Emsworth Primary School

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Pupil Premium

Emsworth Primary School Pupil Premium Report

2016/2017

The Pupil Premium Grant is central government funding paid to schools and is designed to support additional provision for students in receipt of Free School Meals (FSM) now or at any point in the last six years. It is part of recognition nationally and internationally that economic disadvantage has a negative impact on student attainment. The Pupil Premium, therefore, should be used to close the gap between these students and is aimed to eradicate any disadvantage. At Emsworth Primary School each child is treated as an individual and interventions are tracked on an individual basis. Each child’s progress is tracked rigorously and interventions are put in place in order to close any gaps.Terms on which PPG is allocated to schools.

The grant may be spent in the following ways:

  • for the purposes of the school ie for the educational benefit of pupils registered at that school
  • for the benefit of pupils registered at other maintained schools or academies
  • on community facilities eg services whose provision furthers any charitable purpose for the benefit of pupils at the school or their families, or people who live or work in the locality in which the school is situated

Links

https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2016-to-2017/pupil-premium-2016-to-2017-conditions-of-grant

http://www.ofsted.gov.uk/resources/pupil-premium-how-schools-are-spending-funding-successfullymaximise-achievement

http://www.ofsted.gov.uk/resources/pupil-premium

http://www.ofsted.gov.uk/resources/pupil-premium-analysis-and-challenge-tools-for-schools

Emsworth Primary School statistics for the Financial Year 2016/17 (April 2016 to March 2017)

Total number of pupils on roll

257

 

Total number of FSM currently

31

12% of total

Total number of FSM pupils (ever 6)

54 @ £1320

 £71280

Total number of Service pupils

8 @  £300

 £2400

Total amount of PP received April 2016

 

£73680

Breakdown of Pupil Premium Expenditure for academic year 2016/2017

Interventions staffing, time and resources £38,674

Maths Challenge Entry and Transport £200

Music support                        £2,335

IT Equipment                         £3170

IT Software                             £800

Courses /Training for staff in Interventions   £200

Milk                                        £1,175

Trip contributions                  £1,121

Before / After school clubs   £758

Uniform donations                £182

MISC. (including transport)   £660

                             TOTAL        £49,275

Emsworth Primary School Statistics for the Academic Year 2015/16 (September 2014 to August 2015) 

awaiting October 2016 census update.

        Total No. of Eligible Pupils Amount per Pupil Total Amount
  Deprivation - based on Jan 2015 & 2015 Census  Sept - March  29.17  £1300  £37921
 April - August  23.75  £1320  £31350
 Service Children - based on Jan 2014 & 2015 Census  Sept - March  8.17  £300  £2451
 April - August  5.83  £300  £1749
 Post Looked After Children based on Jan 2014 & 2015 Census  Sept - March  0  £1900  0
 April - August  0  £1900  0
 TOTAL        £73471

2016 Pupil attainment at KS2

In 2016 56% of our pupil premium children achieved Age Related Expectations (ARE) in maths, 67% of them in reading and 88% in writing. We are working to improve the overall attainment in all subjects for pupil premium children and we are striving to achieve more higher level attainment. The average scaled score for our pupil premium children was 101.8 and 44% of them achieved ARE in all subjects.

An area of focus on the school improvement plan is to close the gap in data between groups of children by identifying issues in each year group and aiming for consistency across the school. The senior leadership team review and evaluate the impact of pupil premium spending on attainment, attendance, inclusion and opportunity through enrichment. We need to ensure that pupil premium children make better than expected progress in all subject areas to bring them in line with progress of other groups of children at our school. In the last academic year there were interventions in maths which had a positive impact and we now need to improve the progress of pupil premium children in reading and writing.

The main barriers to educational achievement that the disadvantaged children in our school face are:

- their limited vocabulary and language skills which in turn slows reading  and writing progress and therefore attainment

- lack of concentration and limited attention span which hinders engagement within lessons (readiness to learn)

- limited access to resources and opportunities both in and outside school that creates a limited educational experience 

The main strategies the school is employing to break down these barriers are:          

-       additional adult support both in class and withdrawn to provide specific intervention programmes on a 1:1 basis or small group basis (this support is given to not only to those children in danger of falling behind but also those who need challenging further in their learning)

-       adult support within the class for a group which will include PP children

-       using pupil conferencing which provides a concentrated time with individual children with the teacher on key learning points (this is being trialled but already has been seen to impact on progress in writing particularly – this necessitates funding supply days for all teachers three times a year, once each term)

[Pupil conferencing is embedded in a child-centred learning philosophy, where individuals identify barriers to their progress.This powerful discussion then informs actions that promote positive outcomes for personalised learning for children, with a strong emphasis on moving learning forward. Children make accelerated progress when they have independence and ownership of their learning.  As part of this ongoing process, children are encouraged to look for ways to improve their own learning by reflecting on what they have achieved.  There is much to gain when developing children’s resilience, reflectiveness and resourcefulness and enabling children to ‘unlock their own learning’ through adult support and direction.]   

 -       providing 1:1 support for children with specific behavioural difficulties

-       providing Emotional Literacy Support (ELSA) for those children in need of support for emotional awareness, self-esteem, anger management, social and friendship skills, social communication difficulties, loss, bereavement and family circumstances

-       funding access to opportunities, e.g. breakfast club, residential visits, or for resources, e.g. subscriptions, IT equipment, uniform etc.

We also discussed key whole school strategies that are having a greater impact on children’s progress:

  • The school opening from 8.30 a.m. each morning. As well as starting the day in a more settled way, this is providing additional time for learning – 15 minutes each day – and this time is being well utilised by teaching and support staff
  • 1:1 pupil conferencing introduced last term. Children responded well to this individual attention by their teachers and teachers noticed a marked difference in children’s attitude and approach to their learning after using this approach

Nurture group run by ELSAs and Behaviour Support Team. We have trained an additional ELSA (Emotional Literacy Support Assistant) as many children need nurture and emotional wellbeing before they can settle to their learning. We have already noticed the impact of this nurture work and consider it a valuable investment. The Behaviour Support specialists run a nurture group with some Year 3 boys who need support for a range of reasons.

Extra Learning Support hours to be used for targeted interventions in certain year groups. An example of this is an additional 3 afternoons a week where a group of Year 2 children have one to one reading support. This has already had a positive effect on their pleasure in reading as well as their comprehension and fluency.

Specialised equipment for learning for specified children who have additional needs. This includes IPads, laptops, enlarged print texts. Equipment for school which includes school uniform vouchers - every pupil premium family receives a £20 Asda voucher and a school sweatshirt to the value of £10. We also contribute towards extra curricular clubs, breakfast club places, transport costs,  and the cost of school trips and residentials and associated expenses.

This spending is planned and monitored by the Finance Officer, Headteacher and Governors and is driven by the School Improvement Priorities. If you have suggestions as to how we might use pupil premium money more effectively, please contact a class teacher, the headteacher or any governor at the school. All suggestions will be treated confidentially unless you agree otherwise.

 

The Pupil Premium Grant  per pupil for 2017 to 2018 will be as follows:

Disadvantaged pupils Pupil premium per pupil
Pupils in year groups reception to year 6 as recorded as Ever 6 FSM £1,320
Pupils in years 7 to 11 recorded as Ever 6 FSM £935
Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority £1,900
Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order £1,900
Service children Pupil premium per pupil
Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of child pension from the Ministry of Defence £300