2016/17 Pupil Premium Funding Statement 

Updated August 2017

The Pupil Premium is a grant provided from central government, through local government, direct to schools.  It is in addition to the school's delegated budget and is targeted to support those pupils who are most vulnerable to enable them to close the gap in achievement.   The Pupil Premium is allocated to local authorities and schools with pupils that are known to have been eligible for free school meals (FSM)or have been or currently are a Child in Care of the Local Authority.  Schools have had the freedom to spend the Premium, which is additional to the underlying schools budget, in a way they think will best to support the raising of attainment for the most vulnerable pupils.

The school has had an External Pupil Premium Review.  The plan constructed by the reviewer (and subsequently reviewed by leadership) is here: PUPIL PREMIUM REVIEW REPORT & PLAN

The school has developed a PUPIL PREMIUM POLICY.

The most up to date conditions of the grant are published by the DfE here: Pupil Premium 2017 to 2018: conditions of grant 

The school has a REVIEWED PUPIL PREMIUM STRATEGY DOCUMENT 2016 for 2016- 2017.(template courtesy of Teaching School Council). The school undertakes in-year reviews its Pupil Premium Strategy to ensure that it is being delivered effectively at least twice a year.

The current Pupil Premium Strategy for 2017-18 is here: PUPIL PREMIUM STRATEGY DOCUMENT 2017

The Pupil Premium funding is in addition to the main school funding. Below are the details of funding allocated to St Margaret's since the grant was introduced:

Financial Year Total Allocation

2011/12

2012/13

2013/14

2014/15

2015/16

2016/17

2017/18

£ 56,808

£ 89,962

£ 134,446

£213,090

£203,709

£ 175,560

£188,860

In the 2017 to 2018 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

Disadvantaged pupilsPupil premium per pupil
Pupils in year groups reception to year 6 as recorded as Ever 6 FSM £1,320
Pupils in years 7 to 11 recorded as Ever 6 FSM £935
Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority £1,900
Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order £1,900
Service childrenPupil premium per pupil
Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of child pension from the Ministry of Defence £300

 

A summary of the main barriers faced by eligible pupils:

Our aim is to minimise barriers to learning and achievement for all children, including those eligible for the Pupil Premium (PP).

Below is a summary of the main barriers PP children on roll at St Margaret’s face:

In-school barriers:

- attendance (PP have historically lower attendance than non-PP)

- social and emotional needs and opportunities to participate in enrichment activities

- poor language skills, particularly vocabulary

- number of pupils eligible for pupil premium grant (need for systematic approach)

External barriers:

- access to academic support within the home (supported by IDACI)

- parental attendance and engagement in school (e.g. parents eve)

- opportunities to participate in learning outside school

 

How the allocation is to be spent to address those barriers and the reasons for that approach:

The school seeks to spend the money directly on key initiatives that will have a specific impact on the achievement of vulnerable pupils and as far as its powers allow, the school will use the additional funding to address any underlying inequalities between children eligible for Pupils Premium and others. The school identifies those pupils who need the most urgent of support to make the same favourable progress as non-vulnerable pupils nationally.  It evaluates the success of previous year initiatives and seeks to continue the most effective and introduce new approaches where necessary.

In planning the allocation of funds the following criteria have been considered:

  • Research from The Sutton Trust-EEF Teaching and Learning Toolkit with strategies to improve learning
  • Children’s progress in their previous year group and setting
  • The target setting for pupils in Reading, Writing and Maths
  • Discussion with parents
  • Arrangements for children with special educational needs and for more able children
  • Additional support already provided by the school

New approaches during 2016-2018 have and will include:

  • Spring Holiday booster classes
  • Wide Awake Club (learning clubs before school in each Phase) 3 x week
  • FAST Parenting Programme for Year 1 parents
  • Manga High online learning for Year 5 & 6
  • Lexia Reading online learning
  • 1:1 tuition

During the last five years the school has developed targeted support through additional teaching resources.  Over this period of time the school has reduced the role teaching-assistants play in supporting pupil premium pupils and has increased the role of qualified teachers.  This will continue as a main drive for 2017/18.

Plan for spending the funding 2017 – 2018:

Intended Expenditure COST
0.8 Qualified Intervention Teacher                     £ 39,198
0.4 Qualified Intervention Teacher £ 7,438
0.4 DHT Pupil Premium Teaching & Monitoring         £ 25,470
Every Child a Reader Teacher Time £ 22,980
Achievement Mentors services                                 £ 36,047
Achievement Teacher services                                 £ 28,378
Pastoral Manager services (Attendance)                   £ 19,377
Early Help Co-ordinator (shared with another school) £ 8,596
Voluntary Mentor Scheme and Voucher Scheme (admin) £ 2,666
Attendance Reward Scheme & SLA                             £ 1,000
Voucher Scheme Re-imbursement     £ 3,250
Leadership of Pupil Premium   £ 2,667
Online Reading Access £ 1,933
Children's University £ 690
TOTAL COSTS (£188,860 income)
£ 199,670

This is in excess of the allocated finances indicating that St Margaret's have targeted all the resources available and utilised its own school budget to deliver support to the most vulnerable pupils.

How impact will be measured:

All teachers are responsible for the attainment and progress of all children in their class. During the year, the impact of all initiatives is monitored by class teachers under the direction of the Assistant Headteacher, Mrs Meager. Mrs Meager reports approximately monthly to the Governors Chairs Committee on the impact of pupil premium funding to ensure that it is being used most effectively

Examples of this monitoring include the identification of support within Closing the Gap Plans, feedback to the leadership team on impact of intervention, reporting to the governors, annual report of the ECaR programme and Phase Leader reviews of data.

How the allocation was spent:

Expenditure 2016-2017 COST Effectiveness
Full Time Qualified Teacher (KS2)                       £ 31,815  
0.4 DHT Pupil Premium Teaching & Monitoring         £ 24,570  
Achievement Mentors services                                 £ 35,589  
Achievement Teacher services                                 £ 26,659  
Pastoral Manager services (Attendance)                   £ 18,667  
Early Help Co-ordinator (shared with another school) £ 8,193  
Voluntary Mentor Scheme and Voucher Scheme (admin) £ 2,523  
Attendance Reward Scheme & SLA                             £ 1,000  
Reading Intervention and Every Child a Reader costs   £ 22,749  
Voucher Scheme Re-imbursement     £ 3,125  
Leadership of Pupil Premium   £ 2,640  
Online Reading Access £ 1,933  
Children's University £ 690  
TOTAL COSTS (£175,560 income)

£ 180,153

 

 Review of the strategy

The dates for the next review of the Pupil Premium strategy will be:

  • March 2018
  • September 2019

Its impact on eligible and other pupils:

Early Years Foundation Stage:

As the children settled into school last autumn term we gave some additional support in class to several of the children to enable them to settle, foster positive relationships with parents and make good progress. During the year we introduced home visits by a member of the children’s support services, which supported links between school and home. The impact of the visits was enabling all EYFS PP families in school regular working alongside their child and engaging with staff. This had a positive impact on the progress children made.

Good Level of Development 2017:

FSM%GLD 61.5%, LA 54.1%, Nat 54%

FSM vs National 2016 Non FSM (Gap %GLD) -10.5%

 

 Year 1 Phonics Screening Check 2017:

PP  OTHER PUPILS
%   achieving the expected 50% 81.3%

 This is a key focus this year.

End of Key Stage 1:

PP OTHER PUPILS
%   achieving the expected standard in reading, writing and mathematics; 68.8% 62.8%
%   achieving the expected standard in reading 75% 76.7%
%   achieving the expected standard in writing; 75% 65.1%
%   achieving the expected standard in mathematics; 75% 74.4%

End of Key Stage 2

PP OTHER PUPILS
%   achieving the expected standard in reading, writing and mathematics; 60% 73%
Average progress in reading; +5.56 0.63
%   achieving the expected standard in reading 65% 72% (all)
Average progress in writing; +4.3 2.43
%   achieving the expected standard in writing 68% 78% (all)
Average progress in mathematics; +4.47 0.68
%   achieving the expected standard in mathematics; 71% 78% (all)

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2015 / 2016 PUPIL PREMIUM FUNDING

In 2015/16 the school has been allocated £203,709.

A report on its effectiveness will be published in August.

How the allocation was spent:

Expenditure 2015/6 Cost Effectiveness
Full Time Qualified Teacher (UKS2) £ 29,536  
0.6 Qualified Teacher (ECaR)                                   £ 15,909  
0.4 DHT Pupil Premium Teaching & Monitoring         £ 23,605  
Achievement Mentors services                                 £ 34,416  
Achievement Teacher services                                 £ 24,333  
Pastoral Manager services (Attendance)   £ 18,030  
Children's Support Service                                       £ 12,600  
Voluntary Mentor Scheme and Voucher Scheme (admin) £ 4,000  
Additional Teaching Assistant Resource                     £ 23,000  
Attendance Reward Scheme & SLA                             £ 3,800  
Voucher Scheme Re-imbursement                             £ 3,000  
Leadership of Pupil Premium                                     £ 2,613   
Engagement Officer £10,000  
TOTAL COSTS £ 204,842  

 

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2014 / 2015 PUPIL PREMIUM FUNDING

Updated each August

How the money has been spent in 2014-15?

The school sought to spend the money directly on key initiatives that would have a specific impact on the achievement of vulnerable pupils.

The school identified those pupils who needed the most urgent of support to make the same favourable progress as non-vulnerable pupils nationally.

During the last four years the school has developed targetted support through additional teaching resources.  Over this period of time the school has reduced the role teaching assistants play in supporting pupil premium pupils and has increased the role of qualified teachers.

In addition to those expenditure areas identified last year (see statement for 2013/14 below) we have provided:

- full time additional qualified teacher support for upper Key Stage 2

- 0.4 qualified teacher for Year 2 and Year 3

Both of the above are additional staff employed through an agency.  For 2015/16 we have brought this in-house and having additional teachers employed to release classteachers to undertake pupil premium support.

This therefore is in addtion to:

-       an Achievement Mentor approach in KS2 using qualified teachers, an

-       an Achievement Teacher in KS2, and a

-       1:1 Support for teaching additional to school day

-       an Every Child a Reader accredited teacher for programmed reading intervention,

-      a voucher scheme providing access to educational visits/residential visits/music tuition

-      access to additional opportunities such as residentials during holiday periods, free passport access to the Children's University

In addition the school was able to retain increased support staff at Level 3 TA level in KS1 to reduce pupil/adult ratios, having an impact on intervention programmes and phonics delivery.

Expenditure

The school committed the following finances in 2014/15 to support the most vulnerable:

Full Time Qualified Teacher (UKS2)                          £ 3,905

0.4 Qualified Teacher (Year 2/ 3) 1:1 Tuition            £ 6,105

0.4 DHT Pupil Premium Teaching & Monitoring         £ 25,384

Achievement Mentors services                                 £ 34,275

Achievement Teacher services                                 £ 19,780

Pastoral Manager services (Attendance)                    £ 16,514

Children's Support Service                                       £ 13,000

Voluntary Mentor Scheme and Voucher Scheme (admin) £4,000

Additional Teaching Assistant Resource                     £ 20,000

Attendance Reward Scheme & SLA                             £3,800

Reading Intervention and Every Child a Reader costs   £ 45,000

Voucher Scheme Re-imbursement                             £ 3,150

Total costs          £ Exess of £213, 090 (194,913)

This is well in excess of the allocated finances indicating that St Margaret's have targeted all the resources available and utilised its own school budget to deliver support to the most vulnerable pupils.

4. Monitoring the use of Resources & Impact

During the year the school's leadership has been monitoring the impact of pupil premium to ensure that it has been used most effectively.

Examples of this monitoring include the identification of support within Teacher Rapid Intervention Plans (TRIPS), feedback to the leadership team, annual report of the ECaR programme and Phase Leader reviews of data.  The headteacher and deputy headteacher also considers these programmes when conducting pupil progress meetings.

Impact of the expenditure:

Full Time Qualified Teacher (UKS2)           
   
 0.4 Qualified Teacher (Year 2/ 3)  
   
Achievement Mentors services   
   
Achievement Teacher services  
   
Pastoral Manager services (Attendance)  
   
Children's Support Service   
   
Additional Teaching Assistant Resource   
   
1:1 Teaching  
   
Reading Intervention and Every Child a Reader  
   
Attendance Reward Scheme & SLA  
   
Volunteer Scheme  
   

Across a three year trend, pupils in receipt of Pupil Premium usually make good progress. The gap between performance of those in receipt of Free School Meal and those not in receipt of free school meal has been small in 2011 and 2012.   

- The gap in pupil performance in EYFS Good Level of Development was 6.9% against a local authority average of 21.2%.  This is a significant positive gap reduction from 39.6% the previous year.

- The gap in pupil performance in Year 1 Phonics was 12% which is a positive gap reduction from 34.65% the previous year.

- The gap in KS1 has widened in 2015 for Level 2B+ pupils in reading, maths and writing.

- The gap in KS2 reading for Level 2 prior attainers expected progress for disadvantaged compared with national non-disadvantaged was -1% for 2015.  This is a positive gap reduction from -17%.

- The gap in KS2 writing for Level 2 prior attainers expected progress for disadvantaged compared with national non-disadvantaged was +3% for 2015.  This is a positive gap reduction from -8% last year.

- The gap in KS2 maths for Level 2 prior attainers expected progress for disadvantaged compared with national non-disadvantaged was +2% for 2015.  This is a positive gap reduction from -20%.

- The gap in KS2 reading, writing and maths for more than expected progress for Level 2 and Level 3 prior attainers was significantly well below national non-disadvantaged.

Recommendations

1. Appoint a Closing The Gap Team Leader for Pupil Premium to be on the school's leadership team.  This reflects the amount of money and role in evaluation that rests with Pupil Premium.

2. Pupil Premium 2015/16 to be focussed on where impact is greatest - qualified teachers.  By bringing the staff in-house and onto the main teaching team it enables classteachers to be more involved in programmes.

3. Embed the use of research into what interventions are effective, utilising online resorces e.g. EEF materials.

4. Re-introduce pupil leadership for academic development – Achievement Buddies.

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2013 / 2014 PUPIL PREMIUM FUNDING

Updated each August

How the money has been spent in 2013-14?

The school sought to spend the money directly on key initiatives that would have a specific impact on the achievement of vulnerable pupils.

The school identified those pupils who needed the most urgent of support to make the same favourable progress as non-vulnerable pupils, often those with limited support at home.

During the last three years the school has developed targetted support through:

-       an Achievement Mentor approach in KS2 using qualified teachers, an

-       an Achievement Teacher in KS2, and a

-       1:1 Support for teaching additional to school day

-       aVoluntary Mentor Scheme throughout the school

-       an Every Child a Reader accredited teacher for programmed reading intervention,

-      a unique voucher scheme providing access to educational visits/residential visits/music tuition

-      access to additional opportunities such as residentials during holiday periods, free passport access to the Children's University

In addition the school was able to retain increased support staff at Level 3 TA level in KS1 to reduce pupil/adult ratios, having an impact on intervention programmes and phonics delivery.

Expenditure

St Margaret's has been allocated £ 134,446 for 2013/14.

The school committed the following finances in 2013/14 to support the most vulnerable:

Achievement Mentors services                                 £32,898

Achievement Teacher services                                 £20,854

Pastoral Manager services (Attendance)                    £15,624

Children's Support Service                                       £13,000

Voluntary Mentor Scheme and Voucher Scheme (admin) £4,000

Additional Teaching Assistant Resource                     £20,198

1:1 Teaching                                                          £3,000

Reading Intervention and Every Child a Reader costs   £45,134

Reading & Personalised ICT Materials                         £2000

Attendance Reward Scheme & SLA                             £3800

Total costs                                                             £160,508

This is well in excess of the allocated finances indicating that St Margaret's have targeted all the resources available and utilised its own school budget to deliver support to the most vulnerable pupils.

Monitoring the use of Resources & Impact

During the year the school's leadership has been monitoring the impact of pupil premium to ensure that it has been used most effectively.

Examples of this monitoring include the identification of support within Teacher Rapid Intervention Plans (TRIPS), feedback to the leadership team, annual report of the ECaR programme and Phase Leader reviews

of data.  The headteacher and deputy headteacher also considers these programmes when conducting pupil progress meetings.

Successes include: volunteer scheme recruitment proved very successful following press advert, all 1:1 tuition conducted by in-house staff, retention of quality staff, initiatives perceived to above the norm due to line management and role titles.

Across a three year trend, pupils in receipt of Pupil Premium usually make good progress. The gap between performance of those in receipt of Free School Meal and those not in receipt of free school meal has been small in 2011 and 2012.   

- Pupils start our school with a wide gap in performance (Gap of Good Level of Development in 2013 was for school 39.6% against a local authority average of 24.2%)

- At the end of Key Stage 1 the gap has significantly reduced and shows a three year trend of significant reduction.  At end of 2014 FSM Gap in Reading School was 8.7% against LA average of 19.5%, FSM Gap in Writing School was 15.5% against LA average of 25.1% and FSM in maths school was 19.3% against LA average of 22.8%.

- At the end of Key Stage 2 the gap has been significantly lower than the local authority average.  In 2012 school was -8.1%, 2013 4.7% but in 2014 this significantly increased to 38.6% according to LA report.  School is currently checking this data. This is in comparison of an LA average for 2014 of 21.5%. 

Recommendations

1. Explore why gap in KS2 performance in 2014 has been so variable compared with previous two highly successful years.

2. Pupil Premium 2014/15 to be utilised in a similar manner with the same key initiatives, enabling the impact of these programmes to embed, taking onboard changes from Recommendation 1.

3. Re-introduce pupil leadership for academic development – Achievement Buddies for reading.

 

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