St Mary's C.E. Primary School

Alderwood images

Pupil Premium

Pupil Premium Use

 

Research data, given to the Government, states that the social background of a child is a deciding factor in their achievement and future prospects. The data states that, ‘In a fair society, it is the Government’s responsibility to close the gap in achievement, where the children from less well off backgrounds are less likely to leave school with five good GCSEs,’ compared to their more well off classmates. Research has also suggested that children who have been eligible for Free School Meals at any point in their school career have consistently lower educational attainment than those who have never been eligible.

 Consequently the Government has allocated extra funding, known as Pupil Premium, which is to be targeted towards pupils who fall into this category. There is also additional funding for looked after children and the children of armed forces personnel. Schools are permitted to spend the funding as they see fit, however they are held accountable for how they have used the additional funding to support these pupils.

As part of this accountability, schools are required to publish online information about the additional provision they have put in place for children through using the Pupil Premium. Schools must report their known funding allocation up to the end of the financial year. When commenting on how successful schools use the Pupil Premium to narrow the attainment gap, the Department of Education states: ‘Evidence shows that the most effective schools achieve this through a combination of high quality teaching, strong leadership, a relevant and coherent curriculum, a culture of high expectations and targeted catch-up and enrichment activities.’

 

 Financial Year 2015-16  Pupil Premium Grant = £36,520

 

St. Mary’s Church of England Primary School has used their Pupil Premium in the following way:

       Teacher led small group and one to one sessions working on focused targets and gaps in learning, focusing                on basic literacy and numeracy skills (2 days per week throughout the year)

  • One-to-one HLTA support with Year 6 children focusing on literacy and numeracy skills ( 1 or 2 afternoons per week throughout the year)
  • Targeted catch-up, providing additional reading, writing and maths support for identified children through additional Teaching Assistant hours (2 mornings per week)
  • Pastoral support from experienced TAs
  • Contributions towards enrichment activities for children who would not otherwise be able to afford them (Art, Drumming, Violin)
  • Contributions towards school trips, including both day trips and residential
  • Music Therapy for all Pupil Premium children
  • Focused therapy sessions
  • Use of Senior Leader to manage spending of Pupil Premium and to measure its impact
  • Running of lunchtime computer club
  • Extra LBS to support playing with the Playpod equipment, and ensure that all packed away at the end of lunch break
  • Payment for refilling the Playpod
  • Subscription to the following services, Behaviour Support, Inclusion Support and Educational Psychologist, who target particular need and train staff to support children with difficulties. This year the training has included Autistic Spectrum Disorders, Maximising the Impact of TAs and Mental Health Needs, Recognising and Supporting Children Presenting in this Way

Impact of Pupil Premium Funding 2015-2016

Attainment above National and Local Authority in following areas (July 2015)

  • Foundation Stage - 100% achievement at expected level or above in all areas of the curriculum, including Reading, Writing and Maths
  • Year 1 – 100% achievement in Phonic Screening
  • KS1 – 100% achievement in Reading and Maths. Above national and local authority in Writing
  • KS1 Points Progress above national and local authority in Reading, Writing and Maths
  • KS1 Level 3 Above national and local authority attainment in Reading and Writing
  • Year 3,4 and 5 – Internal assessments in the years when national testing is not used show pupil premium children making progress in line with their peers across the core subjects, although more escalated progress is needed, for a number of children, in order to achieve in line with national expectations.
  • KS2 100% achievement at expected level or above in Writing, Maths and Grammar, Punctuation and Spelling Test
  • KS2 Level 5 Above national and local authority in Grammar, Punctuation and Spelling Test

Ofsted summarised the support and results of the Pupil Premium children (June 2014), saying

‘Pupils who are eligible for the pupil premium funding are supported well through the individual help they receive from teaching assistants as well as through special programmes of work chosen to meet their needs. As a result, they make progress similar to their peers and the standards they reach in Year 6 in both English and mathematics are presently higher than those of similar pupils nationally by about a year.’

 

Small Group Support

Children who receive extra small group support from a teacher or teaching assistant state that this help ….

‘It makes me happy because I didn’t know my three times table and now I do and I am really happy.’

‘I like working in a small group because you do the same work but you get more help when you are stuck.’

‘I like little groups as it helps me learn better. It is nice and quiet and easier for me as I am not disturbed by other children. I really enjoy my maths. It helps me in the classroom and at home too.’

 Funding of trips, payment of extra curricular activities and music therapy

Children are

  • Not limited in their choice of activities due to financial reasons
  • Receiving enriched learning experiences
  • More engaged in the wider school community
  • Forming secure friendships away from the school classroom
  • Growing in confidence
  • Being successful

 

The children have said,

‘I really enjoy art club. I have learnt lots of new things, like how to draw 3d stuff and how to better control my brush when painting. Other people get to see our work because it is displayed by Mrs Morris. I have also made a lot of friends at art club.’

‘I like art club because of the cool stuff we get to create. We do a competition each year and I am very excited to do that.’

‘When I do drums I learn new beats and get better each week. The person who teaches me gives me a good five minutes to try how the beat is and if I get stuck on a certain thing he will help me. I just really enjoy playing the drums. It is fun.’

Pastoral support and lunchtime club

Children are able to

  • access lunch time club if they are not happy or confident in the playground
  • talk to a trained pastoral leader (KS1 and KS2 support available now)

This was praised during the OFSTED visit (June 2014)

‘The school’s work to keep pupils safe and secure is outstanding. Pupils’ welfare is given high priority. Pupils talk very confidently about the adult whose particular role is to make sure that they feel safe, but they know that all adults will listen to them if they are worried about anything.’

 Training

  • Staff have access to professional development
  • Staff have greater understanding of best to support and help the vulnerable children in their classroom.

 

Financial Year 2014-15 Pupil Premium Funding = £40,300

This money was used to provide the following

  • Teacher led small groups and one to one sessions working on focused targets and gaps in learning, focusing on  basic literacy and numeracy skills.  (2  days per week throughout the year.)
  • One-to-one HLTA support with Year 6 children focusing on literacy and numeracy skills and for one child extra curricular activities as well including sewing and cooking. ( 2 afternoons per week throughout the year)
  • Targeted catch-up, providing additional reading, writing and maths support for identified children through additional Teaching Assistant hours. (2 mornings per week)
  • Contributions towards enrichment events for children who would not otherwise be able to afford them.(Art, Brass, Drumming, Violin)
  • Contributions towards school trips, including both day trips and residential.
  • Outstanding payment for purchasing of Playpod, to include training of staff and the building of shed to house the equipment.
  • Music Therapy for all Pupil Premium children.
  • Purchase of range of phonic and spelling games and resources.
  • Use of Senior Leader to manage spending of Pupil Premium and to measure its impact.
  • Pastoral support
  • Extra Midday Supervisor to support individual child in receipt of Pupil Premium Funding.
  • Purchase of additional computers.
  • Running of lunchtime computer club.
  • HLTA to run Lunchtime Play club
  • Subscribed Services Behaviour Support and Inclusion Support targeting particular need and training staff to support children with difficulties, including this year how best to support children with dyslexia and  literacy needs. It also enables advice, guidance and support as needed.

Impact of Pupil Premium Funding 2014-2015

Attainment above National and Local Authority in following areas (July 2014)

  • Foundation Stage Reading and Maths
  • Year 1 Phonic Screening
  • KS1 Maths
  • KS1 Points Progress in Reading and Maths
  • KS1 Level 3 Reading
  • KS2 Points Progress in Writing and Maths
  • KS2 Level 5 Grammar, Punctuation and Spelling Test

 

Successful introduction and use of playpod from October 2014

Comments from LBS staff

  • Children are playing better with each other
  • Playtimes seem to go a lot quicker with less squabbles
  • Less behaviour problems, more social interaction for those who struggle interacting with peers
  • Children are better at sharing
  • Less boredom, lots more co-operation and lots more fun!
  • Children are more confident and co-operative with staff
  • Better relationships between children – older children interact with younger

All 6 LBS staff replied more happy when asked, ‘Are the children happier since the Playpod opened?’

Comments from children

  • I like the Playpod because it is real fun
  • It’s great because there are lots of things
  • The worst thing about it is when it finishes
  • I think the Playpod is good because it lets other kids play with different things
  • It is a good chance to work together to create something new
  • I like it when I get pulled around
  • Children can use their imagination
  • If you are lonely you can build hammocks and swings
  • A good way to meet new friends
  • It is brill

 Funding of trips, payment of extra curricular lessons and music therapy

Children are

  • Receiving enriched learning experiences
  • More engaged in the wider school community
  • Forming secure friendships away from the school classroom
  • Growing in confidence

One child, who has had funded brass lessons,  performed in a group, at Bristol Cathedral gaining in self confidence.

Comments by children following Music Therapy

Comments from children

  • That was great fun
  • Fabulous we even got to write our own song
  • I liked performing our song to my friends and my Mum. I felt proud of myself
  • That was really good. We had to turn up our volume

Pastoral support and lunchtime club

Children are able to

  • access lunch time club if they are not happy or confident in the playground
  • talk to a trained pastoral leader

This was praised during the OFSTED visit (June 2014)

‘The school’s work to keep pupils safe and secure is outstanding. Pupils’ welfare is given high priority. Pupils talk very confidently about the adult whose particular role is to make sure that they feel safe, but they know that all adults will listen to them if they are worried about anything. ‘