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:

For the academic year 2015/16 we received £260,690 in Pupil Premium funding.

As we evaluated our 2014/15 work and how our pupil premium allocation was used to support targeted pupils we identified some areas where we could develop our work.  This years’ funding will enable us to deliver a wide range of interventions:

  • In Nursery and Reception, children can benefit from a range of early intervention strategies. These are usually regular, small group sessions that may be 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 plan to implement including Reading Together (in 1:1, paired or small group), Developing Early Writing and First Class at Number.
  • In Key Stage 2, there are a wide range of interventions which will be 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 have therefore allocated our funding to support the following staffing posts with specific responsibilities and a variety of intervention strategies to support pupil progress:

  • Mrs Cox, Intervention Specialist, continues to lead and deliver on our learning intervention strategies across the whole school, managing the tracking and assessment of the pupil premium pupils.
  • Mrs Chandler, TLR Teacher, continues to oversee teaching and learning across the Early Years Foundation Stage Unit and Key Stage 1. Mrs Quinn, Nursery Assistant, supports teaching staff and pupils within our nursery.  Miss Sarginson and Mrs Stringer, Nursery Assistants, support our nursery children over the lunchtime period from April 2016.  Miss Dixon, Teaching Assistant, supports teaching staff and pupils within our Reception classes from April 2016.
  • Within our Lower KS2 classes Mrs McClean, Teacher, continued to lead on specific learning intervention strategies until April when Mrs Thompson, TLR Teacher, took over this role. Mrs Drummond, HLTA, deliver specific intervention strategies, supported by Mrs Hetherington and Mrs Stringer (Teaching Assistants).
  • Within our Upper KS2 classes Mrs Richardson, Teacher, continued to lead and deliver on learning intervention strategies with support from Mrs Ford/Mr Lee, L3 Teaching Assistants and Miss Ford, L3 Learning Support Assistant.
  • Governors appointed a Family Support Worker who will work with the Headteacher/Deputy Headteacher in dealing with the increasing number of safeguarding cases throughout the school. Stephanie Curry, will be involved in early intervention projects for our most vulnerable/disadvantaged children.
  • Specific staff training on delivering evidence based interventions such as Reciprocal Reading, Success at Arithmetic and Premier Reading Stars.
  • Resources to meet specific needs, highlighted through our approach to intervention, were purchased.

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

 

Key Principles

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

 

 

For the academic year 2014/15 we received £273,000 in Pupil Premium funding.

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

  • Mrs Cox, Intervention Specialist, continued to lead and deliver on our learning intervention strategies across the whole school. She carried out specific training and managed the tracking and assessment of the pupil premium pupils.
  • Mrs Chandler, TLR Teacher, continued to oversee teaching and learning across the Early Years Foundation Stage Unit and Key Stage 1. Mrs Quinn, Nursery Assistant, supported teaching staff and pupils within our nursery and Miss Foster, Teaching Assistant, supported teaching staff and pupils within the Key Stage 1 unit.
  • Within our Lower KS2 classes Mrs McClean, Teacher, continued to lead on specific learning intervention strategies. Mrs Drummond, HLTA, deliver specific intervention strategies, supported by Alison Hetherington (Teaching Assistant).
  • Within our Upper KS2 classes Mrs Richardson, Teacher, led and delivered on learning intervention strategies with support from Mrs Ford, (L3 Teaching Assistant, and Miss Ford, L3 Learning Support Assistant.
  • Specific staff training on delivering evidence based interventions such as Reciprocal Reading, Success at Arithmetic and Premier Reading Stars.
  • Resources to meet specific needs, highlighted through our approach to intervention, were purchased.
  • 55 children who attract the funding received 1:1, paired or small group writing intervention. These interventions ranged from intensive, small group, daily sessions for the least able children to small group sessions aiming to inspire more able but reluctant writers.
  • 60 children who attract the funding received 1:1, paired or small group reading intervention. These interventions ranged from intensive, small group, daily sessions for the least able children to small group sessions aiming to challenge and inspire more able but readers.
  • 64 children who attract the funding received 1:1, paired or small group maths intervention. The children who took part in First Class at Number made an average Number Age gain of 9 months after their 8-10 weeks of intervention.
  • All our teaching assistants attended a full day teaching and learning seminar organised by Mrs Cox, Mrs Chandler and Mrs Mills. The focus of the day’s professional development was how their intervention work could impact upon targeted pupil progress in Maths and English.
  • Mrs Cox and Mr Kidd attended a full day national conference in Leeds where pupil premium and the research identifying how it is having impact across schools was the focus of the day.

 

The impact of this funding on pupil attainment

 KEY STAGE 2 – PUPIL PREMIUM INFORMATION Expected Progress

School National Pupil Premium
Reading 96% 88%
Writing 93% 92%
Maths 100% 86%
Pupil Premium children made very good progress and were above the National in all areas

 

 

Value Added

  School National Pupil Premium
Core Subjects 100.3 99.8
Reading 101.1 99.7
Writing 98.5 99.8
Maths

 

100.7 99.7
Pupil Premium children were above the National in Core, Reading and Maths and below in Writing

  

Level 4+

School

 

National Pupil Premium
R, W and Ma 67% 70%
Reading 85% 83%
Writing 67% 79%
SPAG 74%

 

71%
Maths 81%

 

80%
The large majority of Pupil Premium children reach Level 4+. All were above National average

 

 Minimising Barriers to Learning and Achievement

The Senior Leadership Team and class teachers regularly discuss children’s progress to identify any barriers to their learning.  They:

  • identify if there are any individual barriers
  • identify if poor behaviour and/or attendance are preventing children achieving as much as they should
  • identify social and emotional skills where these are barriers
  • ensure low expectations are not a barrier and that more able children achieve beyond our expectations.

For the academic year 2013/14 we received £205,253 in Pupil Premium funding.

Following a review of the strategies we employed last year, this funding was used as follows:

  • Mrs Chandler continued to be part funded to oversee teaching and learning across the Early Years Foundation Stage Unit as well as across KS1.
  • Mrs Quinn and Miss Sarginson (Nursery Assistants) continued to work within our Early Years Foundation Stage Unit  supporting in the classroom setting and over the lunchtime period.
  • Mrs Cox continued to lead and deliver on our learning intervention strategies across KS1.
  • Mrs McClean led and delivered on our learning intervention strategies across Lower KS2.
  • Mrs Drummond (HLTA) delivered specific intervention strategies to our Lower KS2 pupils, together with Alison Hetherington (Support Worker) .
  • Miss Ford (L3 Teaching Assistant) delivered specific intervention strategies to our Upper KS2 pupils.
  • Training was delivered to relevant members of staff in relation to Numbers Counts and Intervention.

For the academic year 2012/13 we received £135,191 in Pupil Premium funding.

We reviewed our use of this additional funding and decided to alter some of its focus and develop its impact in other areas:

  • Within the Early Years Foundation Stage Unit we removed the pupil premium funding for the additional teacher as was in place during 2011/12 and recruited a permanent, full time Higher Level Teaching Assistant (HLTA) to work specifically within the EYFS instead.  This HLTA was line managed by our EYFS team leader. The HLTA post strengthened teaching further, giving additional management capacity and ensured high quality PPA cover within the EYFS.
  • Three additional Nursery assistants were appointed to work part time over the EYFS lunchtime period.
  • We part funded a specific teacher, Mrs Chandler, who did not have a whole class teaching commitment, to oversee teaching and learning across Year 1 and 2. This teacher line managed eight staff working within Year 1 and 2.
  • Mrs Cox’s salary was funded from the pupil premium as she continued to lead and deliver on our learning intervention strategies, specifically across Year 1 and 2.
  • We funded a HLTA to work in Year 4 delivering specific maths intervention strategies.
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