|ALLOCATION OF PPG 2018-2019|
|Total number of pupils on roll on SEPTEMBER 2018||Total 480 (max 480)|
|Total number of pupils eligible for PPG||Total 81 (16.8%)|
|Total number of children who are eligible for FSM||Total 81 = 16.8% (as of 10/10/18)|
|Amount of PPG due to be received
|£1320 for Ever6 x 75 = £99,000
£1900 or Ever in Care
(LAC/Post LAC) x 6 = £11,400
|Actual Total PPG for April 2018 – March 2019||TOTAL £109,820|
Use of Pupil Premium
The Government initiative to improve the outcomes for disadvantaged pupils provides schools with additional funding for each child who is entitled to, or ever has been entitled to, Free School Meals (FSM) over the last 6 years.
From April 2014, maintained schools (funded by the local education authority), non-maintained special schools (not funded by the local education authority) will also attract the Pupil Premium for children:
- that were adopted from care on or after 30 December 2005 (under the Adoption and Children Act 2002);
- that left care under a Special Guardianship Order on or after 30 December 2005 (under the Children Act 1989);
- that left care under a Residential Order on or after 14 October 1991 (under the Children Act 1989);
- where the parent self-declares their child’s status to the school, providing supporting evidence (e.g. an adoption order); and
- where the school records on the January School Census that it has a child on roll who meets the above criteria.
- where their parents are currently serving in the armed forces.
Children who are currently in care will be allocated funding through Virtual Schools accessible following the first PEP (Personal Education Plan) meeting, via an application form.
All schools have an obligation to report on how the money has been spent and the impact that it has had on the achievement of the pupils.
How we are planning to use the money 2018/2019
We are using the money to support eligible pupils in a holistic way, taking into consideration their academic, emotional and social well-being. We continually review provision, using data analysis to track pupil progress and achievement. Provisions may change throughout the year to meet pupil needs.
Disadvantaged pupils’ SATs results 2017/18 (@Expected age-related standard).
|Dis-advantaged Pupils (PP)||17||76%||66%||+10%||89%||66%||+23%||65%||63%||+2%|
|Non Pupil Premium||103||87%||77%||+10%||86%||81%||+5%||86%||80%||+6%|
|Disadvantaged Pupils (PP)||17||76%||66%||+10%||65%||*||*|
|Non Pupil Premium||103||91%||82%||+9%||83%||*||*|
*National averages for groups of pupils is not yet available
OBJECTIVES OF PUPIL PREMIUM SPENDING
When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”. Our key objective in using the Pupil Premium Grant is to diminish the difference between pupil groups. As a school we have a good track record of ensuring that pupils make good progress, but historically levels of attainment have been lower for FSM (eligible for free school meals) – this is also a national trend. Through targeted interventions we are working to eliminate barriers to learning and progress. For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations + as they move through the school.
We have analysed our data thoroughly, examined the impact of current interventions and have made use of a range of research to inform our decision making:
- Parental engagement (LPPA)
- Importance of quality first teaching (Sutton Trust)
- Feedback and Peer Tutoring (Education Endowment Foundation Toolkit).
This year our school priorities are to:
- Continue to increase the amount of Quality First Teaching and Learning
- Increase % of children working at age related expectation in Reading, Writing and Maths
- Raise attainment in GPS
- Increase the % of CHILDREN EXCEEDING EXPECTATIONS/working at a greater depth
- Diminish the difference for KEY GROUPS– new joiners, persistent absentees, disadvantaged children and SEN
|PPG Breakdown across the School|
|Year Group||Number of PP children in year group||Total number of pupils in year group||Percentage of PP children in year group||Rounded percentage of PP children in year group|
|Total||81||480||Av. 16.9%||Av. 17%|
|PPG Expenditure Plan 2017-2018|
|STAFFING (Whole school)
– To employ a fifth teacher in year 6 for the extra classroom.
– To employ a fifth teacher in year 5 for maths/English/support
– To deploy Deputy Head, LSA’s, HLTA’s and teaching staff for PP dedicated interventions.
– To employ 2 x Learning Mentors full time.
FQTL will have a greater impact on smaller class sizes. This will improve informed planning and effective assessment.
Targeted interventions with good teaching staff will have a greater impact on those PP children.
|To ensure Quality First Teaching and CPD by:
– continuing Teaching Triads to
Refine and apply skills
– Year Groups to collaborate in
monitoring and feedback
|£5000||Teaching triads help develop QFT.
CPD for teaching staff will become more robust and effective through coaching, monitoring, observing and quality feedback.
To allow staff to be more self-critical through professional conversations.
|Progress and attainment
PP progress meetings
– assessing and evaluating children’s
progress and effectiveness of both
class learning and interventions.
|£2596||To ensure gaps between pupil groups are closed.
To identify the specific needs of the PP children quickly.
– 50% off for Breakfast club/Conkers After school club for PPG children
|To support disengaged/disadvantaged parents.
To offer children an opportunity to improve well-being and social interaction.
|Home/School collaborations and Improved parental engagement
– To continue to build on the success of engaging reluctant/disadvantaged parents to attend coffee mornings/workshops throughout the year, covering a wide range of topics targets to help parents and children.
|£1024||To offer support to disengaged/ disadvantaged parents through life skills courses and parent/child workshops.
To attract more parents by offering increased number of sessions, in collaboration with KS1 parents, in a range of neutral venues e.g. The Nook Coffee House and New school library building.
|Social, emotional and well-being
– One to one counselling (2 days per week)
– To employ 2 x Learning Mentors (full time-staffing budget section)
|£4150||To improve the social and emotional needs and well-being of those children with specific/targeted needs/issues.|
|Curriculum and Extra Curricular opportunities
– To give free Music Tuition with JW
– To purchase new musical equipment, and the maintenance and repairs of musical equipment.
– To allow the PPG children the opportunity to be 3D printing Pioneers amongst their peers.
|To offer opportunities to learn to play an instrument through 121 and small group tuition within school, and experience the wider curriculum.
To provide children with instruments that they can practise with at home.
|Curriculum and Extra Curricular opportunities
English, Maths and 11+ Booster Tuition
– Once per week in school for year 5 11+ Booster
– Externally, once a week with Crown Vanilla Tutoring in Maths, English and 11+ through Drama: Year 5 for 3 terms and Year 4 for 2 terms
|£19540||To provide opportunities to develop high aspirations academically.
To help the individual to further secure knowledge, extend and challenge themselves.
Focus allocated to 50% Maths and 50% English.
|Day Trip and Residential Subsidy||£2000||To enable equal access for all pupils
|TOTAL PPG Allowance||£109,820|
|TOTAL PPG Planned Expenditure||£109,820|
|Financial support is available for school trips, extra-curricular activities and uniform, After School Club and Breakfast Club. Uptake for these is minimal.|