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Pupil Premium

Greythorn Primary School Pupil Premium statement 2017-2018

 

What is Pupil Premium?

The Pupil Premium is additional funding to help schools close the attainment gap between children from low-income and other disadvantaged families and their peers. If a child has been eligible for free school meals (FSM) at any point over the past 6 years or has been continuously looked after for at least 6 months (LAC) the school receives an amount per head within their budget. This has risen each year to the current amount of £1320 per pupil. Our Pupil Premium Grant is used to support children’s learning in school, to ensure that children who are economically disadvantaged are able to achieve as well in school as all our pupils.

We have a strategic approach to the use of specific Pupil Premium funding and plans are integrated into wider school support. These are monitored and evaluated regularly and in depth data analysis ensures that the correct support and strategies are identified to maximize

progress. We monitor attendance and punctuality and provide nurture activities. We also use the grant to provide enrichment opportunities: subsidising residentials and school trips, accessing focused enrichment opportunities, paying for one term’s extra-curricular club per year, and any equipment required.

The governing body is kept regularly informed through the Teaching and Learning committee ensuring that the school is held to account for the impact of the spending.

 

Current attainment

Y6 Data 2017

Greythorn Pupils eligible for PP (6 children)

Pupil not eligible for PP (national average)

% achieving ARE or above in reading, writing & maths

 

 

50%

53%

Reading scaled score

101.5

105

GPS scaled score

102.5

104

Maths scaled score

103.8

105

Reading Progress score

-2

0.5

GPS Progress score

+0.2

2.8

Maths Progress score

-0.03

0.8

Attendance

95.39%

96%

 

 

 

Some barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.

Low self esteem / confidence

B.

Low aspiration

C.

Low reading stamina

D.

Homework not completed

External barriers (issues which also require action outside school, such as low attendance rates)

E.

Low attendance/Lateness

F.

Lack of opportunity

       

 

 

 

 

The key priority is to close the disadvantage gap by addressing inequalities and raising the attainment of those students in low-income families. We expect to see targeted additional support strategies which result in every child, however financially disadvantaged, being able to have full access to our curriculum and some extra-curricular experiences

 

Outcomes (Desired outcomes and how they will be measured)

Success criteria

A.

Children’s achievement is in line with national expectations.

% of children achieving ARE is in line or better than national

B.

The gap between the progress of PP children and non PP children nationally closes.

Children’s progress

C.

Children’s reading frequency increases, reading comprehension improves

Increase in reading diary entries

D.

Children develop confidence/self esteem and are more willing to have a go/ less likely to give up.

 

During lesson observations, children observed demonstrating a growth mindset and from pupil interviews children’s aspirations have increased.

E.

Children take advantage of opportunities offered to them- residentials, trips, enrichment activities

Attend trips, residentials and clubs

F.

Children’s attendance increases and lateness decreases

Children’s attendance is over target and they attend school on time.

G.

Children attend homework club and complete homework

% of children completing homework increases.

H.

Potential high achieving PP children will make better than expected progress and achieve at GD

End of year data shows above expected progress and achieve GD.

 

 

 

Planned expenditure

· Academic year

2017-2018

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies

i. Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Children make exp/exc progress

TA/teacher targeted small groups in EYFS/KS1

Children working in small groups make good progress.

Planning, intervention plans, work scrutiny,

SC

Half termly

Children make exp/exc progress

TA/teacher targeted small groups in KS2

Children working in small groups make good progress.

Planning, intervention plans, work scrutiny

SC

Half termly

Total budgeted cost

£33,750

ii. Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Children make exp/exc progress

Maths support groups

Small group support has successful outcomes in the past.

Sutton Trust.

Clear targets, use data before and after support.

SC

Half termly

Children’s reading score increases

Switch on reading

Previous success with Switch on

Use data before and after support.

PP

Half termly

Support for Y6 and Parents with homework/SATS.

2x evenings teaching parents/children together about English and Maths

EEF evidence from phonics study.

Clear communication, signpost support, provide childcare for siblings.

SC and Year 6 teachers

After

Total budgeted cost

£6,250

 

 

iii. Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Children’s attendance improves and lateness decreases.

Late Gate/ Attendance/ Toast Club

Children need to be in school and on time. A dedicated late-gate member of staff ensures early intervention.

Use data to monitor attendance/lateness

PP

Half-termly

Children have increased opportunity and aspiration

Extra curricular clubs

Children’s aspiration is raised and they have new experiences.

Ensure children are accessing a club and staff-led clubs.

PP

Half-termly

Children have increased opportunity

and aspiration.

Trips/Visits subsidy

Children’s aspiration is raised and they have new experiences.

Children to be included in sporting opportunities, NGHS outreach events, class trips, residentials

LM/PP/SC

Half-termly

Children are equipped for school and trips.

Family support – equipment. Book bags, clothes and toiletries for PGL.

Children need to access school/trips fully equipped.

 

Monitor children at school and before trips.

 

PP

Termly

Ensure full take up of FSM particularly in EYFS and KS1.

Letters to EYFS/KS1 parents outlining benefits of claiming FSM.

Children miss out and could be eligible for PP

Monitor uptake of FSM.

PP

Termly

Total budgeted cost

£4750

             

 

*Total Cost £44,750, PP allocation £40,920 which is less than anticipated. Shortfall to be met by school budget.

 

 

1. Review of expenditure

Previous Academic Year

2016-2017

i. Quality of teaching for all

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

£32,560

Children make exp/exc progress

TA/teacher targeted groups in EYFS/KS1

64% (7/11) make exp/exc progress

Teacher targeted approach worked well in most classes.

Look for PP children in classes of weaker teachers/NQTs.

 

Children make exp/exc progress

TA/teacher targeted groups in KS2

89% (17/19) make exp/exc progress

Teacher targeted approach worked well in most classes. Look for PP children in classes of weaker teachers/NQTs. Y56 afternoons worked well.

 

 

 

ii. Targeted support

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

£6229

Children make exp/exc progress

Maths support groups

82% of children in KS1 exp/exc progress

95% of children in KS2 exp/exc progress

1:1 and small group work had impact. To continue.

 

Children’s reading score increases

Switch on reading

Average increase in Reading Age of all children (12) = 10.9 months

Average increase in Reading Age of PP children (3) = 13.3 months

Very successful. Easy to fit around other work, very flexible. Big increase in reading age of all children. One child made an increase of 16 months. To continue.

 

iii. Other approaches

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

£4771

Children attend school and arrive on time

Late Gate/ Attendance

Attendance and lateness improved. Data to be analysed 2017-2018.

PP to continue meet and greet and late gate. Follow up of attendance. Letters/Calls.

Data collected. (Emotional /behavioural, general support eg waking up, clothes, food etc

 

Children’s experience and opportunity widen widens

Extra curricular clubs

100% of children attended clubs and activities. Children involved in extra curricular matches and selected for Art/Music events. All trips subsidised if necessary.

Monitor children’s take up of clubs. To ensure all PP children take part in out of school sporting and outreach events. To continue.

 

Children’s experience and opportunity widen

Trips/Visits subsidy

All trips subsidised. 100% class trips attended.

90% attended PGL.

Children benefitted from trips and visits. To continue.

 

 

 

 

 

2. Additional detail

In this section you can annex or refer to additional information which you have used to support the sections above.

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