Pupil Premium

Pupil Premium Strategy Statement 2019-2020

Introduction

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

The premium is allocated to schools for children of eligible school age from low-income families who are: –

  • Currently registered for free school meals (FSM) or have been in receipt of FSM at any time in the past 6 years (known as the Ever 6 FSM measure.)
  • Looked-after children and eligible pupils adopted from care or leaving local authority care under a special guardianship or residence order
  • Parents who are currently serving in the armed forces.
  • Early Years Pupil Premium is also available to schools with a Nursery class to support disadvantaged three and four year olds.

Schools are free to spend the Pupil Premium as they see fit but are required to publish online information about how this has been used, and what impact it has had.

At Airy Hill Primary School, 27% of our pupils receive pupil premium funding. We realise that not all children who are eligible for free school meals are socially disadvantaged and that educational needs are different for each child and in each year group. At Airy Hill we use the funding to narrow (and eventually close) the attainment gap between these pupils and their peers. We have a mantra of ‘keep up, not catch up’ and aim to achieve this throughout school.  We also realise the benefit of pupil premium to support children’s cultural capital through enrichment experiences within and outside of school.

Financial Year

Pupil Premium Funding Received

2017-2018

£56440 + £201.46 Early Years

2018-2019

£46, 200

2019-2020

(48 x £1320) + (2 x £300) = £63,960

 

 

2017-2018

2018-2019

2019-2020

NOR

188

173

179

Number  of disadvantaged pupils

39

36 (+5 EYPP)

48 (27%)

Number of LAC eligible for PPG or Service personnel

3

2

2 (1%)

 

Current attainment and progress

KS2 2019 (not confirmed)

Pupils eligible for PP (school)

Pupils not eligible for PP (national)

% achieving expected standard in reading/writing/maths.

50%

 

 % achieving expected standard in reading

60%

 

% achieving expected standard in writing

60%

 

% achieving expected standard in maths

70%

 

Reading Progress

-1.14

 

Writing Progress

-1.61

 

Maths Progress

-1.28

 

 

Barriers to learning for Pupil Premium Pupils

A.

An under-valuing of Primary School Education & a large number of parents in seasonal work resulting in poor school attendance.

B.

Under-developed language and communication skills, combined with a lack of access to speech & language therapy in the local area.

C.

Low aspirations, a lack of ambition and poor resilience within children and their families

D.

Limited experiences beyond school

E.

Historically poor attainment and progress of this group of pupils who now require catch up.

 

Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.       

School attendance for pupil premium pupils improves.

 

Parent Representatives and use of social media increases parental engagement with school.

Pupil Premium children’s school attendance meets the school target of 96%

 

Parents of pupil premium children more regularly attend school events and workshops (registers kept)

B.       

The language needs of pupils at all ages are identified and children are provided with in house and specialist speech and language therapy.

 

Children in nursery and Reception make rapid progress in their language, listening, speaking and understanding.

Children in nursery and reception class are given high levels of speech and language support with timely referrals made to the in house speech and language therapist.

 

Children new to school or with severe speech and language needs are quickly referred and given specialist support.

 

Pupil Premium children achieve a good level of development at the end of Reception class and pass the phonics screening check in Year 1.

C.       

Children are given high challenge and high support to achieve well.

 

 

School mental health champion is appointed and works towards the ‘Workplace Well-being Award’.

Pupil premium children are given challenging targets to achieve age related expectations or above in Reading, Writing and Maths so that they are ‘secondary ready’ by the end of Year 6.

 

The resilience of children and their families increase so that they are more prepared to take risks, try new things and meet challenges with confidence.

D.      

A high quality, well planned and enriched curriculum of substance ensures that children acquire age related knowledge, skills and understanding across all areas of the primary curriculum.

 

The school provides enrichment opportunities for children to appreciate and explore art, languages and culture and learn about life far beyond their geographical reaches.

Children make progress across all areas of the primary school curriculum and this is reflected in high quality work in books and evidence of learning in subject ‘big books’.

 

 

 

Children enjoy learning at school and feel inspired to learn more. Over time this impacts postively on children’s school attendance and academic progress.

E.       

Children receive high Quality First Teaching every day in all classes which is biased towards children as needed.

 

Fixed periods of intense targeting through evidence based interventions, used to accelerate progress as necessary.

Daily high quality teaching results in children making good or better progress within each year group and over time.

 

 

Interventions support children to make rapid progress in identified areas and catch up with their peers.

 

How will our Pupil Premium Grant be spent in 2019 – 2020?

Quality of teaching

Desired outcome

Action

Evidence or rationale

How will we ensure it is implemented well?

Staff lead

When will we review?

Improved speech language and communication skills, particularly for children in EY and KS1.

Continued use of language links screening tool and interventions.

Specialist speech and language support.

Improved language development is directly related to children’s success at school.

Regular check-ins from OA representatives. Monitoring of interventions by KP. Tracking of interventions using online tracking tool.

Kerry Payne

Termly

A greater proportion of PP children achieve RWM combined at the expected level or higher. Progress of PP children increases across KS2.

KS2 reading support from English consultant.

Participation in Maths Mastery innovation group.

Regular, high quality CPD for all staff.

Daily pre-teaching and corrective teaching.

Historically PP children do not perform as well as their peers across KS2. Quality first teaching will have the highest impact on this when biased towards these children.

Challenging RWM combined targets set for these children.

Use of teacher performance management.

Regular unannounced lesson drop-ins

Tracking of pupil progress through data and quality of work in books.

Discussions at pupil progress review meetings

Catherine Matthewman

Chrissy Yates

Hannah Worthington

Half Termly

Children become more resilient

Compass Buzz Mental Health and Well-beings support in place for identified children.

Workplace Well-Being Award and Healthy Schools Award promote health and resilience within the whole community.

A significant amount of pupils are identified as being ‘vulnerable’ and families can demonstrate a lack of resilience through poor school attendance.

Pupil Voice Questionnaire

Parent Questionnaires

Growing up in North Yorkshire Survey

Regular friendship surveys

Lauren Thorpe

Paige Stewart

Eve Locker

Half Termly

 

Attendance

Desired outcome

Action

Evidence or rationale

How will we ensure it is implemented well?

Staff lead

When will we review?

Attendance of pupil premium pupils increases to at least National Averages

Whole school and individual attendance awards in place.

Weekly attendance monitoring by the school admin team.

Zero-tolerance approach to poor school attendance taken by HT, tackling issues head on with parents.

Involvement of outside agencies at earliest stage.

Increased pupil attendance directly links to good progress in school. PP children currently have lowest attendance in school.

Regular tracking of school attendance with weekly actions – paper trail kept.

Case studies created to demonstrate best practice.

Termly updates to Governors with support and challenge.

Liaison with outside agencies as necessary.

Catherine Matthewman

At least half termly.

 

Curriculum Enrichment

Desired outcome

Action

Evidence or rationale

How will we ensure it is implemented well?

Staff lead

When will we review?

Children’s learning across the curriculum results in good progress and high quality outcomes

Implement the revised curriculum with clear progression of knowledge, skills and understanding.

Children require a ‘curriculum of substance’ in order to prepare them for life in modern Britain.

Weekly reviews by subject leaders including work scrutiny and pupil voice.

Regular, quality CPD.

Review from experienced Ofsted inspector.

Catherine Matthewman

Chrissy Yates

Emily Burns

 

At least half termly

Children’s aspirations to learn across the curriculum are increased

Regular enrichment opportunities and increased parental engagement

Parents need to recognise the value and richness of primary education to raise aspirations.

Half termly meetings with parent representatives

Registers at enrichment events/ parent information sessions

Pupil and parent questionnaires

Catherine Matthewman, Chrissy Yates

Termly

To support for Vulnerable Families with children eligible for PP

(E)

 

 

Funding support available towards cost of residential visits (Y4 and Y6)

 

 Funding support available towards cost of school trips and visits (all years)

 

 Funding support available towards costs of school uniform / sports kit (all year groups)

We want to support vulnerable families who may be struggling financially to access activities and provision that will improve pupil well-being and achievement

Hardship fund allocated from PP funds

 

 

HT

Pupil progress review meetings

 

Feedback to Governors

 

The Pupil Premium Grant for 2018-19 is £46,200

We review the impact of our pupil premium strategy termly with Governors, for the full evaluation of spending in 2017-2018, please see below:

Pupil Premium Evaluation 2017 – 2018

For more details, please see our Pupil Premium Strategy for 2018-2019 below:

Pupil Premium Strategy Statement 2018-2019

Pupil Premium Strategy Statement 2017-18

Pupil Premium 2015-16

Pupil Premium 2014-15

Pupil Premium 2013-14   

Department for Education