t. 01223 714300   e. office@queenemma.cambs.sch.uk

Pupil Premium

Pupil Premium Strategy and Spending Plan

Financial YearExpected FundingNo. of Pupils Eligible% Of School
2018 - 2019£10126068 / 43915%

No. / % of PP children in each Year Group (These figures include 1 LAC and 4 previously LAC)

NRY1Y2Y3Y4Y5Y6
03 / 4%10 / 17%9 / 15%11 / 18%9 / 14%16 / 26%10 / 17%

These figures include 1 LAC and 4 previously LAC.

Current Attainment – July 2018

Total % of PupilsPupils Eligible For PP %Pupils Not Eligible For PP %
EYFS GLD – achieved a Good Level of Development67%50%68%
Year 1 Phonic Check Results93%50%100%
End of KS1 Assessment Results Reading / Writing / Mathematics77%, 70%, 75%80%, 50%, 80%76%, 74%, 74%
End of KS2 Assessment Results Reading / Writing / Mathematics84%, 78%, 81%44%, 33%, 56%92%, 87%, 86%

Barriers to Future Attainment

Our school offers many layers of support for children. ‘Pupil Premium’ funding contributes towards the cost of the wide range of support that we offer children and their families. The support recognises both our desire to accelerate the progress of all children and to ensure we meet the emotional needs of our most vulnerable children who, due to cuts in services both in health and education, frequently cannot access the services they need.

We believe that some of our children do not have the life experiences that ensure they are well motivated and can engage with education and develop the vocabulary of their peers. We aim to give all our children in receipt of Pupil Premium funding the opportunity to take part in a wide variety of sporting activities and clubs, attend residential trips and regularly have inspirational opportunities such as attending concerts and theatre groups in school. We also want all our children to feel fully included in school life, which includes wearing school uniform and having all the equipment that they need. For 2018 – 2019, we have identified the following areas as barriers to future attainment for our most vulnerable children:

  • Gaps between achievement for pupils eligible for Pupil Premium funding are broad compared with other pupils who are achieving in line or above National expectations. Assessments need to diagnose gaps in learning and address through appropriate interventions.
  • Limited vocabulary and lack of ‘wider reading’ opportunities do not support outcomes in reading and writing.
  • The multiple disadvantages of pupils who are also eligible for Pupil Premium funding affects academic progress and in some cases, prevents them from achieving age related expectations. Mental health and resilience issues also impact on attainment and progress.
  • Lack of life experiences impact on children’s range of vocabulary, spoken and written language.
AimActionAmount
To accelerate progressTargeted teacher time for small groups of individuals who are falling behind the expected standards in reading, writing and mathematics to deliver the evidence based intervention programmes of Success@ Arithmetic (Y5/6), Success@ Number Sense (Y3/4) and the Reading Inference Intervention programme (Y4/5/6).£25000
Training for 2 members of staff to deliver specific intervention programmes. From Autumn 2018, groups of children in Y3 will be able to access the evidence based intervention programmes First Class@ Writing: The Pirate Crew and children in Y1 will be able to access Becoming First Class@ Number. From Spring 2019, groups of children in Year 4 will be able to access First Class@ Writing: The Dragon Hunters. £2500
Targeted TA time for small groups / individuals who are falling behind the expected standards in reading, writing and mathematics. £15000
Mathematics Leaders to support Y2 children via ‘Mathematics Club’ / use of targeted materials £250
Y6 staff / DHT to support Y6 children via ‘Homework Help’ / use of targeted revision materials / 1-1 sessions £250
To raise outcomes in reading and extend vocabularyPromote ‘love of reading / reading for enjoyment,’ particularly in Later Years by purchasing a wider range of reading books (graphic novels, historical novels, science-fiction texts) and further developing the Atrium as a reading space. £3000
Staff CPD : ‘Inspiring Writing, Igniting Readers’ by Martin Galway. ‘Power of Reading’. Cambridgeshire Early Years Conference ‘The Development of Vocabulary’£2000
To support social / emotional developmentUse of Art Therapist / Music Therapist to support children when they are experiencing challenging times at home or school or for example need support with self-esteem, behaviour or anxiety issues. £15000
Use of Family Worker to support both parents and children who require advice and guidance.£15000
Access support from clinician with regard to professional advice, assessments and signposting information and services. £15000
Groups of children in KS2 will have access to a ‘Well-Being / Resilience’ support programme run by an experienced and trained teaching assistant.£3000
To increase range of additional opportunities and enhance life experiences Children will be offered the opportunity to attend a wide range of clubs, extra-curricular and enrichment activities such as theatre groups, concerts, sports events, residential experiences and inspirational visitors to school. Children may also be offered holiday provision. Children may also be provided with the necessary equipment to fully participate in school life. £5000

This spending plan will be monitored termly and reviewed in July 2019.

Pupil Premium Strategy – Review/ Impact of Spending

Financial YearFundingNo. of Pupils Eligible% of School
2017 -2018*£816807216%

*Financial year runs from April to April

NRY1Y2Y3Y4Y5Y6
2/ 6%10/ 17%8/ 13%11/ 18%7/ 13%16/ 28%9/ 15%9/ 15%

In 2011 – 2012 the Government introduced Pupil Premium funding. This is money received by the school to provide additional support for children from less advantaged backgrounds. Children eligible for free school meals (or have been in the last 6 years) all qualify for the additional support along with service children and those who are adopted or looked after by the Local Authority.
Our school offers many layers of support for children. ‘Pupil Premium’ funding contributes towards the cost of the wide range of support that we offer children and their families. Over time, the list of support has developed as we have analysed carefully the impact of each of our interventions across the federation. The support recognises both our desire to accelerate the progress of all children and to ensure we meet the emotional needs of our most vulnerable children who, due to cuts in services both in health and education, frequently cannot access the services they need.
We also believe that some of the children do not have the experiences that ensure they are well motivated and can engage with education and develop the vocabulary of their peers. We aim to give all our children in receipt of Pupil Premium funding the opportunity to take part in a wide variety of sporting activities and clubs, attend residential trips and regularly have inspirational opportunities such as choosing books at our book fairs, attend concerts and our Saturday theatre groups.
We also want all our children to feel fully included in school life, which includes wearing school uniform and having all the equipment that they need.

Funding ActivityAmount 2017/18RationalImpact
Additional teacher time to lead a range of interventions for children throughout the school.£30,000From Spring 2018, carefully targeted teacher time to take small groups of individuals who are falling behind the expected standards in reading, writing and mathematics.Very positive impact. Children taking part in the evidence based intervention programmes made between 12 months and 28 months progress during each of the 12 week programmes. Next Steps Train other members of staff to deliver the evidence based intervention programmes. Train staff in other intervention programmes – First Class @ Writing and Beginning First Class @ Number – to be used in 2018 – 2019.
Training for 4 members of staff to deliver specific intervention programmes.£3,000From Spring 2018, groups of children in KS2 will be able to access Mathematics intervention programmes Success@ Arithmetic (Y5/6) and Success@ Number Sense (Y3/4) and the Reading Inference Intervention programme (Y4/5/6). Very positive impact. Children taking part in the evidence based intervention programmes made between 12 months and 28 months progress during each of the 12 week programmes. Next Steps Train other members of staff to deliver the evidence based intervention programmes. Train staff in other intervention programmes – First Class @ Writing and Beginning First Class @ Number – to be used in 2018 – 2019.
Family Worker£20,000Our Family Worker is available to support both parents and children who require advice and guidance.Our family worker has worked very positively with a large number of children and parents since January 2018. This provision has enabled us to respond very quickly to children displaying low, medium and high level needs, supporting them and their families in both informal and more formal ways. Intervention programmes run by the Family Worker have included Lego Therapy sessions, Friends ‘Resilience’ programme and Social Skills groups. Next Steps Continue support and provision available from Family Worker.
School based clinician – Hey Cambridge£15,000The school is now employing a clinician to offer specialist support to children struggling with educational expectations. They can provide assessment and advice to families and teachers and a short course to promote positive engagement with school and accelerate progress if necessary. They can also signpost us to other services or professional advice if this is needed.Our Hey Cambridge clinician has provided excellent support during 2017 – 2018 to a range of children and their parents. He has provided access to outside agency support, assessments, worked with and developed excellent relationships with children, their families and school staff. Next Steps Continue to access support from clinician with regard to professional advice, assessments and signposting information and services. Investigate additional ways to support children with SEMH needs – Art Therapist / Music Therapist.
Resilience Training for Staff / Group Support for children£3,000From Spring 2018, groups of children in KS2 will be able to access a ‘Well-Being / Resilience’ support programme run by an experienced and trained teaching assistant. The Friends ‘Resilience’ programme has been run by our Family Worker and a very experienced teaching assistant. The programme has proved to be invaluable and has provided support to a large number of children across KS2. It has been especially beneficial to support some of our Year 6 children with regard to transition to secondary school and girls in upper key stage 2 who have experienced friendship issues during the year. Next Steps Continue to support a wide range of children through the use of the Friends ‘Resilience’ programme.
Additional Opportunities£3,000Children are offered the opportunity to attend a wide range of clubs and extra-curricular activities such as theatre groups and concerts. Some children are offered holiday provision and / or catch up packs.A very wide range of additional opportunities has been provided for all children at Queen Emma Primary School in 2017 - 2018. Many of these activities have contributed to the development of a broad and balanced curriculum and life skills. Next Steps Continue to enhance the curriculum with a wide range of additional opportunities.
Uniform Offer£1,000A grant to encourage all children to wear school uniform and to have all the equipment they need to take part in PE and Swimming.Pupil Premium funding was used to provide children with new items of school uniform. Teachers observed that the children were happy and proud to accept and wear their new items of clothing. Next Steps Provide children with indoor and outdoor PE kits + plimsolls to ensure that all children can take part fully in all physical education opportunities.
TLR for PP Champion£2,500Funding to provide additional support to develop the opportunities for PP children and to monitor the provision for each child.Funding to provide a TLR payment was not necessary as the role was taken on by the DHT.

Impact of Spending

Pupil Premium money is a great bonus and allows us to carefully target appropriate academic and pastoral support for children, as and when they need it. We endeavour to meet the needs of each individual with a tailored package of provision. We know that the additional opportunities have a positive impact on the children’s learning attitudes and confidence, as well as academic achievement.
The teaching staff review the provision for each child regularly and the governors and staff monitor the progress of the Pupil Premium children rigorously throughout the year. Each cohort of Pupil Premium children is small and often includes children with complex needs; consequently, the results can vary considerably from year to year. However, the results often include a good proportion of the children making expected progress and better.

End Of EYFS Results

QEm PPNational PPQEm OverallNational Overall
201850%TBA67%71%
201750%57%82%71%
201680%54%72%69%

Year 1 Phonics Results

QEm PPNational PPQEm OverallNational Overall
201850%TBC93%83%
201790%68%88%81%
201678%70%90%81%

Key Stage 1 Results

2018ReadingWritingMaths
Working at ExpectedGreater DepthWorking at ExpectedGreater DepthWorking at ExpectedGreater Depth
QEm PP (10)80%10%50%10%80%10%
QEm Overall77%33%70%18%75%20%
National Overall76%26%70%16%76%22%

We were particularly pleased with the % of PP children working at the expected level in reading and mathematics. The % is above all children nationally (July 2018). We will continue to use targeted support to narrow the gap in writing.

2017ReadingWritingMaths
Working at ExpectedGreater DepthWorking at ExpectedGreater DepthWorking at ExpectedGreater Depth
QEm PP (8)75%25%38%0%38%12.5%
QEm Overall73%42%62%8%75%27%
National Overall76%25%68%16%75%21%

Key Stage 2 Results

2018ReadingWritingMaths
Working at ExpectedGreater DepthWorking at ExpectedGreater DepthWorking at ExpectedGreater Depth
QEm PP (9)44%0%33%0%56%0%
National PPTBCTBCTBCTBCTBCTBC
QEm Overall84%45%78%12%81%34%
National Overall75%28%78%20%76%24%

KS2 Internal Teacher Assessments

Due to small numbers of children, our internal data on our PP children can vary significantly year on year. However, we are pleased with the good progress many of our PP children are making, sometimes from very low starting points.

Good or better progress in 2017-18ReadingWritingMaths
Year 6 (9)55%78%44%
Year 5 (8)50%38%38%
Year 4 (15)86%87%74%
Year 3 (7)85%85%100%

In 2018 -2019, we will be tracking particularly closely those children in receipt of Pupil Premium funding who did not make good or better progress to try to help them make up this ground in the following year.