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Pupil Premium

Pupil Premium Strategy

 

The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children. These are pupils who are entitled to free school meals, those looked after by the Local Authority and the children of Armed Service personnel. These groups have been shown to be vulnerable to underachievement.

The funding is not an individual allocation for the eligible pupils, but rather a way to provide extra support as necessary so that 'disadvantaged' pupils end their Primary education prepared for success at Secondary school and beyond. Where provision impacts on all pupils, research, such as that carried out or summarised by the Education Endowment Foundation (EEF), points to disadvantaged pupils gaining proportionally more benefit. All schools are required to report on the amount of funding received and how it is being used.

 

https://educationendowmentfoundation.org.uk/

Pupil Premium Strategy for Bysing Wood Primary School

The strategy at Bysing Wood can broadly be summarised as having two constituent parts:

  • Long term strategic developments to ensure that all pupils have age appropriate outcomes
  • Short term interventions to address specific issues for individuals or small groups.

Specific examples of both types of approach can be found below. The school is committed to working towards EEF evidence-based choices regarding how to spend our Pupil Premium.

As part of this commitment we have been accepted to take part in research through the EEF, as a significant proportion of our Pupil Premium is used to fund additional Teaching Assistant hours.

https://educationendowmentfoundation.org.uk/our-work/projects/maximising-the-impact-of-teaching-assistants/#recruiting

 

Academic Year 2016-17

Expected Pupil Premium Grant Allocation: £110,880.00

Barriers to educational achievement for eligible pupils:

  • Limited life experiences and knowledge of the world.
  • Family trauma impacting on emotional well-being.
  • Low expectations of pupils from families around educational achievement, attendance and aspirations.
  • Lack of exposure to high quality language, both spoken and written.
  • Under-developed learning habits and risk-averse, negative views of themselves.

 

It should be noted that not all pupils have all of these barriers and some in the Pupil Premium group may have none. Furthermore there is a significant proportion of the other pupils who share the barriers but do not attract Pupil Premium funding, hence some aspects of our strategy are deliberately planned to benefit all pupils, especially those who share the barriers above, irrespective of the group they may be part of.

 

Methods of addressing barriers & reasons for choices:

  • Providing curriculum enrichment trips and visitors, linked to their topic, for every class, every term, to ensure that the provision continues to match the specific needs of our pupils.
  • Continuing to train staff to deliver mathematics through Maths Makes Sense. This scheme was chosen due to it being underpinned by developing understanding of concepts through concrete resources, having a consistent use of language throughout the school, making extensive use of peer tutoring and covering, or exceeding, the expectations of the revised National Curriculum year on year.
  • Provision of high quality, practical science through training teachers in the Empiribox science scheme, to ensure that our pupils learn to think scientifically and see science as a source of wonder.
  • Continuing to fund a successful reward scheme for pupils who meet attendance and punctuality expectations.
  • Increasing SENCo hours to full time from 3 days per week.
  • Employing a Family Support Advisor to help monitor attendance, engage outside agencies and be a point of reference for families. Also some low level safeguarding concerns will be covered by this member of staff, freeing SENCo time to be used for support staff development and monitoring. Having this role will allow us to continue to focus on driving pupil attendance up further.
  • Commissioning a Speech and Language Therapist to assess pupils with high needs and then advise on provision.
  • Employing a full time TA to deliver speech and language interventions, so gaps close as early as possible.
  • Training support staff to deliver specific interventions, such as Better Reading Partnerships.
  • Staffing Reception with extra support staff to reduce gaps as soon as possible.
  • Providing extra 1:1 teaching for Year 5&6 pupils.
  • Developing a system of teaching children how to be better learners. Meta-cognition and self-regulation are identified as high impact by the EEF.
  • Continued funding for a counsellor 2 days a week to support children with their personal circumstances and run specific groups around social skills.
  • Continued provision of no-cost places at breakfast club, due to the improvement in attendance and punctuality seen last year and to ensure our pupils have a secure start to their day, in readiness for learning.
  • Developing a forest school provision, to add to the richness of the curriculum provision.

 

Methods of measuring impact of Pupil Premium grant:

  • Regular tracking of pupil progress and attainment data in comparison with peers, with the same starting points and needs, who are not classed as pupil premium. This comparison will be made using in-year data from within school and using the most recent national data for children who are not eligible for the funding.
  • Scrutiny of the provision maps to ensure targets are met.
  • Comparing work produced by different groups of pupils to that of pupil premium children.
  • Analysing attendance and punctuality data.
  • Pupil voice surveys with specific focus areas.

 

 

Date of next reviews of strategy: January*, April & July 2017

*Completed by Headteacher, SENCo and 'Outcomes for pupils' governor monitoring pair.

Review outcomes show that, to the end of term 2, expected progress, across the school, of pupil premium pupils is at least in line with non-pupil premium pupils for Reading, Writing and Maths. The proportion of PP pupils making more than expected progress was greater in Maths but lower in Reading and Writing when compared to the non-PP pupils.

Actions to follow this review include:

  • the monitoring pair to visit the SENCo to scrutinise provision mapping and the impact of interventions
  • and the school to purchase the Pupil Premium Toolkit from the Local Authority, to aid future reviews.

 

Academic Year 2015-16

Pupil Premium Grant Allocation: £115,825.30

Expenditure methods:

  • Providing curriculum enrichment trips and visitors, linked to their topic, for every class, every term.
  • Training staff to deliver mathematics through Maths Makes Sense. This scheme was chosen due to it being underpinned by developing understanding of concepts through concrete resources, having a consistent use of language throughout the school, making extensive use of peer tutoring and covering, or exceeding, the expectations of the revised National Curriculum year on year.
  • Funding a reward scheme for pupils who meet attendance and punctuality expectations.
  • Employing a part time TA to deliver speech and language interventions.
  • Staffing Reception with extra support staff to reduce gaps as soon as possible.
  • Providing extra 1:1 teaching for Year 5&6 pupils.
  • Providing sufficient support staff to run interventions 1:1 or in small groups targetting gap filling where identified
  • Funding a counsellor 2 days a week to support children with their personal circumstances and run specific groups around social skills.
  • Providing no-cost places at breakfast club.

 

Impact of Expenditure:

  • Overall attendance compared to the previous year increased from 93.8% to 95.7%.
  • Disadvantaged attendance compared to the previous year increased from 93.6% to 95.4%.
  • The proportion of pupils identified as disadvantaged whose attendance increased, or remained high, compared to the previous school year was 82%.
  • Using the October 2016 RaiseOnline report, we can demonstrate that in our school, for the school year 2015-16:

 

  1. In Year 6, progress over time for disadvantaged children from all starting points is in line with the national progress outcomes for non-disadvantaged pupils in reading, writing and mathematics.
  2. In the Year 1 phonics screening the proportion of disadvantaged pupils in our school reaching the expected standard was equal to the performance of non-disadvantaged pupils nationally (83%) and exceeded national figures for disadvantaged (70%).
For further official information about Pupil Premium please visit:
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