Pupil Premium

Key Information

Pupil Premium

Index of Pupil Premium Page

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Pupil Premium is divided into the following sections.

1 What is Pupil Premium
1.1 Pupil Premium Statement
1.2 Pupil Premium Current Attainment
1.3 Barriers to Future Outcomes
1.4 Desired Outcomes
1.5 Planned Expenditure of Pupil Premium for 2016-2017
1.6 Pupil Premium Attainment and Progress for 2016
1.7 Pupil Premium Data Analysis Summary
1.8 Attendance and Pupil Premium
1.9 Pupil Grant Plans (PDF format downloads)

What is Pupil Premium funding

. . . and who is eligible to receive it?

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers. In the 2016-17 financial year, Primary schools receive £1320 for every child registered as eligible for free school meals in the last six years. Schools will also receive £1,900 for each pupil identified in the spring school census as having left local-authority care because of 1 of the following:

  • adoption
  • a special guardianship order
  • a child arrangements order
  • a residence order

Hearsall Pupil Premium Statement 2016 ~ 2017

1.1 Summary Information

Total Pupil Premium budget £73,600
Date of most recent Pupil Premium Review: Autumn 2015
Date for next internal review of this strategy: Spring 2017

Total number of pupils: 380
Number of pupils eligible for pupil premium: 50

1.2 Current attainment

% Achieving ARE or above in Reading, Writing & Maths
Pupils eligible for PP: 7%
All Pupils: 43%

% Achieving a High Score in Reading, Writing & Maths
Pupils eligible for PP: 0%
All Pupils: 7%

KS1 to KS2 Progress Score: Reading
Pupils eligible for PP: -5.44
All Pupils: 0.02

KS1 to KS2 Progress Score: Writing
Pupils eligible for PP: -1.71
All Pupils: -0.12

KS1 to KS2 Progress Score: Maths
Pupils eligible for PP: -7.68
All Pupils: -2.52

1.3 Barriers to future attainment

(for pupils eligible for PP)

In School Barriers
A significant number of Pupil Premium children also have significant SEN.

Some Middle and Higher Attaining children do not sustain the level of progress as they move through Key Stage Two. This prevents them from gaining high achievement at the end of Key Stage Two.

Social and emotions barriers to learning for a small number of children across the school. This manifests itself in lack of confidence to tackle new learning positively, which has a detrimental effect on their academic progress.

External Barriers
In a relatively small cohort of Pupil Premium children, the attendance of some Pupil Premium children has been significantly lower than school average, at below 80%. This has had a detrimental effect on their exposure to teaching and learning.

1.4 Desired outcomes

Desired outcomes
1. A) Pupil Premium with SEND will make progress in line with their cohort peers, from their relative starting points.

1.B) Higher and sustained rates of progress from Y1 to Y6 for Middle and Higher Attaining pupils eligible for PP.

1.C) Social and emotional barriers lessened or removed.

1.D) The attendance of Pupil Premium children is in line with the rest of the school.

Success Criteria
1.A) All Pupil Premium children with SEND will make expected or better progress, in line with their cohort peers.

1.B) Pupils eligible for PP identified as Middle and High ability make sustained progress each year. At least 3 steps, 4 or 5 where targetted across Key Stage 2 in Maths, Reading and Writing. Measured in Years 3, 4, 5 and 6 by teacher assessments and successful moderation practices established across the multi-academy trust (MAT).

1.C) More confidence demonstrated in lessons by PP pupils enabling them to make sustained contributions which impacts on their learning.

1.D) The gap in attendance between advantaged and disadvantaged children will not exist,

1.5 Planned expenditure

Academic Year 2016 ~ 2017

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.

1) QUALITY OF TEACHING FOR ALL ~ Total budgeted cost £23,000

Desired Outcome
A) Pupil Premium children with SEND will make progress in line with their cohort peers, from their relative starting points.
B) Higher and sustained rates of progress from Y1 to Y6 for Middle and Higher Attaining pupils eligible for PP.
C) Social and emotional barriers lessened or removed.

Chosen action / approach
Personalised intervention at a Wave 1 and Wave 2 level.
CPD on use of TA/ Teacher deployment for PP children.
Staff training on high quality written and oral feedback. (New Marking Policy – Sept 2016).
CPD on use of TA/ Teacher deployment for PP children.
Staff training on high quality written and oral feedback. (New Marking Policy – Sept 2016).

What is the evidence and rationale for this choice?
Personalised intervention has proven success over time, for the identified children.
EEF Toolkit signposts oral and written feedback to have the most impact on pupil outcomes.
The difference diminished between PP and Non PP pupils.
Network meetings and discussions around Thrive approach impact in other schools.

How will you ensure it is implemented well?
Rigorous monitoring of interventions, including baseline and end point assessments.
Time provided for planning and co-planning with class teachers.
Targeted pupil progress meetings following assessment points.
Time invested in updating Marking Policy.
CPD for both Teachers and TAs on how to use the policy effectively and consistently.
Embed Marking Policy through Book Trawls to see quality and impact of feedback given – particularly to PP pupils.
Pupils will have a clear idea of their targets and can demonstrate the impact on their learning.
Pastoral Lead and Senior Leader to attend training in Thrive approaches.
All staff introduced to Thrive approaches.
Thrive approach highlighted in each classroom through display and start-of-year activity involving all the children.
Learning behaviour as well as Thrive language highlighted through assemblies and wider school activities.

Staff Leads
Inclusion Lead.
Head.
Teachers.
Senior Leadership Team.
Pastoral Lead & Senior Leader.

When will you review implementation?
For Part A Above timescales for review are as follows:
January 2017
April 2017
July 2017
January 2017

For Part B above timescales for review are as follows:
January 2017
April 2017
July 2017

For Part C Above timescales for review are as follows:
Autumn/Spring Term 2016-17
Spring 2017
July 2017

2) TARGETED SUPPORT ~ Total budgeted cost £23,000
Desired Outcome
A) Pupil Premium children with SEND will make progress in line with their cohort peers, from their relative starting points.
B) Higher and sustained rates of progress across KS2 for Middle and Higher Attaining pupils eligible for PP.
C) Social and emotional barriers lessened or removed.

Chosen Action/Approach
Personalised intervention at a Wave 1 and Wave 2 level.
CPD on use of TA/ Teacher deployment for PP children.
Staff training on high quality written and oral feedback. (New Marking Policy – Sept 2016).
Take Two Initiative, which is time during the afternoon to plug gaps in learning that have appeared during the morning.
Weekly small groups sessions in Reading, Writing and Maths for Middle and Higher Attaining pupils with experienced teachers, in addition to normal lessons. (Particularly in Years 2 and 6).
Small / 1:1 Thrive intervention groups.

What is the Evidence and Rationale for this Choice?
Personalised intervention has proven success over time, for the identified children.
EEF Toolkit signposts oral and written feedback to have the most impact on pupil outcomes.
This approach ensures gaps in learning that appear are not allowed to widen by changing approach/ use of apparatus with small group tuition. A time for misconceptions to be un-picked.
Small group interventions with highly effective staff have shown to be extremely successful. (John Hattie).
The different diminished between PP and Non PP pupils.
This enables Thrive plans to be worked through in a bespoke and personal way.

How will you ensure it is implemented well?
Rigorous monitoring of interventions, including baseline and end point assessments.
Time provided for planning and co-planning with class teachers.
Targeted pupil progress meetings following assessment points.
Discussions on effective practice will take place at SMT, staff CPD and TA CPD level to ensure any barriers to it being effective are irradiated.
Pupil Progress Meetings will help to identify pupils vulnerable to underachievement and will be shared with TAs / partner teachers.
Pastoral Manager trained and timetabled to include 1:1 / small group Thrive sessions.
Impact monitored through CPOMs and log of higher profile behaviour incidents within school.

Staff Lead
Inclusion Lead.
Head.
Inclusion Lead.
Teachers.
Pastoral Lead & Senior Lead.

When will you review implementation?
For Part A above timescales for review are as follows:
January 2017, April 2017 and July 2017

For Part B above timescales for review are as follows:
November 2016 and April 2017

For Part C above timescales for review are as follows:
Spring 2017 and May 2017

3) OTHER APPROACHES ~ Total budgeted cost £10,500
Desired Outcome

A) Pupil Premium children with SEND will make progress in line with their cohort peers, from their relative starting points.
B) Higher and sustained rates of progress across KS2 for Middle and Higher Attaining pupils eligible for PP.
C) Social and emotional barriers lessened or removed.

Chosen Action / Approach
Small Thrive and Learning Support groups including daily Take 2 interventions across all year groups from 1-6.
Pre-teach intervention groups during afternoon sessions ready for the following day’s core subject learning.
Use of Inclusion Leader time and external agencies to seek advise for children with multiple barriers to learning.
Provide enrichment experiences that children would not necessarily get if they weren’t subsidised.

What is the evidence and rationale for this choice?
Children who have additional needs can re-visit learning goals in a smaller group or individual setting, taking the time to process the information.
Pre-teach is a proven effective method for allowing those learners who take additional processing time to fully access and understand their learning objectives.
The more complex needs there are, the greater the difficulty to overcome these barriers.
The different diminished between PP and Non PP pupils.

How will you ensure it is implemented well?
Rigorous monitoring of interventions, including baseline and end point assessments.
Time provided for planning and co-planning with class teachers.
Targeted pupil progress meetings following assessment points.
Inclusion Leader to begin 2 year SEN course with Edge Hill University.
Inclusion lead meets regularly with Inclusion team from across the MAT to share best practise.

Staff Lead
Inclusion Lead.
Phase Leads
Class Teachers and TAs

When will you review implementation?
For Part A above timescales for review are as follows:
November 2016, April 2017 and July 2017

For Part B above timescales for review are as follows:
January 2017, April 2017 and July 2017

For Part C above timescales for review are as follows:
Spring 2017 and May 2017

1.6 Pupil Premium Attainment & Progress

Summer 2016

END OF KS2 PROGRESS – SUMMER 2016
Reading: All 0.02, Disadvantaged 5.44.
Writing: All -0.12, Disadvantaged -1.71
Maths: All -2.52, Disadvantaged -7.68

END OF KS2 ATTAINMENT – SUMMER 2016
School Expected
Reading: All 57%, Disadvantaged 21%
Writing: All 57%, Disadvantaged 36%
Maths: All 59%, Disadvantaged 7%
National Expected
Reading: All 66%, Disadvantaged 71%
Writing: All 74%, Disadvantaged 79%
Maths: All 70%, Disadvantaged 75%
National v School
Reading: All -9%, Disadvantaged -50%
Writing: All -17%, Disadvantaged -43%
Maths: All -11%, Disadvantaged -68%
School High Level
Reading: All 26%, Disadvantaged 0%
Writing: All 20%, Disadvantaged 0%
Maths: All 9%, Disadvantaged 0%
National High Level
Reading: All 19%, Disadvantaged 23%
Writing: All 15%, Disadvantaged 18%
Maths: All 17%, Disadvantaged 20%
National v School
Reading: All +7%, Disadvantaged -23%
Writing: All -5%, Disadvantaged -18%
Maths: All -8%, Disadvantaged -20%

END OF KS1 ATTAINMENT – SUMMER 2016
School Expected
Reading: All 52%, Disadvantaged 31%
Writing: All 52%, Disadvantaged 62%
Maths: All 62%, Disadvantaged 54%
National Expected
Reading: All 74%, Disadvantaged 78%
Writing: All 65%, Disadvantaged 70%
Maths: All 73%, Disadvantaged 77%
National v School
Reading: All -22%, Disadvantaged -47%
Writing: All -13%, Disadvantaged -8%
Maths: All -11%, Disadvantaged -23%
School Greater Depth
Reading: All 29%, Disadvantaged 23%
Writing: All 12%, Disadvantaged 8%
Maths: All 24%, Disadvantaged 15%
National Greater Depth
Reading: All 24%, Disadvantaged 27%
Writing: All 13%, Disadvantaged 16%
Maths: All 1%, Disadvantaged 20%
National v School
Reading: All +5%, Disadvantaged -4%
Writing: All -1%, Disadvantaged -8%
Maths: All +6%, Disadvantaged -5%

1.7 DATA ANALYSIS SUMMARY

Pupil Premium

YEAR GROUPS
What does the data analysis tell you about the relative attainment and achievement of Pupil Premium and Non Pupil Premium pupils for each year group? Are there any gaps? Is there evidence of closing gaps compared with previous years’ data?

Reception (3 children)
1 of 3 children (33%) scored a Good Level of Development (where children need to be at the end of the Early Years) at the end of 2015-16 academic year. One other child achieved a Good Level of Development in over 50% of the areas of learning. 60% of All children scored a Good Level of Development.

Year 1 (6 children)
17% of Pupil Premium children were at Age Related Expectations at the end of Year 1 in Reading,
17% of Pupil Premium children were at Age Related Expectations at the end of Year 1 in Writing and 33% of Pupil Premium children were at Age Related Expectations at the end of Year 1 in Maths.

Year 2 (13 children)
See data table above

Year 3 (8 children)
50% of Pupil Premium children were at Age Related Expectations at the end of Year 3 in Reading,
38% of Pupil Premium children were at Age Related Expectations at the end of Year 3 in Writing and 50% of Pupil Premium children were at Age Related Expectations at the end of Year 3 in Maths.

Year 4 children (7 children)
29% of Pupil Premium children were at Age Related Expectations at the end of Year 4 in Reading,
29% of Pupil Premium children were at Age Related Expectations at the end of Year 4 in Writing and 43% of Pupil Premium children were at Age Related Expectations at the end of Year 4 in Maths.

Year 5 children (11 children)
45% of Pupil Premium children were at Age Related Expectations at the end of Year 5 in Reading,
45% of Pupil Premium children were at Age Related Expectations at the end of Year 5 in Writing and 54% of Pupil Premium children were at Age Related Expectations at the end of Year 5 in Maths.

Year 6 children (14 children)
See data table above
A significant number of Pupil Premium children had additional SEND or emotional/behavioural needs (8/14 SEND with two disapplied, 2/14 EAL and an additional 2 children were absent during test week) Pupil Premium children were significantly below their peers nationally in Reading, Writing and Maths at expected standard. No pupil premium children achieved the high standard in Reading, Writing and Maths.

1.8 ATTENDANCE

Pupil Premium

2015 ~ 2016
Pupil Premium 95%, All Pupils 96.5%

2014 ~ 2015
Pupil Premium 94%, All Pupils 96.6%