Pupil Premium 2017-18

Introduction

The Government introduced funding called ‘Pupil Premium’ as a way of reducing the inequalities experienced by disadvantaged pupils up to the age of 16 which means that it helps children from lower income families do their very best. This funding is given to schools based on the numbers of pupils in receipt of free School meals (FSM) as entered onto the school census.

The Government believes that the pupil premium, in addition to main school funding, is the best way to reach the disadvantaged pupils who need it most.

“The Pupil Premium for disadvantaged pupils will provide additional funding specifically linked to disadvantaged pupils, with the primary objective of boosting their attainment… We will expect schools to account to parents for how it is used.”

 “It is for schools to decide how the Pupil Premium, allocated to schools per Free School Meal (FSM) pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.” Source DfE website.

 

Pupil Premium Pledge

At Wellfield Junior School we have high aspirations of all pupils, especially disadvantaged pupils, and are committed to equality of opportunity for all. We are dedicated to meeting the academic, social and pastoral needs of all pupils. We pledge to do whatever it takes as a school to ensure barriers to learning are removed and we are committed to closing the achievement gap. We want all children to be confident, resilient learners who leave Wellfield Junior School having experienced many memorable opportunities.

Those in receipt of Pupil Premium funding can expect:

  • A personalised provision map, updated termly.
  • High quality, inclusive teaching.
  • Targeted interventions including precision teaching.
  • Careful tracking and monitoring of progress by the Pupil Premium Lead and the Senior Leadership Team.
  • Access to a variety of enrichment opportunities, including a residential trip and sport clubs.
  • Targeted support for emotional well-being, including access to a counsellor.
  • A warm, welcoming and supportive community of staff and children.

The Staff and Governors of Wellfield Junior School

In April 2018 our school budget was credited with £1300 per eligible registered pupil. The figure includes any pupil who has been in receipt of Free School Meals in the previous six years of their schooling, whether or not they are currently entitled. Our Pupil Premium for 2017-18 was £63,805.00.

If your child may be eligible for Free School Meals, you should apply even if you do not intend to take the meals as this will enable the school to obtain funding to benefit your child and others in the school. School can help you to do this – please ask.

Principles

School-20At Wellfield Junior School we ensure that teaching and learning opportunities meet the needs of all pupils. We know that Quality First Teaching (QFT) can, and does, help to close gaps in attainment. (QFT means the very best type of teaching that matches the child’s needs and supports their learning.) At Wellfield Junior School, to improve outcomes for learners vulnerable to under achievement we develop personalised provision that is linked to effective planning, good specialist pedagogy, Assessment for Learning (AfL), and appropriate and timely intervention.

In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.

We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate Pupil Premium funding to support any pupil or groups of pupils that we legitimately identify as being socially disadvantaged.

Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

The range of provision we may consider include:

  • Providing small group work with an experienced teacher focussed on overcoming gaps in learning
  • 1:1 support and/or intervention
  • Additional teaching and learning opportunities provided through trained and experienced school staff, Teaching Assistants or external agencies
  • Purchasing effective materials aimed at raising standards, particularly in reading, writing and mathematics.

All our work through the pupil premium will be aimed at accelerating progress moving children to at least age related expectations, initially in English and Maths.

Pupil premium resources may be used to target more able pupils on Free School Meals in order to support them in reaching Greater Depth at the end of KS2.

We will publish information on our website how we have used our Pupil Premium Grant to address the issue of ‘narrowing the gap’, for socially disadvantaged pupils.

School-38Action Plan

In 2017 – 18, we received £63,805.00 pupil premium funding. In order to ensure all pupils (including disadvantaged children) make good progress we have a robust and effective programme of intervention currently in place which makes reference to the performance by FSM pupils. The Governing Body agreed that the pupil premium grant would be used to continue to provide additional individual or small group work for eligible children who need a boost to their learning in order to reach their potential. We also use Pupil Premium money to provide a range of enhancement activities to maximise their chances of making the expected progress in their learning.

In the academic year 2017 – 2018 funding was used to:

  • Employ additional staff to support Mathematics, Reading and Writing interventions.
  • Enable pupils to participate in short term intervention programmes identified and organised for underachieving pupils and those with SEN.
  • Help provide and subsidise a wide range of enrichment activities including our residential trip to Robinwood
  • Employ a SCIP worker to work with disadvantaged families.
  • Commission a Pupil Premium Review by a National Leader in Education

In the academic year 2018-19 the funding will be used to:

  • Increase the percentage of Pupil Premium children reaching at least EXS in Writing and Maths. (Above 67%).
  • Increase the % of Pupil Premium children achieving GDS in writing.

We aim to achieve this target by:

  • Employing a tutor to support PP children with Maths in Y6 (Autumn and Spring) and Year 5 (Summer).
  • Embedding a mastery approach in Maths by using Stem sentences and bar models.
  • Introduce a daily arithmetic session.
  • Employing additional staff to support Mathematics, Reading and Writing interventions.
  • Enabling pupils to participate in short term intervention programmes identified and organised for underachieving pupils and those with SEN.
  • Continuing to employ a SCIP worker to work with disadvantaged families.
  • Continuing to implement the recommendations made in the Pupil Premium Review.
  • Helping to provide and subsidise a wide range of enrichment activities including our residential trip to Robinwood.
  • Providing Letterbox Club reading and mathematics resources to Looked After Children and Previously Looked After Children to promote a love of reading.
  • Providing counselling, where appropriate, to children who need additional support with their emotional well-being.

Other strategies:

We make effective use of the Teaching and Learning Toolkit (checklist) available on the Education Endowment Foundation (EEF) website which ranks the effectiveness of various strategies with regard to ‘IMPACT’, ‘EVIDENCE STRENGTH’  and  ‘COST EFFECTIVENESS’ (Value for Money) when spending Pupil Premium funding on activities, interventions etc.

See https://educationendowmentfoundation.org.uk/

The checklist supports the work we have been doing in school around developing Quality First Teaching, effective use of FEEDBACK and CHALLENGE, and Growth Mindset theory.

Tracking and Intervention

The progress and achievement of all pupils is monitored throughout their schooling at key points in the academic year. Any pupil (disadvantaged or not) who is in need of intervention is identified and the necessary support is put in place at subject and school level. This is coordinated by the SENCO and Assessment Leaders through regular meetings and discussions.

Further analysis takes place to ensure levels of Literacy and Numeracy are secure. Any additional provision for any pupil is organised by the Deputy Head.

Resources and Staffing (through contribution from Pupil Premium)

Mrs. Nesbitt (Deputy Head) is responsible for overall coordination and monitoring of Pupil Premium strategy.

Additional resources are made available should we identify any particular barriers to learning for individual children.

Impact Assessment

The Senior Leadership Team routinely references analysis to Pupil Premium to ensure this aspect of narrowing the gap is achieved. Class teachers routinely assess the performance of disadvantaged pupils and implement intervention where needed. Teachers are held to account for the progress of disadvantaged children through half termly pupil progress meetings.

2018 end of KS2 SATS results for disadvantaged children

Attainment of Pupil Premium Children

2017-18 Results (Unvalidated)

Pupil Premium 2017-18

The percentage of Pupil Premium children working at the expected standard (EXS) or above has increased since 2016-17.

Pupil Premium 2017-18

Target for 2018-19: Increase the percentage of Pupil Premium children achieving at least EXS in Writing and Maths.

The gap between Pupil Premium and the non-pupil premium children has also narrowed since 2016-17.

Pupil Premium 2017-18

Target for 2018-19: Close the gap in writing.

Greater Depth

Pupil Premium 2017-18

The percentage of Pupil Premium children achieving GDS has increased in SPAG, Reading and Maths. The percentage of Pupil Premium children achieving GDS in writing has remained the same.

Target for 2018-19: Increase the percentage of Pupil Premium children achieving GDS in writing.

Pupil Premium 2017-18

The gap between pupil premium children and non-pupil premium achieving GDS has reduced since 2016-17. The percentage of pupil premium children achieving GDS in reading has exceeded the percentage of non-pupil premium children.

Target for 2018-19: Close the attainment gap in the percentage of children achieving GDS in Writing and SPAG.

Progress of Pupil Premium Children

The progress of pupil premium children has improved since 2016-17. The progress scores for Pupil Premium children are higher than the whole school in Reading and Maths. Progress in all areas, especially writing needs to improve for pupil premium children.

Target for 2018-19: Improve the progress of all children, including pupil premium children in all areas, especially writing.

What has contributed to these improvements?

  • High quality, focused, targeted reading interventions take place weekly.
  • High quality training on boosting reading during 2016-17 is now fully embedded and staff are confident at teaching reading.
  • There has been a focus on boosting boys reading. Positive male role models have been invited into school on several occasions to promote reading.
  • High quality texts are used in lessons and literacy lessons are planned around these texts.
  • An experienced tutor has been employed to support Y6 children with maths on a one-to-one basis.
  • Experienced teachers have taught the pupil premium children in maths.
  • A highly experienced teacher in Year 6 has developed the mastery approach to maths this year.
  • Staff have received training on developing writing and using the Alan Peat Sentences.
  • The Pupil Premium Review, which took place in January, identified raising aspirations as a priority, so many initiatives were developed to achieve this.
  • A new reading scheme was introduced where children have the opportunity to choose their own book according to their ‘band.’
  • New books have been purchased for 2018-19.
  • Children have received counselling, where appropriate, to support them with their emotional well-being, therefore helping them to access the curriculum.

Areas to focus on in 2018/19 (Based on KS2 outcomes)

  • Increase the percentage of pupil premium children achieving the expected standard in Writing and Maths.
  • Increase the percentage of pupil premium children achieving GDS in writing.
  • Close the gap in the percentage of pupil premium children working at EXS in writing.
  • Close the gap in the percentage of pupil premium children working at GDS in writing and SPAG.
  • Improve the progress of pupil premium children in all areas, especially writing.

National Comparisons

Pupil Premium 2017-18

Working at the Expected Standard or Above

The Pupil Premium children performed better than the national average for all children in Reading and SPAG. The Pupil Premium children performed below the national average in Writing and Maths.

Working at Greater Depth

The percentage of Pupil Premium children working at GDS in Reading was above the national average. The percentage of Pupil Premium children working at GDS in Maths was close to the national average but slightly below. The percentage of children working at GDS in SPAG and Writing was below the national average.

A Pupil Premium Review was carried out in January 2018 by a National Leader in Education. The purpose of this review was to assess our current provision and make recommendations which will enable us to use the Pupil Premium funding more effectively to further close the attainment gap.

Qualitative Impact

Area of expenditure Impact
Teaching Assistants support Targeted interventions, especially in Reading and Mathematics were delivered in all year groups.

The percentage of PP children achieving at least the Expected Standard in KS2 tests was higher than in 2016-17.

The percentage of children achieving at least the Expected Standard in KS2 was higher than the national average in SPAG and reading.

Wishing Well After-School & Holiday Club This provides a structured environment for some of our disadvantaged pupils after-school and during the summer holidays. Parents really appreciated this support.

Pupil voice: “I really enjoy going. It’s fun!”

Counselling Children report that they feel safer and it has improved their concentration, attendance and punctuality.

Pupil voice: “It has helped me to feel more safe. I am sleeping better and I can concentrate better because I am not worried.”

“She made me feel confident with Maths and Literacy. She helped me with getting to school on time.”

“I could actually tell someone about what was happening. It made me feel better. I was able to concentrate in school.”

Sports Clubs Children enjoy being able to participate in after-school sports clubs. It improves their health and well-being, as well as boosting their confidence and self-esteem. Children have built positive attitudes towards sport as a result of the skilled and enthusiastic sports coaches.

“They’re really fun. I love them.”

“They’re really well organised.”

Fish The fish provide a calming environment for the children.
SCIP worker The SCIP worker is invaluable in providing ‘Early Help’ advice and support to families experiencing difficulties.
Book Trust: Letterbox Club The children have enjoyed receiving these parcels and it has promoted a love of reading for Looked After Children. They have also enjoyed playing the Numeracy games with their families/carers.

Parents: “A wonderful idea to get children reading more and learning about money.”

Pupils: “I love everything – the books, the rubbers, the crayons. I love it all. I like the book where you can draw animals. I feel really amazed when we receive the parcels.”

“I absolutely love them. I love the books. This time we got 3 books. We get stationery too. I like the book about Claude, a dog whose best friend is a sock. The sock can always be found in his bed.”

“I open the parcels with Miss Ridley in her room at lunchtime. It’s very exciting. I love everything about them. I like the ‘How to Draw’ books and the free pencils.”

Uniform/sports kit Parents and carers are reassured that their children have the necessary kit/uniform to participate in all school activities.
One-to-one tuition 6 children received one-to-one tuition in Maths from the Spring term. 4 out of the 6 children achieved the Expected Standard in Maths. The 2 children who did not achieve the expected standard scored scaled scores of 95 and 81. One child’s attendance was affected by difficult home circumstances and the other child has Special Educational Needs. This support will continue 2018-19 but will begin in the Autumn term to ensure greater impact.
Pupil Premium Review A detailed action plan was produced with many recommendations on how to further improve our use of Pupil Premium funding. Based on the recommendations from the review we have:

  • Implemented half termly Pupil Progress meetings (previously termly) to ensure teaching staff are focusing on the progress of all groups of children, including Pupil Premium children, and planning the necessary support.
  • Created a Pupil Premium Pledge which has been shared with all stake holders. The impact of this is increased understanding  and awareness of the importance of raising aspirations.
  • Individual provision maps for Pupil Premium children with SMART targets which are regularly reviewed, especially after termly assessments. This ensures class teachers and teaching assistants are focusing on the specific, individual needs and individual provision for these children, as well as tracking their progress.
  • Collated qualitative ‘Pupil Voice’ feedback to assess the impact of interventions where the outcomes cannot be measured by through assessments.
  • We continue to monitor attendance and make appropriate interventions for pupils whose attendance is below 90%.
We Aspire Careers Workshops Every child in Years 5 and 6 has a termly Careers workshop to raise aspirations.

Subsequently, when asked about their future careers, children’s responses were aspirational. The careers mentioned included: a financial advisor, a PhD in Maths, a vet, an architect.

Clicker & Licence and training Staff report that children who experience difficulties with writing now feel more confident at producing a piece of written work. This results in more positive attitudes to learning.

Teacher voice: Clicker has given children the confidence to write sentences independently. They enjoy listening to the words and sentences. It helps them to write without being restricted by their spelling difficulties.”

Robinwood residential trip Children enjoyed the experience immensely and reported feeling more confident.

“I really enjoyed the zip wire. It helped my fear of heights. It helped me to feel safe being away from home. I feel more confident and it helped me to work in a team.”

Free School Meals

School Lunch-63

We have seen impact in terms of attainment and progress as a result of the Pupil Premium Funding. As the money is dependent on families claiming FSM it is vital that you do so. Even if you only claim the money for a short period of time the school will continue to receive the money for the next 5 years so please apply NOW!

For further information on how to apply for Free School Meals please contact our Office Manager, Mrs. Wood.

Further information about the Pupil Premium can be found on the Department for Education website.