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Pupil Premium/Disadvantaged Funding 2015-16

In April 2011 the Government introduced the pupil premium.  The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.  Current research demonstrates that pupils from deprived backgrounds underachieve compared to their non-deprived peers.  The Pupil Premium is provided to enable disadvantaged pupils to reach their potential. The Government has used pupils entitled to free school meals (FSM), looked after children and service children as indicators of deprivation, and have provided a fixed amount of money for schools per pupil based on the number of pupils registered for FSM over a rolling six year period.

Pupil premium strategy statement 2016-17

Plese click to view and download the Pupil premium strategy statement for 2016-17:

Funding for 2015 to 2016

In the 2015 to 2016 financial year, Barlborough Primary School will receive £1320 funding for each child registered as eligible for free school meals at any point in the last 6 years.  Schools also receive additional funding for looked after and service children.

This year our school will receive £25960.

Pupil Premium at Barlborough Primary School

‘Aiming Higher – together’ is a motto we strongly believe in.  We believe that by all working together we can raise the aspirations and ambitions for our children and encourage every child to reach their full potential.  We believe that all children should have the chance to succeed and that with the right support every child is able to achieve. We recognise that all children have different starting points and that children do not have the same opportunities as each other.  At Barlborough Primary School the Pupil Premium is used to narrow the gap in opportunity as well as the gap in attainment and progress.

Our Approach

The Pupil Premium has been ring-fenced and used to benefit all ‘disadvantaged’ pupils. The head teacher has the responsibility for the spending of the Pupil Premium and the school has also appointed a link governor for this area.

At Barlborough Primary School our percentage of FSM children is considerably lower than the National average.  Consequently, our Pupil Premium money has represented only a small proportion of our budget and we have had to plan our spending carefully in order to use this to maximum effect. As a result careful consideration has been given to the following -

  • Through detailed data analysis, identifying gaps in attainment and using the Pupil Premium to address these gaps;
  • Consideration of pupils social and emotional development;
  • Identifying children’s who may need support with behaviour;
  • Providing opportunities for more able disadvantaged children that they may otherwise not experience;
  • Findings from recent research regarding the most effective intervention programs.

The staff know which children are supported by the Pupil Premium and they regularly update the management team on the progress and attainment of these children as well as any areas of difficulty they may be experiencing.  This ensures that the spending of the premium remains relevant and effective.

Here are our latest spending plans –

Our key objective in using the Pupil Premium is to narrow the gap between pupil groups.  We have a positive track record of pupils making good progress but there is a gap between the attainment and progress of disadvantaged and non-disadvantaged children.  This gap is also seen Nationally.  Through targeted support we are working to eliminate barriers to learning.  We hope that our disadvantaged children will make accelerated progress and we work hard to try and narrow the gap between them and their peers.

The Sutton Trust findings have had a significant impact on the way the school has decided to use the Pupil Premium Funding.  

Plan

Cost

Focus Group

Objective

Outcome

More focused teaching – extra teacher to lead the learning of disadvantaged children each morning.  Release time for teacher lead Y3 writing group.

£13000

(£10000 from disadvantaged funding + £3000 from main school budget due to selected non-disadvantaged pupils also accessing the support).

Identified disadvantaged children in KS2

Y3 writing group

To narrow the gap in English and Maths between disadvantaged pupils and their peers by more focused learning.

Disadvantaged children understand what they need to do to improve and consequently make good progress.  More children are working at or exceeding age related expectations. 

Teaching assistant support – in class support and intervention groups.

£4000

Disadvantaged children who are not making expected progress

To support disadvantaged pupils who are not making expected progress in Maths and phonics.

Disadvantaged children gain increased knowledge, understanding and confidence.  Consequently, more children are working at age related expectations.

Mentoring – priority access to learning mentor; continue working with creative mentor for LAC.

£6800

Across the school

To support pupils and parents overcome barriers to learning.  To raise confidence and self-esteem.

Less children are using the worry box as problems are discussed more openly (mentor records).  Children enjoys school and feel happy and safe.  Increased attainment in reading, writing and mathematics (assessment data).  LAC is happy and motivated at school.  They build supportive and trusting relationships with adults.

Forest Schools

£2000

One group from KS2 in the Autumn term; possibly one group from KS2 in the Spring term depending on needs

Develop team work, social integration, confidence.

Children are happy and motivated at school.  They get on well with each other and use team work to solve problems.

Maths tutoring – SATs booster

(April-May)

£700

Selected pupils

Increasing maths skills: online one to one maths tutoring.

Increased attainment in Maths of targeted pupils (assessment data).

Targeted extended school places – breakfast club

£2500

Across the school

Places provided at breakfast club.

Children have a good start to the school day with a healthy breakfast (discussion/observations).  Children take part in a range of enrichment activities and their concentration improves (registers/discussion in pupil progress meetings/observations).

 

 

 

Total expenditure

£26000

The school’s self-evaluation is rigorous.  Pupils are tracked over time and any dips are quickly identified and appropriate and effective strategies are put in place.

The  impact  of  interventions  is  analysed termly and these are adapted and changed in order to the meet the pupils’ needs.

 In 2015, we will use a range of data to analyse impact of spending:

  • End of key stage data
  • Phonics outcomes
  • EYFS data
  • Current Data
  • Intervention analysis
  • Outcomes of observations, work scrutinies, learning walks
  • Stakeholder feedback

Tables showing attainment and progress of Pupil Premium children

 

2012

2013

2014

2015

 

L4

L5

L4

L5

L4

L5

L4

L5

Reading

100%

40%

92%

20%

100%

67%

67%

33%

Writing

100%

40%

100%

40%

100%

100%

100%

33%

Maths

100%

60%

100%

40%

100%

100%

100%

33%

GPAS

NA

NA

80%

0%

100%

67%

100%

67%

 

 

2012

2013

2014

2015

 

2 levels

2 levels

3 levels

2 levels

3 levels

2 levels

3 levels

Reading

100% (Eng)

80%

20%

100%

0%

67%

33%

Writing

100%

60%

100%

33%

100%

33%

Maths

100%

100%

40%

100%

100%

100%

33%

Narrowing the gap (Gap between PP pupils and all pupils nationally at KS2)

 

2012

2013

2014

2015

Reading

-3.6

-2.5

0

Not released

Writing

-2.2

-2.5

0.2

Not released

Maths

-0.5

-1.9

-1.0

Not released