Pupil premium

The Pupil Premium is additional funding given to schools so that they can support their disadvantaged pupils and close the attainment gap between these pupils and their peers.  Schools have a statutory duty to provide information about how the funding is used and what the impact has been.

What is the pupil premium?

The Pupil Premium provides additional funding on top of the main funding a school receives. It is targeted at students from disadvantaged backgrounds to ensure they benefit from the same opportunities as students from less deprived families. For the financial year 2017 - 18, the pupil premium is £1320 per eligible child and goes to students who at any point in the past 6 years have been in receipt of Free School Meals (FSM) entitlement; £1,900 goes towards the provision for any student who has been continuously looked after for the past six months or who has been adopted from care under the Adoption and Children Act 2002 or who has left care under a Special Guardianship or Residence Order; finally £300 goes to the provision for any child whose parent/parents are currently serving in the armed forces or are in receipt of a pension from the Ministry of Defense.

How the Pupil Premium is spent is monitored closely with all schools accountable for the impact of the money spent. At Barnham Broom we pride out selves on utilising the Pupil Premium to support our students with a specific focus on English, Maths, engagement, attendance and transition; maximising the life opportunities for all students.


Is there an issue with eligible pupils not receiving funding for Free School Meals?

Schools are not told which children are eligible for FSM; we rely on parents letting us know so that we can apply for the funding that FSM eligible pupils are ENTITLED to. 

All EYFS and KS1 pupils are currently able to have a free school meal under the Universal Infant Free School Meals Scheme (USIFM). Schools receive funding for the number of children who take the meals on school census day.

UIFSM is different to FSM entitlement.  Parents in receipt of Child Tax Credit are required to complete a free school meal application form, it is vital that the application form is completed to allow additional funding to be released to the school for the children who are entitled to it.


How will the impact of the spending of the Pupil Premium be measured?

To monitor progress on attainment, new measures will be included in the performance tables that will capture the achievement of students covered by the Pupil Premium. At Barnham Broom, the usual cycle of data collection and the monitoring and tracking of the cohort’s attainment, will be used to inform student progress and enable the early identification of need, support and appropriate intervention.

 

2017-18  

Pupil Premium Strategy Statement for Barnham Broom C of E VA Primary School.

1.   Summary information

School

Barnham Broom C of E VA Primary School

Academic Year

2017 - 18

Total PP budget

April 2017 –April 2018

£18 740

Date of most recent PP Review

 

Total number of pupils

117

Number of pupils eligible for PP

12 in April 2017

(6 in Sept 2017)

Date for next internal review of this strategy

July 2018

 

2.   Current attainment

 

(School Data)

 Our Pupil Premium Children

End of KS2, 2017 SATs

(National Average)

National not Pupil Premium

End of KS2, 2017 Sats

% achieving expected standard in reading, writing and maths

50%

61%

progress in reading

-2.6

0

progress in writing

2.1

0

progress in maths

-3.1

0

Expected standard in reading

100%

71%

Expected standard in writing

100%

76%

Expected standard in maths

50%

75%

 

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)

 In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.    

Poor reading skills on entry

B.    

Social and emotional needs of some groups of PP children impacts on attitudes to learning and social skills

C.

Behaviours for learning demonstrates a lack of resilience and self-belief in order to be a successful learner

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Attendance rates of some groups of PP children

E

Frequency of support for learning at home for some PP children

 

4.   Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress.

Opportunities are planned for and provided to ensure that PP children have additional support in reading

Progress and attainment in reading shows an upward trend for these pupils over time.

B.    

Improved social and emotional skills displayed by PP children

Fewer behaviour reports with lower severity

Increased focus on learning and ability to work successfully with peers

C.    

Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress.

PP pupils show positive attitudes towards their learning in the classroom and exhibit a resilient attitude towards their learning when faced with challenges.

Progress made, from earlier start points, is at least good.

D.    

Attendance of PP children is in line with or better than non-PP children

PP children’s attendance target is above 95%

E.     

Families work together with the school to raise progress and standards

Parents and children meet with teachers to identify specific needs

Children access planned support in school

Parents understand how to support their child with their learning at home and endeavour to do so.


 

5.   Planned expenditure

Academic year

2017-18

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

    i.   Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress across all areas.

Saturated reading for those who need additional reading practice in KS1/EYFS and on into KS2

Focus on teaching reading comprehension across the school with reading across the curriculum

Focus on using reading and phonics skills to improve writing

To ensure that the children have sufficient time to develop reading skills and confidence. 

Phonics is well developed across KS1 but children also need the time to apply these skills to reading and comprehension.  These skills need reinforcing across KS2 and linking with SPAG

Rationale:

More focussed individualised support to identify gaps in learning and provide a bespoke package of support to best meet the needs of the individual

Whole school focus

SIDP key area

Subject leader specifically for reading

Learning walks and observations

Data analysis

HS

March 2018

Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress.

Development of Growth Mindset approach across the school

4 learning power superheroes support the children to understand and develop their own learning powers

Increased resilience in learning – children learning from their mistakes and getting out of ‘the learning pit’

Teaching in mixed ability groups

Strong evidence to support improved learning for children with growth mindset, compared with fixed (Dweck, 1988)

Rationale:

Meta-cognition and self-regulation (as part of growth mindset) has been assessed as having a high impact for very low cost based on extensive evidence (Teaching and Learning Toolkit; EEF)

Teaching mixed ability groupings

Rationale: EEF research

Growth Mindset training for staff September and 1st 8 wk SIDP

Whole school approach being implemented following training including involvement of parents

Continued CPD

No limits learning throughout the

School – review challenges in lessons

 Mixed ability teaching

HB

on going

Total budgeted cost

£1000

 


   ii.   Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress.

Identified pupils will be supported in their learning either within the class base as part of a main lesson or in small groups or 1:1 outside of the classroom.

Support will focus on

reading and using their phonics knowledge and

number in maths

EEF states that phonics approaches have consistently been found to be effective in supporting learners develop their reading skills.

Small group tuition with trained and qualified staff has been shown to be effective. More focussed, individualised support to identify gaps in learning and provide a bespoke package of support to best meet the needs of the individual

Trained staff are employed to deliver particular interventions to children PP children and others as part of group support.

Relevant training is provided at cost to the school.

TA and SENDCO along with SLT discuss impact and adjust need accordingly – pupil progress meetings.

 

HS

March 2018

Improved social and emotional skills displayed by PP children

Nurture based support and social skills work with small groups and individuals

Existing Nurture based and social skills Groups working well and producing results in socialisation skills for groups of children.

SendCo liaises with class teacher and TAs to ensure targets are known and review progress

Feedback is provided from TA to class teacher and Sendco

HS

March 2018

Total budgeted cost

£15 000

  

 iii.   Other approaches

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved social and emotional skills displayed by PP children

Play leader

 

 

Children’s social and emotional skills and resilience are supported outside the classroom so that they are supported in social situations. This should result in fewer behaviour incidents at lunchtime and positive social interactions.

Children have a consistent dedicated person to go to at lunchtimes to support socialisation

In turn the children’s development of social skills is improved and the children are ready to learn upon return to the classroom.

Member of staff employed as lunchtime playleader will also work around the school during lesson time to provide additional support and links between the classroom and outdoors.

Playleader will organise a package of activities to involve PP children and others in playing and interacting and supporting their physical and emotional well being

HB

March 2018

Attendance of PP children is in line with or better than non-PP children

Close monitoring of attendance and communications with parents/carers early when attendance becomes a concern. 

Involving PSA to support if appropriate

If children are not in school we cannot teach or support them and they will get further behind in their work.

Termly monitoring and more frequent monitoring when needed.

Letters at timely intervals informing parents of their child’s attendance.

Not authorising absence if there is insufficient evidence for the child to be missing school (Dr note in cases where there is a big concern about attendance involving the AIO if attendance falls below the County thresholds.

HB

March 2018

Families work together with the school to raise progress and standards

Workshops for parents and info provided on how best to support their child at home

Parents invited into school to look at children’s work and share learning

PSA - through the cluster available to support families Involve other professional where needed to support children and families

Increasing parental engagement will have a positive impact by partnership working and more people able to support the child’s needs

Parents who feel supported are better able to support their child

Contribute to cluster roles

- Involve specialist support where appropriate

- Use Ed Psych knowledge and

Person Centred Reviews to ensure clear targets for specific children and families

YW/HB

March 2018

Total budgeted cost

£2000


 

6.   Review of expenditure

Previous Academic Year

2017 - 18

    i.   Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress across all areas.

Saturated reading for those who need additional reading practice in KS1/EYFS and on into KS2

Focus on teaching reading comprehension across the school with reading across the curriculum

Focus on using reading and phonics skills to improve writing

 

 

 

Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress.

Development of Growth Mindset approach across the school

4 learning power superheroes support the children to understand and develop their own learning powers

Increased resilience in learning – children learning from their mistakes and getting out of ‘the learning pit’

Teaching in mixed ability groups

 

 

 

  

   ii.   Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress.

Identified pupils will be supported in their learning either within the class base as part of a main lesson or in small groups or 1:1 outside of the classroom.

Support will focus on reading and using their phonics knowledge and number in maths

 

 

 

Improved social and emotional skills displayed by PP children

Nurture based support and social skills work with small groups and individuals

 

 

  

 iii.   Other approaches

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Improved social and emotional skills displayed by PP children

Play leader

 

 

 

 

 

Attendance of PP children is in line with or better than non-PP children

Close monitoring of attendance and communications with parents/carers early when attendance becomes a concern

Involving PSA to support if appropriate

 

 

Families work together with the school to raise progress and standards

Workshops for parents and info provided on how best to support their child at home

Parents invited into school to look at children’s work and share learning

PSA - through the cluster available to support families Involve other professional where needed to support children and families

 

 

 

7.    Additional detail:

In this section you can annex or refer to additional information which you have used to inform the statement above.

Our full strategy document can be found online at: www.aschool.sch.uk

 

2016-17

Pupil Premium Strategy Statement for Barnham Broom C of E VA Primary School.

1.   Summary information

School

Barnham Broom C of E VA Primary School

Academic Year

2016 - 17

Total PP budget

£21060

Date of most recent PP Review

 

Total number of pupils

125

Number of pupils eligible for PP

11

Date for next internal review of this strategy

July 2017

 

2.   Current attainment

 

(School Data)

 Pupil Premium

End of KS2, 2016 Sats

(National Average)

not Pupil Premium

End of KS2, 2016 Sats

(School internal data)

Current KS2

(School internal data)

Current KS1

% achieving in reading, writing and maths

50%

60%

25%

29%

progress in reading

2.46

0.33

43%

50%

progress in writing

-0.69

0.12

100%

75%

progress in maths

-2.53

0.24

71%

75%

Expected standard in reading

100%

71%

29%

25%

Expected standard in writing

50%

79%

29%

25%

Expected standard in maths

50%

75%

43%

25%

 

3.   Barriers to future attainment (for pupils eligible for PP, including high ability)

 In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.    

Poor reading skills on entry

B.    

Social and emotional needs of some groups of PP children impacts on attitudes to learning and social skills

C.

Behaviours for learning demonstrates a lack of resilience and self-belief in order to be a successful learner

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Attendance rates of some groups of PP children

E

Frequency of support for learning at home for some PP children



4.   Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress.

Opportunities are planned for and provided to ensure that PP children have additional support in reading

 

Progress and attainment in reading shows an upward trend for these pupils over time.

B.    

Improved social and emotional skills displayed by PP children

Fewer behaviour reports with lower severity

Increased focus on learning and ability to work successfully with peers

C.    

Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress.

PP pupils show positive attitudes towards their learning in the classroom and exhibit a resilient attitude towards their learning when faced with challenges.

Progress made, from earlier start points, is at least good.

D.    

Attendance of PP children is in line with or better than non-PP children

PP children’s attendance target is above 95%

E.     

Families work together with the school to raise progress and standards

Parents and children meet with teachers to identify specific needs

Children access planned support in school

Parents understand how to support their child with their learning at home


 

5.   Planned expenditure

Academic year

2016-17

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

    i.   Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress.

Saturated reading for those who need additional reading practice in KS1/EYFS and on into KS2

Focus on teaching reading comprehension across the school with reading across the curriculum

To ensure that the children have sufficient time to develop reading skills and confidence. 

Phonics is well developed across KS1 but children also need the time to apply these skills to reading and comprehension.  These skills need reinforcing across KS2 and linking with SPAG

More focussed individualised support to identify gaps in learning and provide a bespoke package of support to best meet the needs of the individual

Whole school focus

SIDP key area

Subject leader specifically for reading

Learning walks and observations

Data analysis

 

HS

March 2017

Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress.

Development of Growth Mindset approach across the school

Strong evidence to support improved learning for children with growth mindset, compared with fixed (Dweck, 1988)

 Meta-cognition and self-regulation (as part of growth mindset) has been assessed as having a high impact for very low cost based on extensive evidence (Teaching and Learning Toolkit; EEF).

Growth Mindset training for staff

Whole school approach will be implemented following training

CPD in Summer Term

No limits learning throughout the school

HB

March (but on going)

Total budgeted cost

£2000

 


   ii.   Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress.

Identified pupils will be supported in their learning either within the class base as part of a main lesson or in small groups or 1:1 outside of the classroom.

Support will focus on

reading and using their phonics knowledge and

number in maths

EEF states that phonics approaches have consistently been found to be effective in supporting learners develop their reading skills.

Small group tuition with trained and qualified staff has been shown to be effective. More focussed, individualised support to identify gaps in learning and provide a bespoke package of support to best meet the needs of the individual

Trained staff are employed to deliver particular interventions to children PP children and others as part of group support.

Relevant training is provided at cost to the school.

TA and SENDCO along with SLT discuss impact and adjust need accordingly – pupil progress meetings.

 

HS

March 2017

Improved social and emotional skills displayed by PP children

Nurture based support and social skills work with small groups and individuals

Existing Nurture based and social skills Groups working well and producing results in socialisation skills for groups of children.

 

SendCo liaises with class teacher and TAs to ensure targets are known and review progress

Feedback is provided from TA to class teacher and Sendco

HS

March 2017

Total budgeted cost

£18 900

  

 iii.   Other approaches

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved social and emotional skills displayed by PP children

Play leader

 

 

Children’s social and emotional skills and resilience are supported outside the classroom so that they are supported in social situations. This should result in fewer behaviour incidents at lunchtime and positive social interactions.

Children have a consistent dedicated person to go to at lunchtimes to support socialisation

In turn the children’s development of social skills is improved and the children are ready to learn upon return to the classroom.

Member of staff employed as lunchtime playleader will also work around the school during lesson time to provide additional support and links between the classroom and  outdoors.

Playleader will organise a package of activities to involve PP children and others in playing and interacting and supporting their physical  and emotional well being

HB

March 2017

Attendance of PP children is in line with or better than non-PP children

Close monitoring of attendance and communications with parents/carers early when attendance becomes a concern

Involving PSA to support if appropriate

If children are not in school we cannot teach or support them and they will get further behind in their work.

Termly monitoring and more frequent monitoring when needed.

Letters at timely intervals informing parents of their child’s attendance.

Not authorising absence if there is insufficient evidence for the child to be missing school (Dr note in cases where there is a big concern about attendance involving the AIO if attendance falls below the County thresholds.

HB

On going

Families work together with the school to raise progress and standards

Workshops for parents and info provided on how best to support their child at home.

Parents invited into school to look at children’s work and share learning.

PSA - through the cluster available to support families.

Involve other professional where needed to support children and families

Increasing parental engagement will have a positive impact by partnership working and more people able to support the child’s needs.

Parents who feel supported are better able to support their child

Contribute to cluster roles

- Involve specialist support where appropriate

- Use Ed Psych knowledge and Person Centred Reviews to ensure clear targets for specific children and families

YW/HB

March 2017

Total budgeted cost

£4000


 

6.   Review of expenditure

Previous Academic Year

2016 - 17

    i.   Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress.

Saturated reading for those who need additional reading practice in KS1/EYFS and on into KS2

Focus on teaching reading comprehension across the school with reading across the curriculum

Opportunities are planned for and provided to ensure that PP children have additional support in reading

Progress and attainment in reading shows an upward trend for these pupils over time.

All except 1 of the PP children have now made at least expected progress in reading from the last Key Stage with 5 children making above expected progress.

 This is going to continue as the saturated reading support enables the children who are not heard read at home so frequently to progress more rapidly not just in reading but also in other areas

(incorporated into £18900 below as TA costs)

Children show greater resilience and a more positive attitude towards their learning (through pupil voice feedback), leading to improved attainment and progress.

Development of Growth Mindset approach across

the school

PP pupils show positive attitudes towards their learning in the classroom and exhibit a resilient attitude towards their learning when faced with challenges.

All 13 PP children have now made at least expected progress in Writing (7 making better than expected progress) and in Maths (4 making better than expected progress) from the last Key Stage.  12 out of the 13 children have made at least expected progress (5 better than expected) in Reading from the last Key Stage.

We are developing Growth Mindset further.  The initial impact showed a positive shift in attitudes to learning. 

 

We will develop this further across the whole school during the next academic year.

(incorporated into £18900 below as TA costs)

 

   ii.   Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

PP pupils are provided with further opportunities to embed and consolidate core skills in reading which will lead to higher attainment and improved progress.

Identified pupils will be supported in their learning either within the class base as part of a main lesson or in small groups or 1:1 outside of the classroom.

 

Support will focus on

Reading, using their phonics knowledge and on number in maths

Opportunities are planned for and provided to ensure that PP children have additional support in reading

Progress and attainment in reading shows an upward trend for these pupils over time.

2017 data:

EYFS: 100% at or above expected

KS1: only 1 of the 3 PP children did not meet or exceed expected standard – there were no PP chn in the previous KS1 data to compare the trend

KS2: 100% of the PP children achieved the expected standard or above.

Focussed in class support successfully targeted individuals.  Activities and support could be personalised to individuals’ and groups’ needs.

This approach will continue.

£18900 TA costs

Improved social and emotional skills displayed by PP children

Nurture based support and social skills work with small groups and individuals

Fewer behaviour reports with lower severity

Increased focus on learning and ability to work successfully with peers

Nurture support had a positive impact on the children over time.  The children developed greater social awareness and ability to interact successfully and positively with other children.

Playtimes and classroom time were improved so a positive impact for all children.

This approach will continue.

  

 iii.   Other approaches

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Improved social and emotional skills displayed by PP children

Play leader

 

 

Fewer behaviour reports. Lower severity on those that did come in

Increased focus on learning and ability to work successfully with peers both in and out of the classroom.

 

Positive impact on improving social and emotional skills.

PP children had a dedicated member of staff to go to at lunchtime.

Over time incidents decreased and were lower in severity.

This approach will continue

£4000

 

(Classroom assistant cost who takes play leader role at lunchtime.

PSA costs to the cluster. )

Attendance of PP children is in line with or better than non-PP children

Close monitoring of attendance and communications with parents/carers early when attendance becomes a concern

Involving PSA to support if appropriate

PP children’s attendance target is above 95% -

Persistence in following up attendance concerns with the parents for those children whose attendance is a cause for concern has raised the understanding of how seriously the school takes attendance.  The parents are increasingly aware of the impact of poor attendance and know that it will be closely monitored and followed up.

The school has worked closely with the Attendance Improvement Officer from Norfolk County Council, the cluster PSA and the school nurse to effectively monitor and address attendance concerns linked to poor health.

This approach will continue with this as it is a long term issue.

Families work together with the school to raise progress and standards

Workshops for parents and info provided on how best to support their child at home

Parents invited into school to look at children’s work and share learning

PSA - through the cluster available to support families

Involve other professionals where needed to support children and families

Parents and children meet with teachers to identify specific needs

Children access planned support in school

Parents understand how to support their child with their learning at home

Workshops provided were open to all.  Not all of targeted group of parents attended, so impact limited.

PSA – invaluable support for families – definitely continue with this.

This approach will continue with more opportunities to engage with parents.

 


7.    Additional detail:

In this section you can annex or refer to additional information which you have used to inform the statement above.


2015 - 2016
The school received £11800 for Pupil Premium in the 2015 - 16 budget.  The figures in the table below are an indication of how we have spent the Pupil Premium Allocation this year.

£11800

Budget Share

£1000

Numicon - further increase maths learning support resources for maths interventions as well as class based work

£500

English Intervention resources

£500

Phonics specific resources

£500

Training for staff

£400

Pupils access to activities costs

£1600

Classroom Assistant - saturated reading intervention and support

£500

ICT support equipment and subscriptions

£6800

TA targeted intervention support