa Mason (Music Lead) Gemma Fletcher (UKS2 Lead) Natasha Worrall (Art Lead) |
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| Monitoring and Evaluation:
Termly experiential audits (L Wilkinson) Annual Residential monitoring (G Fletcher) Art Club half termly monitoring (Natasha Worrall) Termly music monitoring (Lisa Mason) |
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| Barrier 2
– Lack of high quality reading and writing materials in the home – % EAL school population and corresponding need in parents Poor parental understanding of how to support and help early reading and writing |
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| Key Objective 2
Raise attainment and progress in reading and writing for children eligible for PP
|
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| Action:
X2 Phase Leads without class responsibility (UKS2 and KS1) 25% timetable to support Literacy
Beanstalk (Reading) Phonics booster groups in R, Y1 and Y2 Literacy booster groups Writing group with SENDco Tutor Trust Literacy tuition for PP pupils Christmas books for all children Anchor Education Additional books for class libraries Phonics Tracker Phonics Play
EAL Vocabulary intervention (Vocabulary focus: Literacy, Numeracy and Topic)
Family Literacy classes for parents/ carers/ family members
Easter Club
Total |
Budgeted cost
£10,904 £5,428
£2,320 £3,620 £2,288 £3,456 £270 £2,500 £278 £2173 £4100 £332 £120
£3,020
£0 (volunteer tutors) £561 (crèche facility)
£1000
£41,809 |
Rationale
Quality of teaching is the single most important driver of pupil attainment and a range of other positive outcomes- EEF.
The EEF toolkit suggests communication and language approaches are effective for developing young children’s expressive vocabulary and early reading skills learning, including their spoken language skills. Furthermore, Phonics approaches have been consistently effective in supporting younger readers to master the basics of reading. EEF toolkit suggests that reading comprehension approaches accelerate progress. These approaches appear to be particularly effective for older readers (aged 8 or above) who are not making expected progress.
Spelling, linked to vocabulary acquisition has been identified as a barrier to learning.
Parents play a crucial role in supporting their children’s learning, and levels of parental engagement are consistently associated with children’s academic outcomes. EEF
Sutton Trust – Summer Schools – low impact, moderate cost +2 months Summer schools are lessons or classes during the summer holidays. They are often designed as catch-up programs. Greater impacts (as much as four additional months’ progress) can be achieved when summer schools are intensive, well-resourced, and involve small group tuition by trained and experienced teachers. |
Success Criteria:
GLD, Phonics, KS1 and KS2 end of year data shows diminished difference from 2016-17 figures |
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| Key Person:
Lydia Wilkinson (Assistant Head- Teaching and Learning) Soraya Wallace (Assistant Head- Inclusion) Kirsty Dunn (Literacy Lead) |
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| Monitoring and Evaluation:
Half Termly Intervention monitoring Termly progress meetings Progress review- group analysis Termly assessment in R,W, GaPS |
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| Barrier 3
– Lack of maths materials in the home – Poor parental understanding of how to support and help maths skills development – Parents educated abroad and using different methods to support children |
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| Key Objective 3:
Raise attainment and progress in maths for children eligible for PP
|
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| Action:
Phase Leads without class responsibility (UKS2 and KS1) 25% timetable to support maths
Reflective Inquiry – teacher CPD program to develop staff use of Maths No Problem strategies (77% of the year)
Teacher numeracy booster groups for Y5&Y6 Tutor Trust Maths tuition for PP pupils Twinkle subscription
Easter club
Family Numeracy for parents/ carers and family members
Total |
Budgeted cost
£10,904 £5,428
£30,000
£3,456
£2,500
£861
£1000
£0 (Volunteer tutors) £561 crèche facility
£54,149 |
Rationale
The EEF toolkit suggests that mastery learning accelerates progress. Work is challenging and is particularly effective when pupils work in groups and take responsibility for supporting each other’s progress.
Quality of teaching is the single most important driver of pupil attainment and a range of other positive outcomes. EEF.
The EEF toolkit suggests that interventions matched to specific pupils’ needs can be effective, particularly when delivered through 1:1 or through small group support. Sutton Trust – Small Group Tuition – moderate impact, moderate cost +4 months Overall, evidence shows that small group tuition is effective and, as a rule of thumb, the smaller the group the better. It enables the teacher to focus exclusively on a small number of learners, usually in a separate classroom or working area. Intensive tuition in small groups is often provided to support lower attaining learners or those who are falling behind, but it can also be used as a more general strategy to ensure effective progress, or to teach challenging topics or skills.
Sutton Trust – Summer Schools – low impact, moderate cost +2 months Summer schools are lessons or classes during the summer holidays. They are often designed as catch-up programmes. Greater impacts (as much as four additional months’ progress) can be achieved when summer schools are intensive, well-resourced, and involve small group tuition by trained and experienced teachers.
Parents play a crucial role in supporting their children’s learning, and levels of parental engagement are consistently associated with children’s academic outcomes. EEF
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Success Criteria:
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| Key Person:
Soraya Wallace (Assistant Head- Inclusion) Gemma Fletcher (UKS2 Lead) Clare Niederbuhl and Laura Sutton (KS1 Leads) Rachel Campbell (Maths Lead) |
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| Monitoring and Evaluation:
Half Termly Intervention monitoring Termly progress meetings Termly assessment in Maths and Arithmetic |
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| Barrier 4
– Low Entry point/ baselines in Nursery and Reception – SEND Communication and Interaction
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| Key Objective 4:
Lack of educational materials in the home. Poor parental understanding of how to support and help skills development.
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| Action:
1:1 Speech and Language therapy
Speech and Language therapy groups
ELKLAN TA to carry out screening and interventions
ELKLAN TA in KS1 to carry out interventions
Narrative therapy Lego Therapy
WELLCOMM Language Screening, staff training and staff resource time in EYFS.
Total |
Budgeted cost
£16,425
£2,883
£19,226
£4,000
£3,348
£760
£30,000
£76,642 |
Rationale
The EEF toolkit suggests that interventions matched to specific pupils needs can be effective, particularly when delivered through 1:1 or through small group support. The EEF toolkit suggests communication and language approaches are effective for developing young children’s expressive vocabulary and early reading skills learning, including their spoken language skills. Furthermore, Phonics approaches have been consistently effective in supporting younger readers to master the basics of reading. Sutton Trust suggests that Oral Language Interventions have moderate impact for low cost +5 months. Oral language interventions emphasise the importance of spoken language and verbal interaction. Overall, studies of oral language interventions consistently show positive impact on learning, including on oral language skills and reading comprehension.
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Success Criteria:
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| Key Person:
Soraya Wallace (Assistant Head- Inclusion) Jo Mills (SENDco) Val Helliar (Foundation Lead) |
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| Monitoring and Evaluation:
Termly progress and attainment monitoring shows accelerated progress and increase attainment (GLD). |
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| Barrier 5 – Mental Health and Wellbeing of PP vulnerable children in school
|
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| Key Objective 5:
Lack of resources for therapeutic materials in the home. Lack of CAMH’s resources. Poor parental understanding of how to support and help children with poor social, emotional and mental health difficulties.
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| Action:
Art therapy (80% of time allocation) Counselling (50% of time allocation) Pharos Group Nature Group Self-regulation groups Friendship groups Forest schools
SEND learning mentors x3
Attachment Training 2018 Attachment training (for LAC children) Understanding and meeting the needs of looked after and adopted children in school CPD for specific needs
Webster Stratton course for parents/ carers
Confident Parent/ Confident Children course for Parents/ Carers/ Family members
Total |
Budgeted cost
£36,100 £18,820 £6,774 £6,774 £6,774 £2,500 £3,200
£16,871 £25,270 £14,249
£478
£200
£200
£4,096 £561 Crèche facility
£0 (Manchester Family Education) £561 Crèche facility
£142,306 |
Rationale
Sutton Trust suggest that Social and Emotional Learning has moderate impact for moderate cost +4 months: Interventions which target social and emotional learning (SEL) seek to improve pupils’ interaction with others and self-management of emotions, rather than focusing directly on the academic or cognitive elements of learning. SEL interventions might focus on the ways in which students work with (and alongside) their peers, teachers, family or community. Social and emotional learning leads to greater engagement in learning. On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school.
The EEF toolkit suggests that interventions matched to specific pupils’ needs can be effective, particularly when delivered through 1:1 or through small group support.
Quality of teaching is the single most important driver of pupil attainment and a range of other positive outcomes. EEF
Parents play a crucial role in supporting their children’s learning, and levels of parental engagement are consistently associated with children’s academic outcomes.͟ EEF
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Success Criteria:
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| Key Person:
Soraya Wallace (Assistant Head- Inclusion) Jo Mills (SENDco and Mental Health Lead) Safeguarding team: Sharon Egan (DDSL) and Michelle Gandy (Safeguarding Officer) Behaviour team: Dee Lowe (Senior Behaviour Lead) and Val Owen (Behaviour Lead) |
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| Monitoring and Evaluation:
Termly progress and attainment monitoring shows accelerated progress and increased attainment Therapeutic reports show social, emotional and mental health progress Strength and difficulty questionnaires show social, emotional and mental health progress |
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Total expenditure £362,391
To see copies of the latest BFET Financial Statements please click here
