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Pupil Premium

Warden Park Primary Academy Pupil Premium Summary

What is the Pupil Premium?

The National Picture
The Pupil Premium was introduced by the Government in April 2011. It was designed to give additional money to support schools in raising the attainment of children who receive free school meals, children whose parents serve in the Armed Forces and those children in local authority care. These groups of children have been identified nationally as achieving at a lower level than children from less disadvantaged backgrounds. For example, national figures show that 11 year olds who are eligible for Free School Meals are around twice as likely not to achieve the expected standard in maths and English as other 11 year olds.

Where does the money come from?
Pupil Premium is allocated to schools based on the number of children who are currently known to be eligible for Free School Meals, whose parents serve in the Armed Forces and children who are looked after in local authority care.

The purpose of the Pupil Premium is to help schools to provide targeted support for vulnerable children- not necessarily just children who qualify for FSM.

“It is for schools to decide how the Pupil Premium, allocated to schools…. 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)

The funding is therefore given to schools to spend as they think best, although there is a requirement to publish online how this money is spent.

For more details on the Pupil Premium please visit:
http://www.education.gov.uk/schools/pupilsupport/premium

 

 Pupil Premium at Warden Park Primary Academy

At Warden Park Primary Academy we are committed to ensuring all our children make the best possible progress. We track the achievement of every child on a regular basis and do all we can to make sure each child achieves their potential. We also have a duty to ensure that no group of children are disadvantaged due to their gender, ethnic origin, family income or background. Through creating a deep and complex well resourced, high quality learning environment and through valuing ‘Parents as Partners’, we continually strive to actively promote the progress of all our pupils regardless of gender, ethnic origin, family income or background.

We are well staffed at Warden Park Primary Academy and children in all year groups learn in classes where the staff team includes a teacher and support staff. Children are familiar with working in groups of different sizes, at different times of the day, with different adults. Children of all abilities have the opportunity to work on a 1:1 basis or in a small group with an adult. Within this type of organisation, we do give children extra support when they need it.

The Pupil Premium funding has allowed us to continue and extend what we already do – to monitor children’s progress and to give additional support when required. Children are certainly not singled out or stigmatised for getting some extra attention and we would never label a child in front of other children for receiving free school meals or being in care.

 OBJECTIVES FOR PUPIL PREMIUM IN THIS SCHOOL

• The Pupil Premium will be used to provide additional educational support to improve the progress and to raise the standard of achievement for these pupils.

• The funding will be used to narrow and close the gap between the achievement of these pupils and their peers.

• As far as its powers allow the school will use the additional funding to address any underlying inequalities between children eligible for Pupil Premium and others.

• We will ensure that the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives.

 

Overview 2017-18 - Pupil Premium Strategy

1.   Summary information

School

Warden Park Primary Academy

Academic Year

2017/18

Total PP budget

£141.240

Date of most recent PP Review

December 2017

Total number of pupils

362

Number of pupils eligible for PP

100 (28%)

Date for next internal review of this strategy

December 2018

 

 

2.   Barriers to future attainment (for pupils eligible for PP, including high ability)

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

A.    

Some PP children have low prior attainment, either at the start of EYFS or whenever they joined the school in later year groups.

B.    

Some PP children do not make expected progress from their starting points. Some pupils eligible for PP do not make sufficient progress in the key skills of the core curriculum.

C.

PP children are not on track to reach Greater Depth in Reading, Writing or Maths

D.

Social, emotional and behavioural problems affect wellbeing and progress. Many of the PP children lack the resilience of their peers.

E.

 Co-existing Special Education Needs

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

F.

Pupil attendance is weaker for PP eligible pupils compared to non-Pupil Premium children.

G.

Home environment and/or lack of routine means that PP children arrive less prepared for learning e.g. incomplete home learning, missing uniform, disrupted evening / morning routine, emotional difficulties

3.   Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

To narrow the gap for the children who start school behind age related expectations.

 

The gap is narrowed between their age related outcomes and chronological age.

Greater % of PP children attain 'Good Level of Development' at the end of EYFS.

B.    

To close the gap so that all non-SEN PP children reach age related expectations.

 

Increase in the number of PP children reaching the expected standard in each academic year.

C.    

A greater % of PP children attain 'Greater Depth' at the end of each Key Stage.

 

More pupils who are Pupil Premium to achieve 'Greater Depth' at end of  each Key Stage.

D.    

PP children are more resilient and as a result are able to achieve as well as their peers.

 

PP children require less Pastoral Support and intervention due to improved learning behaviour, in turn leading to improved outcomes. 

E.     

Targeted interventions have greater impact on the progress of PP who also have SEND.

 

PP/SEN children make expected progress as  a result of intervention, therefore closing the gap between current attainment and age related expectations.

F.     

To reduce the gap between PP and Non-PP attendance rates.  

Reduce the number of persistent absentees amongst pupils eligible for PP. Improve the attendance rates so that pupils’ attendance rates are in line with other pupils.

G.    

PP children arrive at school ready to learn and supported in completing home learning.

Children are more ready to learn as a result of the support in place for families.

 

4.   Planned expenditure

Academic year

2017/18

How will Pupil Premium be spent in 2017/18?

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

Success Criteria

Staff lead

When will you review implementation?

A.     To narrow the gap for the children who start school behind age related expectations.

 

On entry all PP have low attainment – between 6 – 10 months behind age related expectations.

Early Years to support low-attainers through additional allocation of adult support to achieve Success Criteria.  

TA trained in School Start intervention programme to be used for those with low attainment on entry.

1:1 Reading and Writing afternoon interventions

 

Budget: £18,480

The gap is narrowed between their age related outcomes and chronological age.

Greater % of PP children attain a 'Good Level of Development' at the end of EYFS. Increase independence to access learning opportunities.

Increase ability to share and cope within a class setting.

Increased recognition of letters and sounds.

 

 

EYFS Lead

 

 

Progress Meetings with EY team to assess impact of actions – half termly.

B.     To close the gap so that all non SEN PP children reach age related expectations.

Close the gap through targeted interventions so that children are able to meet the expected standard for their year group.

 

Training teachers in formative assessment (Shirley Clarke) to improve teacher knowledge of children’s attainment; plan effectively to meet the needs of all and to provide effective feedback to help PP children make more progress.

 

Growth Mindset and Resilience training at all levels to ensure all staff expect the highest outcomes for all pupils.

 Progress meetings explicitly discuss the impact of interventions and feedback on PP progress. Challenging targets set to help close the gap in attainment.

Appraisal Targets set at all levels in order to ensure all staff at all levels focus on the progress of PP children.

 Staff individualised support and training to improve quality of teaching to ensure impact on PP children.

 Budget: £56,720

Increase in the number of PP children reaching the expected standard in an academic year.

DHTs

 

KS1 Lead  

 

KS2 Lead

 

 

Half termly progress meetings focus on the impact of teaching and directed interventions on PP children.

C. A greater % of PP children attain Greater Depth at end of each Key Stage.

 

To target children to attain 'Greater Depth' through early identification of PP children who are expected to be secure at end of year.

Teachers to set high expectations and challenge for identified group.

Extension work for mastery to be focussed on identified group.

Additional focussed intervention groups led by Leadership Team.

Appraisal targets to hold accountable.

Progress Meetings to assess impact of interventions and changes in practice.

Metacognition training.

Target that some PP children attain 'Greater Depth' in either Reading, Writing or Maths.

 

 

More pupils who are Pupil Premium to achieve 'Greater Depth' at end of each Key Stage in Reading, Writing or Maths

DHTs

KS1 Lead

KS2 Lead  

 

 

Half termly progress meetings focus on the impact of teaching and directed interventions on PP children.

D PP children are more resilient and as a result are able to achieve as well as their peers.

 

Welfare and social needs are met through support from additional adults in school and the school Pastoral Support Team. Bespoke work with individual children and families.

 

Specialist 1:1 support for children experiencing significant difficulties in welfare and social needs such as work with the Pastoral Support Team.

Nurture Group provision every lunchtime to develop social skills and resilience.

 

Working directly with families to support learning at home

Support with developing self-esteem and resilience to aid learning in class.

Behavioural support – providing 1:1 support to access and complete learning.

To track and monitor the data of PP children including achievement and welfare concerns.

Free lunchtime and after school clubs available to PP children: Choir, Recorder, Rugby, Yoga, Art etc – to broaden experiences, develop social skills and team work. Priority given to PP pupils.

 

Budget: £35,000

 

 

 

PP children require less PSM intervention due to improved learning behaviour, in turn leading to improved outcomes. 

Children and families welfare needs are supported and met so that children are able to learn and fully engage in school life.

 

Children are able to access additional dedicated pastoral support in school at all times.

Pastoral Support Team

 

Jan 2017, termly thereafter

E. Targeted interventions have greater impact on the progress of PP who also have SEND.

 

To accelerate the progress and begin to close the gap in attainment for pupils eligible for PP with a particular focus on SEND PP pupils by employing additional adult support. Pupils undertake identified, targeted and measured intervention programmes.

 

To deploy teaching assistants to provide small group and 1:1 intervention for children in receipt of pupil premium who are currently working below national year group expectations.

 

Rationale: Education Endowment Foundation (June 2016):

One to One tuition: evidence indicates that 1:1 tuition can be effective, on average accelerating learning by approximately 5 additional months progress. Short, regular sessions set over a set period of time appear to result in optimum impact.

Small group tuition: Intensive tuition in small groups if often provided to support lower attaining learners or those who are falling behind. Evidence indicates that small group tuition can accelerate learning by 4+ months.

 

To continue to ensure that, through our SENDCo, appropriate SMART targets are set for identified SEND children and that these are closely monitored.

Increase targeted support from TAs for phonics, reading and speaking. Focussed narrowing the gap support.

Specialist 1:1 teaching for children experiencing significant difficulties in learning such SP&Lang and Educational Psychologists

We will continue to track and monitor data of PP children and exit data analysed for intervention programmes.

Additional SENTAs supporting children with PP in 1:1 and small groups.

 

SEN support and additional SEN TAs for 1:1 work to close the gap

 

Budget: £22,024

 

 

PP/SEN children make expected progress as a result of interventions therefore closing the gap between current attainment and age related expectations.

 

SENDCo

January 2017, termly thereafter

 

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

Success Criteria

Staff lead

When will you review implementation?

F. To reduce the gap between PP and Non-PP attendance rates.  

Increase attendance rates for pupils eligible for Pupil Premium (Currently 94%)

We will continue to track and monitor attendance data for PP children.

Red. Amber, Green Letters sent home to parents to inform them of current attendance and to challenge low attendance.

Attendance discussed at Parent and Teacher meetings.

Follow-up meetings with families and Pastoral Support about attendance where there is no improvement.

County procedures will be followed for persistent absence (FPN) and Pastoral Support Team involved to support our PP children - attendance concerns are raised.

Reduce the number of persistent absentees amongst pupils eligible for PP. Improve the attendance rates so that pupils’ attendance rates are in line with other pupils.

(currently 2% more absence than non-PP.  PP 94% Non-PP 96% )

DHT

 

Jan 2017, termly thereafter.

G. PP children arrive at school ready to learn and supported in completing home learning.

Some PP children arrive less prepared for learning e.g. incomplete home learning, missing uniform, disrupted evening / morning routine, emotional difficulties

 

Breakfast provided for all pupils in class every morning to ensure no child starts the day hungry. Teachers monitor that PP children have eaten.

Member of staff employed to work on Early Help Plans every morning to co-ordinate resources for families requiring additional support.

Pastoral Support Team employed to support children in settling into the school routine when arriving upset. Providing on-going support throughout the day.

PST – provide a lunch time nurture group for children with social and emotional needs.

Home Learning – Teachers to offer support system and intervention for those who do not have support in learning at home.

School staff to support parents in helping their children to complete home learning e.g spellings and times tables.

 

 

Budget: £17,700

Children are more ready to learn as a result of the support in place for families.

Pastoral Support

 

SEND Assistant

 

Jan 2017, termly thereafter.

Total budgeted cost

£149,924.00

 

 

 

 

Spending 2016-17

 

Sept 2016- August 2017

Total number of pupils on roll

318

Total Number of pupils eligible for PPG

 84

Amount if PPG received per pupil

£1,300 (correct)

Total amount of PPG received

 £109,200

 

Rationale for pupil premium spending:

The Pupil Premium is designed to give additional money to support schools in raising the attainment of children who receive free school meals, children whose parents serve in the Armed Forces and those children in local authority care. These groups of children have been identified nationally as achieving at a lower level than children from less disadvantaged backgrounds. Our provision aims to address and close these attainment gaps.

Provision

To address the following barriers What was the impact?

Key Stage 2 class organisation

Six single age classes rather than five mixed-age classes 

 Pupils entitled to pupil premium funding have been identified nationally as achieving at a lower level than children from less disadvantaged backgrounds. Our provision aims to address and close these attainment gaps.

 

Y1 Phonics Check

Whilst WPPA pupils achieve as well as other similar pupils nationally, there is still a gap of 12% compared to all other pupils nationally.

 KS1 attainment and progress

Whilst the disadvantaged gap at WPPA is reducing (2014 - 51%, 2015 - 19%, 2016 - 14% ) and is currently in line with the national picture  and the fact that disadvantaged pupils do better than other disadvantaged pupils nationally, there is still a gap to close.

KS2 attainment and progress

Whilst disadvantaged pupils do better than other similar pupils nationally in reading and maths, they do less well in writing.


Where disadvantaged middle attainers did not reach the expected standard, their scaled scores indicate their gap was small.  This gap needs to close in 2017.

Through half termly progress meetings and termly pupil progress and attainment reports and on-going monitoring of teaching and learning:

Y1 Phonics

  • In terms of the teaching of phonics, pupils are well prepared for the next stage of their education.
  • A very large majority of pupils in Year 1 achieve the expected standard in the national phonics check (89%).

Key Stage 1

  • In reading, writing and maths, the progress from different starting points of the very large majority of disadvantaged pupils is similar to or improving in relation to other pupils nationally.
  • In terms of RWM combined attainment, the progress of disadvantaged pupils is above average, as the gap between disadvantaged pupils and national other is smaller than the national gap.
  • The progress of disadvantaged pupils currently on roll is close to or is improving towards that of other pupils with the same starting points.

Key Stage 2

  • In Y3 - Y5 in reading, writing and maths, the progress from different starting points of the very large majority of disadvantaged pupils was better than other pupils nationally.
  • In Y6 Pupil progress was below average.  PP Pupils in this cohort also had significant SEND needs. 

Additional support staff:

2 additional teaching assistants across the 2 EY classes

Additional teaching assistant support in KS2 in the afternoons to facilitate:

 

  • Pre-teaching concepts prior to the main lesson.
  • Addressing misconceptions in a timely fashion prior to the lesson.
  • Reading, writing and maths interventions delivered to clearly identified small groups of children, either by Intervention Teacher or teaching assistants 

 

 

Access to increased pastoral support through the development of an increased pastoral support team (one additional member of staff).

Additional needs can result in pupils being unable to spend all of their learning time in class with their peers.
  • Children were more able to participate in class based learning for prolonged periods of time.  Interventions demonstrated impact on pupils' social emotional development

Funding places at Residential and on enrichment courses, school visits.

Some families would find the financing of such opportunities unaffordable.
  • Children had structured opportunities to develop social and communication skills, in turn impacting on their learning skills and improved standards of work.

Funding places at breakfast for all vulnerable pupils

Children do not always have the opportunity to eat breakfast before school.
  • Children had structured opportunities to develop social and communication skills, arrive at school on time, enjoy a healthy breakfast, which in turn will impact on their learning skills and improved standards of work.

Provision of half price uniform

Some families find it difficult to afford school uniform, particularly where there is more than one child at WPPA.
  • Children were dressed as their peers and there was no discrimination.