Pupil Premium

‘Pupil Premium’ funding, now called ‘disadvantage funding’, is allocated to schools from central government for the specific purpose of raising attainment among an identified group of children and closing the gap between them and their peers.

It is calculated based on the number of pupils who have registered for free school meals at any point in the last 6 years, children whose parents are serving in the armed forces and those who have left local authority care under adoption, special guardianship or residence orders.

As a school we can decide how our funding is spent in order to benefit our children.  However, we will be held to account on how we have used this funding and the impact that it has had.

At Carr Hill, we have high aspirations and ambitions for all our children and we believe that no child should struggle to reach their academic potential. We ensure, using various strategies, that our children are given every chance to realise this. We believe that one of the biggest barriers for children can be ‘poverty of expectation’ and so we are determined to create an ethos and climate that does not limit a child’s potential in any way. We believe there is no ‘one size fits all’ answer so it is essential that we identify individual barriers in order to provide personalised targeted support to enable our children to flourish.

This funding represents a significant proportion of our budget and we are committed to ensuring it is spent efficiently and to its maximum effect.

We use this money to provide our children with additional support, resources, experiences and opportunities. Our key objective is to narrow the gap between pupil groups and keep that gap closed. As a school, we have an excellent track record of ensuring that pupils make good progress. Through targeted interventions we are working to eliminate barriers to learning and progress that affect some groups of pupils. Many of our children start school with extremely low attainment on entry and our aim is to ensure that they make accelerated progress in order to reach age related and above expectations as they move through the school.

The Sutton Trust summarises research evidence on improving learning and we have used this to make more informed choices about which interventions will be most effective. We provide interventions that predominantly focus on improving feedback, developing metacognition and self-regulation and increasing parental engagement. We share best practice and provide targeted support and intervention for pupils. We focus on earlier intervention, increasing support programmes on offer as we aim to increase the number of Pupil Premium children making more than the expected levels progress.

Click on the links below for more information on the funding received for that academic year:

working

For the academic year 2017/18 it is projected that we will receive around £236,884 in Pupil Premium funding.

As we evaluated our 2016/17 work and how our pupil premium allocation was used to support targeted pupils we have continued to develop our work.  This years’ funding is enabling us to continue to deliver a wide range of interventions:

  • In Nursery and Reception, children are benefiting from a range of early intervention strategies. These consist of regular, small group sessions that are delivered by Teaching Assistants or Teachers and are planned to meet the specific needs of the children. They include early reading, writing and maths groups as well as speaking and listening and social skills.
  • In Key Stage 1, there are a variety of interventions which we have continued to implement including Reading Together (in 1:1, paired or small group), Developing Early Writing and First Class at Number.
  • In Key Stage 2, we have continued with a wide range of interventions including Reading Together (in 1:1, paired or small group), Reciprocal Reading, Group Writing Intervention, First Class at Number 2, Success @ Arithmetic, Roots of Empathy, Shape Space & Measures Intervention and tuition for the more able children in Year 6.

We have therefore allocated our funding to support the following staffing posts with a variety of intervention strategies to support pupil progress:

  • 1 Qualified Teacher to lead/deliver on our learning intervention strategies across the whole school, managing the tracking and assessment of the pupil premium pupils.
  • Nursery – 1 Teaching Assistant and 1 Nursery Assistant to support teaching staff and pupils within our nursery, together with 1 Supervisory Assistant who supports the children over the lunchtime period.
  • Reception – 3 Teaching Assistants support teaching staff and pupils within our Reception classes.
  • KS1 – 2.5 Teaching Assistants, 1 HLTA and
  • KS2 – 3 HLTA’s deliver specific intervention strategies.
  • Extended School Provision – 0.5 Extended Schools Co-ordinator plans and delivers PE Sessions and a variety of After School Clubs.
  • Our Family Support Worker continues her work with the Headteacher/Deputy Headteacher in dealing with the increasing number of safeguarding cases throughout the school, as well as monitoring school attendance. Stephanie Curry, was involved in early intervention projects for our most vulnerable/disadvantaged children.

 

The impact of this funding on pupil attainment in 2016/17 is as follows:

 

Key Stage 2 2016 – 2017 Data School Average National Average
Reading 66% 72 – 77%
Writing 57% 76 – 81%
Mathematics 74% 75 – 80%
Key Stage 2 2016 – 2017 Progress Data School Progress National Position
Reading 4.7 Sig + top 10%
Writing -0.5 Average
Mathematics 6.1 Sig + top 10%

 

 

Key Stage 1 2016 – 2017 Progress Data Emerging School Emerging National Expected School Expected National
Reading 25% 34% 89% 87%
Writing 11% 28% 100% 84%
Mathematics 43% 34% 86% 87%

 

The achievement shows that the school is narrowing the gap at a quicker and at a more effective rate than nationally in the areas of Reading, Writing and Mathematics at the end of Key Stage 1.

 

 

Phonics Screening Check – Year 1 2017 Disadvantaged School Disadvantaged National
Percentage Attaining Expected Levels 65% 84%

 

We have also identified the following key principles that will continue to be focused upon. We believe these will further maximise the impact of our pupil premium spending going forward.

 Culture – we will provide a culture where:

  • staff believe in ALL children
  • there are “no excuses” made for underperformance
  • staff adopt a “solution-focused” approach to overcoming barriers
  • staff support children to develop “growth” mind-sets towards learning

 

Analysing Data – we will ensure that:

  • all staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school
  • we fully analyse the impact of the 2015/16 funding
  • we use research to support us in determining the strategies that will be most effective

 

Identification of Pupils – we will ensure that:

  • all teaching staff and support staff are involved in analysis of data and identification of pupils
  • all staff are aware of who pupil premium and vulnerable children are
  • all pupil premium children benefit from the funding, not just those who are underperforming
  • underachievement at all levels is targeted (not just lower attaining pupils)
  • children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..”

 

Improving Day to Day Teaching and Learning – we will continue to ensure that all children across the school receive good teaching, with increasing percentages of good and outstanding teaching achieved by using our leadership team to:

  • set high expectations
  • address any within-school variance
  • ensure consistent implementation of the non-negotiables, e.g. marking and guided reading
  • share good practice within the school and draw on external expertise
  • provide high quality CPD and coaching
  • improve assessment through joint levelling and moderation
  • support children in taking more responsibility for their own learning and helping them to plan, monitor and evaluate their learning so that they have a better understanding of their next

 

Increasing learning time – we will maximise the time children have to “catch up and keep up” through:

  • improving attendance and punctuality
  • providing earlier intervention (KS1 and EYFS)
  • providing extended learning opportunities out of school hours (e.g. early mornings and after school)

 

Meeting needs – we will ensure that the additional support we provide is effective by:

  • looking at the individual needs of each child and identifying their barriers to learning
  • ensuring additional support staff and class teachers communicate regularly
  • using team leaders in partnership with Intervention Leader/SENDCo to set and monitor high quality interventions across their phases
  • matching the skills of the support staff to the interventions they provide
  • working with other agencies to bring in additional expertise (Roots Of Empathy)
  • providing support for parents to develop their own skills with our Family Support Worker
  • tailoring interventions to the needs of the child

 

 

For the academic year 2016/17 we received £255,580 in Pupil Premium funding.

 As we evaluated our 2015/16 work and how our pupil premium allocation was used to support targeted pupils we continued to develop our work.  This years’ funding enabled us to continue to deliver a wide range of interventions:

  • In Nursery and Reception, children benefited from a range of early intervention strategies. These consisted of regular, small group sessions that were delivered by Teaching Assistants or Teachers and were planned to meet the specific needs of the children. They included early reading, writing and maths groups as well as speaking and listening and social skills.
  • In Key Stage 1, there were a variety of interventions which we implemented including Reading Together (in 1:1, paired or small group), Developing Early Writing and First Class at Number.
  • In Key Stage 2, a wide range of interventions were implemented including Reading Together (in 1:1, paired or small group), Reciprocal Reading, Group Writing Intervention, First Class at Number 2, Success @ Arithmetic, Roots of Empathy, Shape Space & Measures Intervention and tuition for the more able children in Year 6.

We therefore allocated our funding to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

  • Mrs Thompson, Intervention Specialist, leads and delivered on our learning intervention strategies across the whole school, managing the tracking and assessment of the pupil premium pupils.
  • Mrs Carr (Teaching Assistant) and Miss Quinn (Nursery Assistant) supported teaching staff and pupils within our nursery. Mrs Jones and Mrs Stringer (Nursery Assistants) supported our nursery children over the lunchtime period.
  • Miss Dixon (Teaching Assistant) supported teaching staff and pupils within our Reception classes.
  • Within our KS2 classes Mrs Drummond (HLTA), Miss Ford (Learning Support Assistant), Mr Lee and Mrs Hetherington (Teaching Assistant) delivered specific intervention strategies.
  • Mr Lee (Extended Schools Co-ordinator) also planned and delivered PE Sessions and a variety of After School Clubs.
  • Our Family Support Worker continued her work with the Headteacher/Deputy Headteacher in dealing with the increasing number of safeguarding cases throughout the school. Stephanie Curry, was involved in early intervention projects for our most vulnerable/disadvantaged children.
  • Resources to meet specific needs, highlighted through our approach to intervention, were purchased.

 

The impact of this funding on pupil attainment

Key Stage 2 2015 – 2016 Data School Average National Average
Reading 70% 71%
Writing 76% 79%
Mathematics 73% 75%
Reading, Writing and Mathematics combined 64% 60%

 

Key Stage 2 2015 – 2016 Progress Data School Progress National Position
Reading 6.19 Sig + top10%
Writing 4.47 Sig + top10%
Mathematics 3.34 Sig + not top10%

 

Key Stage 1 2015 – 2016 Progress Data Emerging School Emerging National Expected School Expected National
Reading 53% 39% 100% 87%
Writing 35% 33% 100% 83%
Mathematics 63% 40% 88% 87%

 

The achievement shows that the school is narrowing the gap at a quicker and at a more effective rate than nationally in the areas of Reading, Writing and Mathematics at the end of Key Stage 1.

Phonics Screening Check – Year 1 2016 Disadvantaged School Disadvantaged National
Percentage Attaining Expected Levels 77% 70%

 

We have also identified the following key principles that will continue to be focused upon. We believe these will further maximise the impact of our pupil premium spending going forward.

 Culture – we will provide a culture where:

  • staff believe in ALL children
  • there are “no excuses” made for underperformance
  • staff adopt a “solution-focused” approach to overcoming barriers
  • staff support children to develop “growth” mind-sets towards learning

 

 Analysing Data – we will ensure that:

  • all staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school
  • we fully analyse the impact of the 2014/15 funding
  • we use research (such as the Sutton Trust Toolkit) to support us in determining the strategies that will be most effective

 

Identification of Pupils – we will ensure that:

  • all teaching staff and support staff are involved in analysis of data and identification of pupils
  • all staff are aware of who pupil premium and vulnerable children are
  • all pupil premium children benefit from the funding, not just those who are underperforming
  • underachievement at all levels is targeted (not just lower attaining pupils)
  • children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..”

 

Improving Day to Day Teaching and Learning – we will continue to ensure that all children across the school receive good teaching, with increasing percentages of good and outstanding teaching achieved by using our leadership team to:

  • set high expectations
  • address any within-school variance
  • ensure consistent implementation of the non-negotiables, e.g. marking and guided reading
  • share good practice within the school and draw on external expertise
  • provide high quality CPD and coaching
  • improve assessment through joint levelling and moderation
  • support children in taking more responsibility for their own learning and helping them to plan, monitor and evaluate their learning so that they have a better understanding of their next

 

Increasing learning time – we will maximise the time children have to “catch up and keep up” through:

  • improving attendance and punctuality
  • providing earlier intervention (KS1 and EYFS)
  • providing extended learning opportunities out of school hours (e.g. early mornings and after school)

 

Meeting needs – we will ensure that the additional support we provide is effective by:

  • looking at the individual needs of each child and identifying their barriers to learning
  • ensuring additional support staff and class teachers communicate regularly
  • using team leaders in partnership with Intervention Leader/SENDCo to set and monitor high quality interventions across their phases
  • matching the skills of the support staff to the interventions they provide
  • working with other agencies to bring in additional expertise (Roots Of Empathy)
  • providing support for parents to develop their own skills with our Family Support Worker
  • tailoring interventions to the needs of the child

 

 

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