Pupil Premium Expenditure

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Pupil Premium Strategy 2017/2018 – Evaluation for period September 2017 – September 2018

Pupil Premium is additional funding given to schools and academies to raise the attainment of disadvantaged pupils and close the gap between them and their peers. It was first introduced in April 2011. Since then the amount schools and academies receive has increased. Schools and academies will receive funding based on the number of pupils who have been eligible for free school meals at any point in the last 6 years.

Updated April 2018

Funding allocation for 2017/2018: Total £104,000 (£1,320 per pupil) 

Main barriers faced by disadvantaged pupils in receipt of Pupil Premium funding:

  • Lower entry data in all subjects than peers
  • Lower attendance figures than peers
  • Less support from the home in some cases
  • Higher proportion of social, emotional and mental health difficulties

Main spending during 2017/2018:

  • Inclusion Hub developed to ensure effect support learners academically and with Social, emotional and mental health (SEMH)
  • Family links to provide positive parenting support
  • Jigsaw: mindfulness programme and resources purchased for whole school
  • Home School link worker to focus on attendance and parental engagement of disadvantaged pupils
  • Learning Mentor to focus on social and emotional support for vulnerable disadvantaged pupils
  • Senior Inclusion assistant to support pupils with emotional literacy and emotion coaching
  • After school tuition for identified pupils, to close gaps in learning in English and Maths in Y5 and Y6
  • Additional interventions specifically in maths and reading, designed to close gaps between disadvantaged pupils and ‘others’
  • Additional TA in cohorts with a high proportion of disadvantaged pupils
  • Better Reading Programme (BRP), to develop reading skills and comprehension in Year 2 to Year 6
  • Funding to access music lessons on a wide range of instruments
  • Funding for residential trips, school trips, clubs and school uniform

Impact of spending evidence:

Attachment Aware School status

Staff were trained on ‘Attachment Awareness’, on a whole school inset day 30th October, this was high-quality session and gave theoretical background behind Attachment Adjustment Strategies and how these learners can be best supported in class.  Feedback from the training was overwhelmingly positive and had a high impact, as all staff are now aware of how to best support these learners. The Inclusion Hub have observed Teachers and Learning assistants use these strategies on numerous occasions since. Priory has joined the ARC community and Inclusion leaders attended the National ARC conference in Birmingham, we are now well an Attachment Aware School.

Parent support sessions

Seven families have attended the most recent cycle of Family links, the highest number of attendees since the programme has begun at Priory. Parents are supported to understand the impact of positive parenting and also to develop their understanding of developing and nurturing secure attachments with their children.

Home School Link Worker Post

The restructure and creation of the Inclusion Hub has had a huge impact on vulnerable families at Priory, as we now have the capacity to offer more time and support than ever before. The HSLW offers a wide range of support to vulnerable families, from supporting a parent with limited literacy, to making calls to ensure that a parent fully understands their current legal situation. The impact on the families that she supports is incredibly valuable, when they are in crisis.

Attendance, addressed by both the HSLW and Learning Mentor, for Pupil Premium pupils is improving, with the gap between them and Non-Pupil premium reducing from 1.8 during 2015/2016 to 1.7 during 2016/2017 and at the end of Autumn 17 it was 1.5, this demonstrates the high impact of the HSLWs time with these vulnerable families.

Learning Mentor

The Learning Mentor offers a wide range of support to vulnerable families, from speaking with families and organising counselling for vulnerable pupils with the Younger Mind service to organising whole school training, identification and support for Young Carers, achieving Young Carer aware status for the school. She also reorganised peer support into Priory PALS, which has had a huge impact when addressing peer conflict rapidly and support staff for younger learners. The Learning mentor also has regular 1:1 sessions with vulnerable pupils to support them with a wide range of issues at school and at home – the impact of which has been huge for these children and their families. The LM also facilitates several Initial Early help and Early help meetings to ensure that families can access support that they need.

Senior Inclusion Assistant

The Senior Inclusion Assistant has spent time supporting a wide range of pupils, using emotional literacy and self-regulation techniques that she has previously taught. The SIA continues to develop communication with families, daily meet and greet, emotional literacy, emotion coaching and input support to help the learners, to focus on the learning opportunity, but is now supporting other practitioners to develop their skills to support pupils by providing therapeutic behaviour support training, attachment awareness and facilitating a number of team around the child meetings to implement the SUCCESS behaviour model for key pupils.

Reading intervention – The Better Reading Programme

The BRP programme has been extremely successful in each of the 3 cycles that have run this year. The pupils who took part in Cycle 3 made an average of 9.9 months increase in reading age, during the 10-week programme and an average of 11.9 months increase in comprehension age.

Over the year, the average for all the pupils taking part in the BRP 10 intervention programme has been 8.7 months increase in reading age and 11.8 increase in comprehension age.

Rapid Maths

Interventions were targeted to support vulnerable Year 5 and 6 pupils during the Spring term. Rapid Maths was used, as a new approach, pupil made an average of 17% increase in skills developed over the course of the sessions and, 71% made a significant improvement to their in-class arithmetic scores, showing that they have been able to apply their skills into another context.

After school tutoring: GPS

After school tuition targeted Grammar, Punctuation and Spelling skills, pupils made an average increase of 42% progress in GPS skills with a range of a 5% increase to a 60% increase.

Additional TA in cohorts with a high proportion of disadvantaged pupils

Year 2 disadvantaged pupils making more progress than ‘others’ in all areas, therefore gaps are closing in reading, writing and maths. Year 6 disadvantaged pupils are making more progress than ‘others’ in maths and the same in English, therefore gaps are closing in maths.  Year 3, 4 and 5 disadvantaged pupils are making progress in line with their peers.

Next Pupil Premium Strategy September 2018

Early Years Pupil Premium

On entry, the children in receipt of EYPP funding, attained lower than their peers in all areas, including the Prime areas, and the majority of those pupils attend school part time. The EYPP funding has been used to target communication and language support to raise the attainment of pupils in the Prime Areas. This support has taken the form of: the Spirals language intervention, Time to Talk and Early Talk Boost. Maths resources have been purchased, used to raise the profile of maths and enhance independent learning opportunities as entry data for maths was low. EYPP funding has also been used to ensure adult support for the part time pupils, allowing them to have access to equal learning opportunities during their time at school.

Impact: 100% pupils making typical progress in self confidence and self awareness, understanding, health and self care and number. Proportions of pupils making better than typical progress is strong across all areas with 67% making better than typical progress in making relationships, reading, number and shape space and measure. 33% of pupils are making better than typical progress in listening and attention, understanding, speaking, moving and handling, health and self care and writing.

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