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Pupil Premium

Use of Pupil Premium – St Mary & St Margaret’s CE Primary School

 

Each year, we receive a Pupil Premium allocation as part of our school budget. This is currently based on the number of pupils at our school who fall into one of the following categories:

  • Eligible for free school meals (including at any time in the past six years)

  • Children in the care of a local authority or who have been adopted from care

  • Children who have one or more parents serving in the armed forces

     

    Our Pupil Premium allocations for the last and current financial years are shown below:

     

2017-18

2018-19

£55,650

£55,060

 

2017-18 – Spending of the pupil premium allocation

In 2017-18, the funding was used in the following ways:

 

Spending

Aims/Impact

Staffing, running and resourcing of Breakfast Club

The aims and impact of Breakfast Club are many and varied, but include the following:

  • A settled, healthy start to the school day
  • Improved punctuality and attendance
  • Building of social skills
  • Nurture / building of self-esteem
  • Supporting development of reading, spelling, maths and other learning

Staffing, running and resourcing of Homework Club

As with Breakfast Club, aims are varied, but in particular focus on the following:

  • Supporting development of reading, spelling, maths and other learning
  • Nurture / building of self-esteem

Musical activities and support:

  • Year 4 weekly whole class brass lessons leading to performances in school and at Warwick Arts Centre
  • Year 5 participation in Young Voices concert at Genting Arena
  • Subsidising cost of participation/performance at Speight of the Art Festival at Birmingham Town Hall (KS2)
  • Subsidising peripatetic instrumental music lessons
  • Staffing of free after-school choirs for KS1 and KS2
  • Support for hiring of musical instruments for peripatetic lessons
  • Contribution towards staffing of free in-school orchestra

 

  • Ensuring all pupils have opportunity to learn (and continue to learn) a musical instrument and to develop singing skills regardless of background
  • Raising children’s aspirations through performances at premier venues and through opportunities to see more advanced groups and professional musicians
  • Developing pupils’ self-esteem and self-belief
  • Many other documented benefits, such as improving brain function, developing social skills, supporting mental health etc.

A contribution towards the cost of teaching and support staff for:

  • In-class group support
  • Out-of-class group and paired interventions
  • Individual 1-to-1 support
  • Improving progress, e.g. in reading, writing, mathematics (see data below) and specific areas of the curriculum
  • Supporting pupils to ensure they are organised and ready to learn.

Individual subscriptions to online learning platforms:

  • Mathletics
  • Reading Eggs
  • Spellodrome
  • Literacy Planet

 

  • Improving progress and attainment in Reading, Mathematics and Grammar, Punctuation and Spelling

Weekly online 1 to 1 mathematics tutoring

  • Improving attainment in targeted areas of mathematics

A contribution to the cost of funding staff to provide outdoor learning to develop life skills and other learning (via Unity Trust Collaborative)

 

  • Developing life skills, e.g. resilience, problem-solving
  • Enhancing self-esteem
  • Developing knowledge about the world

A contribution to the cost of staffing and running after school clubs:

  • Coding
  • Running
  • Dodgeball
  • Art
  • Netball
  • Football
  • Outdoor Learning
  • Developing healthy lifestyles
  • Developing resilience, problem-solving skills etc.
  • Enhancing self-esteem
  • Improving attainment in English and Maths

The cost of staffing the school library at lunchtimes

 

  • All pupils have access to ICT-based learning platforms regardless of home circumstances
  • Developing positive attitudes to reading

Training to improve the impact of support staff and teachers

  • Improved teaching skills of staff who work closely with disadvantaged children
  • Improving attainment across the curriculum

Attendance package from Central School Attendance & Welfare Service Ltd

  • Improving attendance of persistently absent pupils and of pupils generally

Cover for termly Pupil Premium Progress Meetings

  • Interventions are well targeted and focused on individual need

Play Therapy

  • Supporting emotional needs of targeted pupils

Subsidising the cost of residential (and other) trips and other items where needed

 

  • Ensuring access to all enriching learning experiences for disadvantaged pupils
  • Building self-esteem

Staffing cost for Child & Family Mentor to work with individuals and families 5 hours per week

  • Families supported in meeting children’s individual needs
  • Pupil mental health supported and strengthened
  • Early intervention prevents escalation of issues

 

 

 

IMPACT OF PUPIL PREMIUM SPENDING (AS SEEN IN SCHOOL DATA)

Y1 Phonics Screen

For the past five years, our disadvantaged pupils have performed in line with or above national figures for all pupils:

Year

School Disadvantaged

National All Pupils

2018

100%

83%

2017

100%

81%

2016

80%

81%

2015

80%

77%

2014

75%

74%

 

This is due to a carefully structured phonics programme from entry in Nursery (or Reception). Intervention is well targeted and frequent, identified through Pupil Progress Meetings and Pupil Premium Pupil Progress Meetings.

 

KS1 SATs 2017 & 2018

In 2017, the percentage of ‘pupil premium pupils’ in Year 2 achieving age related expectations was in line with the percentage of ‘all pupils’ in each of reading, writing and maths.

In 2018, there were insufficient ‘pupil premium pupils’ in Year 2 to share data.

 

KS2 SATs 2018

The percentage of disadvantaged pupils achieving the expected standard or higher (67%) in reading, writing and maths combined is in line with non-disadvantaged pupils nationally (70%).

Average progress for disadvantaged pupils:

Reading: Within ‘Average’ band

Writing: Within ‘Average’ band

Maths: Within ‘Average’ band

In 2017-18, our ‘pupil premium pupils’ made better progress in each of reading, writing and maths compared to our ‘non-pupil premium’ pupils (measured for Y6 pupils from end of KS1 assessments to end of KS2).

 

Impact on Attendance

Data to follow

 

2018-19 – Plans for spending the pupil premium allocation

In 2018-19, we plan to use the funding in the following ways:

 

Spending

Aims/Impact

Staffing, running and resourcing of Breakfast Club

The aims and impact of Breakfast Club are many and varied, but include the following:

  • A settled, healthy start to the school day
  • Improved punctuality and attendance
  • Building of social skills
  • Nurture / building of self-esteem
  • Supporting development of reading, spelling, maths and other learning

Staffing, running and resourcing of Homework Club

As with Breakfast Club, aims are varied, but in particular focus on the following:

  • Supporting development of reading, spelling, maths and other learning
  • Nurture / building of self-esteem

Musical activities and support:

  • Contribution towards cost of Year 3 weekly whole class recorder lessons and Year 5 weekly whole class clarinet lessons leading to performances in school and at the Solihull Woodwind Extravaganza at the Bushell Hall
  • Contribution towards cost of Year 4 weekly whole class brass lessons leading to performances in school and at Warwick Arts Centre
  • Year 5 participation in Young Voices concert at Genting Arena
  • Subsidising peripatetic instrumental music lessons
  • Staffing of free after-school choirs for KS1 and KS2
  • Support for hiring of musical instruments for peripatetic lessons
  • Contribution towards staffing of free in-school orchestra

 

  • Ensuring all pupils have opportunity to learn (and continue to learn) a musical instrument and to develop singing skills regardless of background
  • Raising children’s aspirations through performances at premier venues and through opportunities to see more advanced groups and professional musicians
  • Developing pupils’ self-esteem and self-belief
  • Many other documented benefits, such as improving brain function, developing social skills, supporting mental health etc.

A contribution towards the cost of teaching and support staff for:

  • In-class group support
  • Out-of-class group and paired interventions
  • Individual 1-to-1 support
  • Improving progress, e.g. in reading, writing, mathematics (see data below) and specific areas of the curriculum
  • Supporting pupils to ensure they are organised and ready to learn.

Individual subscriptions to online learning platforms:

  • Times Table Rockstars

 

  • Improving progress and attainment in Mathematics

A contribution to the cost of staffing and running after school clubs:

  • Netball
  • Football
  • Art etc.

 

  • Developing healthy lifestyles
  • Developing resilience, problem-solving skills etc.
  • Enhancing self-esteem
  • Improving attainment in English and Maths

The cost of staffing the school library at lunchtimes

 

  • All pupils have access to ICT-based learning platforms regardless of home circumstances
  • Developing positive attitudes to reading

Training to improve the impact of support staff and teachers

  • Improved teaching skills of staff who work closely with disadvantaged children
  • Improving attainment across the curriculum

Attendance package from Central School Attendance & Welfare Service Ltd

  • Improving attendance of persistently absent pupils and of pupils generally

Cover for termly Pupil Premium Progress Meetings

  • Interventions are well targeted and focused on individual need

Play Therapy

  • Supporting emotional needs of targeted pupils

Subsidising the cost of residential (and other) trips and other items where needed

 

  • Ensuring access to all enriching learning experiences for disadvantaged pupils
  • Building self-esteem

Staffing cost for Child & Family Mentor to work with individuals and families

  • Families supported in meeting children’s individual needs
  • Pupil mental health supported and strengthened
  • Early intervention prevents escalation of issues

 

 

Barriers to Learning for Pupil Premium Children

At St Mary & St Margaret’s we have identified, on an individual level, a range of barriers to learning for our Pupil Premium children.  Each of our Pupil Premium children is considered individually and a range of needs have been identified.  These include:

  • Language and communication skills – children’s baseline on entry to school is broadly below national average and they need support and focussed intervention in terms of planned activities and focussed teaching.  For example we use Language Link in the Infants to identify specific areas of need and then plan appropriate teaching and intervention opportunities.
  • Personal, social skills – some children from disadvantaged backgrounds, whose parents might have had a bad experience of school, sometimes struggle to engage with school as a result of minimal parental support and engagement.  For some children this can result in difficult relationships with school, authority and their peers in terms of following rules and expectations.  A lack of an intrinsic value system impacts on a child’s ability to interact with others.  Children will sometimes have concerns around poverty that will impact on their personal ability and readiness to learn.  A child’s motivation may have other priorities that lie outside of learning in the classroom.
  • Parental engagement – occasionally parents struggle to build a quality relationship with school this can have a negative impact on a child’s ability to engage.  Lack of aspiration from parents might lead to demotivation to learning.

Other, more generic, barriers include:

  • Attendance
  • Punctuality
  • Attachment difficulties
  • Special Educational Needs
  • Physical difficulties
  • English as an additional language
  • Early childhood neglect and lack of experiences
  • Trauma
  • Neglect
  • Young carers
  • Loss and bereavement
  • Mental health issues
  • Medical diagnoses
  • Parental substance and alcohol misuse
  • Domestic violence
  • External influences, including use of social media
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