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Pupil Premium

Pupil Premium Strategy and Spending Plan

Pupil Premium is an additional government grant which is added to the main funding that schools receive in their annual budget. Pupil Premium funding is allocated to pupils who are currently registered for free school meals or who have received free school meals at any time in the last six years (known as ‘Ever 6 FSM). The funding for these children is £1320 per year. Any ‘Looked After’ children are allocated £2300 per year.

The aim of the Pupil premium funding is to support eligible children who may be vulnerable to underachievement and address any attainment gaps so that they achieve at least as well as their peers. As well as focusing on academic endeavours, it may also be appropriate to provide support to nurture their well-being and to provide these children with access to a variety of enriching experiences. This is based on research showing that children from low income families perform less well at school than their peers. Often, children who are entitles to Pupil premium funding face challenges such as poor language and communication skills, less family support, lack of confidence and issues with attendance. Pupil Premium funding is intended to directly benefit the children who are eligible, helping to narrow the gap between them and their peers.

Financial YearFundingNo. of Pupils Eligible% Of School
2019 - 2020£90,0007217%

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

NRY1Y2Y3Y4Y5Y6
1/3%3 / 6%6 / 13%12 / 21%10 / 17%12 / 20%11/ 19%17 / 29%

Current Attainment – July 2019

Total % of PupilsPupils Eligible For PP %Pupils Not Eligible For PP %
End of KS2 Assessment Results Reading / Writing / Mathematics74%, 72%, 72%22%, 11%, 22%80%, 83%, 80%
End of KS1 Assessment Results Reading / Writing / Mathematics78%, 64%, 76%44%, 22%, 22%81%, 71%, 81%
Year 1 Phonic Check Results77%62%80%
EYFS GLD – achieved a Good Level of Development78%40%78%

Barriers to Future Attainment

For 2019 – 2020, we have identified the following areas as barriers to future attainment for our most vulnerable children:

  • Pupils may require additional support to make the expected progress and reach the expected standards of attainment.
  • The multiple disadvantages of some pupils who are eligible for Pupil Premium funding affects academic progress and in some cases, prevents them from achieving age related expectations. Emotional and social issues, low self-confidence, high levels of anxiety and difficulty in regulating emotions, poor school attendance, complex home issues and / or limited parental support and engagement can all act as barriers to educational success.
  • Lower exposure to a wide range of life experiences impact on the children’s range of vocabulary and use of spoken and written language.
  • Some disadvantaged pupils have limited opportunities for social, cultural or educational experiences beyond their immediate environment e.g. extra-curricular clubs, activities, trips and visits which help enhance and develop knowledge.

Our school offers many layers of support for children. ‘Pupil Premium’ funding contributes towards some of the cost of the support that we offer children and their families. The support recognises our desire to accelerate the progress of all children and to ensure we meet the emotional needs of our most vulnerable children who. 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 attend residential trips, curriculum enrichment activities and to take part in one sporting or extra-curricular club across the year.

AimActionIntended OutcomeCost
To raise outcomes for disadvantaged children - ensuring an increasing number of disadvantaged pupils achieve national standards. Targeted teaching by teachers and teaching assistants – use of ‘Pre-Teach,’ ‘Rapid Response’ interventions and targeted ‘Early Morning Work’ to support and enhance learning. Increase in the % of pupils achieving age related expectations£30K – TA Time
Teaching staff to offer additional ‘booster group’ opportunities e.g. - Y6 Editing Club run by DHT and Y6 staff - Y2 Mathematics Club run by Mathematic Subject Leads - Y6 Maths Booster ClubProgress of PP children in line with progress of non-PP children£15K – Teacher Time
Support and monitoring provided by ‘PP Champion’ and ‘PP Support’ Lead.Difference between attainment of PP and non - PP children diminishes£5K – DHT ‘PP Champion’ Role
Children at risk of falling behind identified and provided with targeted support through ‘Pupil Progress’ meetings and subsequent actions. £5K – UPS ‘PP Support’
To support social, emotional development.Use of Family Worker to support both parents and children who require advice, guidance, early intervention and classroom support.Attitude to learning and confidence improved£20K
Provision of daily lunchtime ‘Chill-Out Club.’Increased sense of resilience
Groups of children in KS2 will have access to a ‘Well-Being / Resilience’ support programme run by an experienced and trained teaching assistant.Fewer incidents observed Ability to solve problems independently or seek support when necessary improved. Parents successfully signposted and supported in receiving outside agency support. Improved attendance£1.5K
To provide access to a broad and balanced curriculum which includes a wide variety of ‘real life experiences’ and curriculum enrichment activities.Embed ‘Leader in Me’ programme into all aspects of school life. The program is based on ‘The Seven Habits of Effective People’ by Stephen Covey and aims to inspire all children to become leaders of the future.Attitude to learning and confidence improved£2.5K
Learning Saturday 2020 will focus on the use of ‘The 7 Habits’ to support learning in all areas of the curriculum and everyday life.Increased sense of resilience and self-esteem £1K
Financial support so that pupils are able to participate in a range of clubs, extra-curricular and enrichment activities such as theatre groups, concerts, sports events, residential experiences and inspirational visitors to school.Improved vocabulary and communication skills£10K

This spending plan will be monitored termly and reviewed in July 2020.

Pupil Premium Strategy – Review / Impact of Spending

Financial YearFundingNo. of Pupils Eligible% of School
2018 -2019*£1012608118%
NRY1Y2Y3Y4Y5Y6
1/ 3%5/ 8%13/ 22%11/ 19%13/ 21%10/ 17%17/ 29%10/ 18%

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.

Funding ActivityAmount 2018/19RationalImpact
Additional teachers time to lead a range of interventions for children throughout the school. £30,0002 x Intervention Teachers work 3 days a week to provide carefully targeted support for small groups of individuals who are falling behind the expected standards in reading, writing and mathematics. Very positive impact. Children able to make accelerated progress across the year. Next Steps Unfortunately, due to budget constraints, we are no longer able to employ our intervention teachers in the coming year. TA’s will be trained to implement the evidence based intervention programmes such as First Class @ Writing, First Class @ Number Sense and Success @ Arithmetic. Teachers will use time effectively to promote pre-teaching strategies and rapid response to misconceptions.
Use of Teachers / TA’s to target specific children and carry out same day intervention work and pre-teaching.£20000 TA’s will provide pre-teaching / same day intervention work to enable individuals / small groups of children to access classroom teaching alongside their peers. Very positive impact. Children able to make accelerated progress across the year. Next Steps Unfortunately, due to budget constraints, we are no longer able to employ our intervention teachers in the coming year. TA’s will be trained to implement the evidence based intervention programmes such as First Class @ Writing, First Class @ Number Sense and Success @ Arithmetic. Teachers will use time effectively to promote pre-teaching strategies and rapid response to misconceptions.
Family Worker£20,000Our Family Worker is available to support both parents and children who require advice and guidance.Our family worker has continued to work very positively with a large number of children and parents in 2018 – 2019. 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. Next Steps Continue support and provision available from Family Worker.
Art / Music Therapist£15,000The school is now employing an Art Therapist and a Music Therapist for 1 day a week. These clinicians are able to offer specialist support to children struggling with social, emotional and educational expectations. Our Art and Music Therapists have provided excellent support during 2018 – 2019 to a range of children. Next Steps Unfortunately, due to budget constraints, we are no longer able to employ our therapists in the coming year. We will consider the best ways to support children with complex SEMH needs.
Additional Opportunities£5,000Children are offered the opportunity to attend a wide range of curriculum enrichment activities such as theatre groups, concerts, visits to museums and residential experiences and extra-curricular clubs. A very wide range of additional opportunities has been provided for all children at Queen Emma Primary School in 2018 - 2019. Many of these activities have contributed to the development of a broad and balanced curriculum and life skills. Next Steps Ensure each PP child has the opportunity to attend one extra-curricular activity over the course of the year and attend year group curriculum enrichment activities and trips.

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
201940%TBC78%TBC
201750%57%82%71%
201850%TBA67%71%

Year 1 Phonics Results

QEm PPNational PPQEm OverallNational Overall
201962%TBC77%TBC
201850%71%93%83%
201790%68%88%81%

KS1 Results

2019ReadingWritingMaths
QEm PP 44%0%22%0%22%11%
National PPTBCTBCTBCTBCTBCTBC
QEm Overall78%17%64%7%76%17%
National Overall75%TBC69%TBC76%TBC
Working at ExpectedGreater DepthWorking at ExpectedGreater DepthWorking at ExpectedGreater Depth

KS2 Results

2019ReadingWritingMaths
Working at ExpectedGreater DepthWorking at ExpectedGreater DepthWorking at ExpectedGreater Depth
QEm PP 22%0%11%0%22%0%
National PP62%17%68%11%67%16%
QEm Overall74%31%72%15%72%22%
National Overall73%27%78%20%79%27%

KS2 Internal Teacher Assessments

Due to small numbers of children, our internal data on our PP children can vary significantly year on year. Expected progress across Year 2 to Year 6 is 6 points per year and expected progress in Year 1 is 4 points across the year. Given the very low starting points of some of our disadvantaged children, we are very pleased with the good progress many of our PP children make.

PP progress in 2018-19ReadingWritingMaths
PPAllPPAllPPAll
Year 66.96.76.87.38.16.7
Year 5 5.75.95.45.55.96.0
Year 4 6.06.16.46.06.36.1
Year 3 6.06.15.65.75.96.3
Year 24.35.74.55.65.35.8
Year 14.44.14.34.54.04.4

In 2019 – 2020, 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.