Pupil Premium Funding
PUPIL PREMIUM GENERAL INFORMATION 2016/2017
Pupil-Premium-Progress-Data- can be found in the attachment at the bottom of the page.
1. What is Pupil Premium?
Pupil funding is additional funding that the Government gives to schools. This funding is targeted at students facing the greatest disadvantage.
The Government believes that Pupil Premium is the most effective way to address the current underlying inequalities between children eligible for Free School Meals (FSM) and their wealthier peers.
The use of the Pupil Premium Grant is the responsibility of each individual school. However it is assumed that the funding should be used to remove barriers to learning and ensure that each student participates fully in all aspects of college life and reaches his/her full potential.
2. How is Pupil Premium Calculated?
The School Census taken in January of each year looked at three categories of students:
Students who were ‘Ever 6 Free School Meals’ (any child who at any time during the last 6 years was claiming free school meals)
Looked After Children (in the care of the Local Authority or adopted)
Students whose parents are serving in the Armed Forces
Each student in category 1 are estimated to be given £1320, Category 2 £1900 and category 3 £300.
If you believe you are eligible for Free School Meals and are not currently claiming for this benefit your child will not attract this additional funding. If you require assistance in claiming this benefit please contact the Local Authority.
3. How much money did Glenfield have?
The level of pupil premium set for 2015-16 was £1320 per pupil. The total received by Glenfield was £79,200
4. How was the money spent?
This has been spent on
- Quality First Teaching for English and maths
- Additional hours to support children in class 1:1 and small group intervention
- Learning Mentor
- Morning booster classes to promote literacy and maths skills
- Residential trips/educational visits
- Intervention clubs at lunchtimes
- Extra-curricular clubs after school
- Bookshop Visits
5. Expenditure 2015/16
Additional hours to support children in class:
Booster Groups £720
Easter School £1808
Learning Behaviour Mentor £23,000
Subsidised Residential Visits £6030
Subsidised Educational Visits £966
Swimming Lessons £180
Music Lessons £321
School Milk £1,380
After School Clubs £170
Bookshop Visits £325
School Uniform £70
The remainder will be used for pupil well-being support and will be carried forward to 2016/2017.
6. What are the outcomes for pupils?
In the majority of year groups, the gaps between the progress and attainment are closing between pupil premium pupils and their peers.
The data for outcomes for pupils are attached below.
7. What is the allocation for 2016-2017?
The amount for 2016/17 will be £88,440 i.e. £1,320 per pupil (Category 1) plus £3800 (Category 2)
8. What are the plans for spending the 2016/17 allocation?
We will evaluate barriers to learning for individuals and groups of pupils and use the latest research to provide opportunities for our pupils to thrive academically and socially through:
Continued intervention work;
Subsidised school trips, residential visits and music tuition;
Supporting families to help their children to achieve;
Ensuring pupils have full access to all extra-curricular activities.
Barriers to Achievement
Many of our pupils experience a range of difficulties which can affect their performance:
Impact on Achievement
Below average attendance leading to fragmented learning experiences.
Support from attendance officer. Work with parents to improve attendance. Work with pupils to raise esteem and aspirations.
Special Educational Needs
40% of our pupils also have additional needs and 25% have statements or EHCPs and have complex needs.
Individual programmes of support and work with parents. Whole school approach to identification of SEND and CPD to support staff.
Inclusion programmes for Sports and after school clubs.
Effective intervention programmes.
Liaison with external agencies.
Emotional and Behavioural difficulties
Difficulties responding to classroom environment and social situations impact on progress.
Inclusion in whole school responsibilities such as Helping Hands and Reading Ambassadors
School nurse involvement
Bereavement, family upheaval, relationship problems
financial difficulties, family illness, homelessness etc.
Affects concentration and self-esteem.
Also affects attendance, well-being and social relationships at school.
Learning mentors working with families, pupils and external agencies to support.
Liaison with secondary schools (siblings)
Support with transport.
Target pupils for inclusion in extra-curricular activities and social groups.
A number of pupils live outside the catchment area of the school- in particular pupils from the Speech and Language Provision who travel by taxi to school from across the county.
Few opportunities for face to face communication with parents.
Travelling by taxi can limit access to after school clubs.
Daily home-school communication books.
Key workers for most vulnerable. Ensure access to extra –curricular activities and inclusive sports.
Support with transport and liaison with parents to ensure access.
Limited access to cultural and enrichment experiences.
Pupils have fewer experiences to draw upon to enrich learning. Can spend long periods inactive or indoors.
Financial support for music lessons, educational visits, residential visits and after school clubs. Bookshop visits.
Develop inclusion during holiday periods and out of school activities.
Development of outdoor learning experiences. Sports coaches at lunchtimes.
Mentoring and enrichment for more able pupils.
Limited learning resources and parental involvement.
Limited support with homework and reading affects attainment and progress.
Targeted access to homework clubs, booster classes and intervention projects.
Development of learning sacks to take home.
Learning workshops for parents
Additional reading with an adult. Ensure access to Reading Club, Number Partners etc.
9. Pupil Premium Strategy: How do you ensure all staff believe what the school is achieving with the pupil premium monies?
- We will provide a culture where staff believe in ALL children, there are no excuses made for underperformance and staff adopt a ‘can do’ culture to overcoming barriers.
- When analysing data we will ensure that all staff are involved so that they are fully aware of the strengths and weaknesses across the school. Pupil progress meetings are held twice termly. These then lead to action planning for intervention groups. This has driven the deployment of teaching assistants and informed the most appropriate strategy.
- We will ensure that all teaching staff are aware of who pupil premium and vulnerable children are, and that all pupil premium children benefit from the funding, not just those who are underperforming.
- Underachievement at all levels is targeted through teachers differentiating appropriately in class as well as the intervention groups.
- Children’s individual needs are considered carefully.
- We will continue to ensure that all children receive good teaching, with increasing percentages of outstanding teaching achieved.
- High expectations are set. High quality marking and feedback is used consistently in school. Share good practice in school and provide high quality CPD for all staff. Improve assessment through joint levelling and moderation.
- We will ensure that the additional support that we provide is effective by looking at the individual child and identifying their barriers to learning, ensure that staff communicate between each other.
- We will match the skills of support staff to the interventions that they provide
- We will provide support for parents through learning sacks and updates.
- We will work to continue to close attendance gaps between pupil premium pupils and their peers
- We will continue to ensure equality of access for extra curricular activities and educational visits
- We will develop ways to ensure that pupil premium pupils have access to holiday clubs and resources.
- In 2016-2017, we will take part in the Oadby Learning Partnership Project. (See Action Plan attached below)
- in January 2017 we will launch a mentoring programme for eligible pupils.
- In January 2017 a Pupil Premium Review will take place. (See Action Plan Below)
- In February 2017 we will hold a holiday club at the school to promote well-being, activity and team work and will subsidise this for eligible pupils.
10. How can parents support this?
We believe parents are integral to the academic achievement of pupils so we are looking at a way to support parents in assisting their child in the learning process. We will hold parent classes in literacy and maths and keep parents updated about the best way to support their children.