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Pupil Premium

Pupil Premium

Pupil Premium Review 2017-18

 

What is the pupil premium?

The pupil premium funding, which is additional to main school funding, is a key way of closing the academic achievement gap between pupils from disadvantaged backgrounds to ensure they benefit from the same opportunities as from less deprived families.

 

From September 2015, the premium is worth £1320, and goes to pupils who at any point in the past 6 years have been in receipt of Free School Meals (FSM); £1,900 goes to any pupil who has been continuously looked after for the past six months or who has been adopted from care under the Adoption and Children Act 2002 or who has left care under a Special Guardianship or Residence Order; finally £300 goes to pupils whose parent/parents are currently serving in the armed forces or are in receipt of a pension from the Ministry of Defence.

 

How the Pupil Premium is spent is monitored closely with all schools accountable for the impact of the money spent.

 

How many pupils at Buckingham Primary are eligible for the Pupil Premium?

The total number of pupils at Buckingham Primary School in the academic year of 2017-18 was 546*, not including Nursery. Last year 148 pupils at Buckingham Primary were eligible for the Pupil Premium and in the financial period 2017-2018 the school received £195,360. *At the time of the Spring and Summer census.

 

How will the impact of the spending of the Pupil Premium be measured and monitored?

The key impact measure is the achievement of pupils in receipt of the pupil premium and how this compares with the achievement of others

 

The achievement of all pupils is regularly analysed by class teachers and the leadership team. If children are at risk of making less progress than others, interventions are put in place to help them 'catch up'. Closing the gap data is produced for each year group and this is reported to governors.

 

At Buckingham Primary, we have high aspirations and expectations for all our children and strive to ensure they reach their full potential. Pupil Premium funding represents a sizeable proportion of our school's total budget and we are committed to ensuring it is used effectively.

 

Focus areas for Pupil Premium pupils 2017-2018

  • Progress of pupils entitled to Pupil Premium funding.
  • Improve the attendance of the Ever 6 Pupil Premium group.
  • Attainment of Pupil Premium pupils to at least meet the attainment of others at statutory assessment points.

 

 

 

 

 

 

Spending for 2017-18

 

Item / Project

Actual Cost

Planned Spend

Objective

Teaching support

Small group teaching support through ability based groups in Year Six plus additional conferencing and coaching for pupils on a one to one basis1:1.

£24,374

£25,000

To raise standards in achievement at end of Key Stage through ability setting, smaller groups and focused teaching.

Teaching Assistant support

Year One Phonics support and intervention work. Nurture groups for Reception and Year One.

Further phonics support groups for Year Two re-takes.

Additional interventions for Year Two pupils.

Targeted interventions and emotional literacy support groups for pupils from Years Three to Five.

£123,852

£110,069

 

Continue to raise standards in core skills and phonics.

Learning Resources

Reading resources: through Bug Club and home reading scheme

£1,395

£1,000

 

Maths Resources: including Mathletics

£1,645

none

Learning Resources

£500

none

Attendance

Additional administrative support for monitoring, recording and tracking of the PP group of pupils.

Rewards, attendance badges, tablet raffles and the costings for the 100% pantomime trip.

£11,458

(Rewards £2236 and £8169 Administration)

£7578

To improve accessibility for learning.

Pupil Welfare Support

Art Therapist in school

Working with individuals and group sessions for nurture and resilience.

£15,600

£15,600

To improve support and access to services for vulnerable families, thereby maximising opportunities for learning.

 

 

Education Welfare Support from Local Authority. School buys additional support above the quota given to target and challenge attendance of persistent absentees.

£5,000

£2,770

Specialist Teaching RH

£2,210

£4,500

Trips and Visits – necessary subsidies for families who are unable to access wider opportunities at Buckingham.

£950

£500

Extended schools support including emergency provision for vulnerable children.

£350

£150

Uniform provided for families who are unable to afford.

£476

£450

Free milk for PP pupils over 5 years old

£945

£1,481

Educational Psychologist Time – an additional quota of time is purchased from the Local Authority to meet the needs of the pupils.

£6,605

£4.212

Total

£195,360

£195,360

 

October 2018

 

 

 

OUTCOMES FOR DISADVANTAGED PUPILS AT THE KEY STATUTORY ASSESSMENT POINTS (EXIT 2018)

 

OUTCOMES FOR DISADVANTAGED PUPILS IN RECEPTION (GLD):

 

Current attainment -

Early Years’ Foundation Stage Good level of Development (2018)

Pupils eligible for PPG without AEN

vs pupils eligible for PPG with AEN

ALL pupils

eligible for PPG

National Average for

non-disadvantaged pupils

The performance of children eligible for PPG in our school is compared with non-disadvantaged pupils, nationally as this is the difference that needs to diminish collectively across the country for disadvantaged pupils nationally to do as well as other pupils, nationally.

PPG with no Additional

Educational Needs

PPG with

Additional

Educational Needs

 

 

% achieving a Good Level of Development

73% (11/15)

0% (0/4)

58% (11/19)

73%

 

  • Of the 19 children entitled to the Pupil Premium Grant, 11 (58%) achieved a GLD which compares to the national average of 73% for non-disadvantaged pupils. The school figure increases to 73% (11/15) for our disadvantaged pupils without additional educational needs, which is in line with the national average for non-disadvantaged pupils.
  • Eight of our disadvantaged pupils did not achieve a GLD. SEN and attendance issues were identified as the main reasons for pupils not reaching the threshold. Careful monitoring and interventions in Year One will continue to take place for the children that did not achieve the GLD.
  • 80% (8/10) of disadvantaged pupils who transferred from Buckingham Nursery to Reception achieved the GLD, compared to 33% (3/9) of the disadvantaged pupils who were new to the school in Reception, which demonstrates that the majority of disadvantaged pupils who join in Nursery make rapid progress and achieve a Good Level of Development by the end of Reception.

 

 

OUTCOMES FOR DISADVANTAGED PUPILS IN THE YEAR ONE PHONICS SCREENING CHECK:

 

Current attainment -

Phonics Screening Check Year One (2018)

Pupils eligible for PPG without AEN

vs pupils eligible for PPG with AEN

ALL pupils

eligible for PPG

National Average for

non-disadvantaged pupils

The performance of children eligible for the PPG in our school is compared with non-disadvantaged pupils, nationally as this is the difference that needs to diminish collectively across the country for disadvantaged pupils nationally to do as well as other pupils, nationally.

PPG with no Additional

Educational Needs

PPG with

Additional

Educational Needs

 

 

% reaching the threshold in the Year One Phonics Screening Check

100% (14/14)

0% (0/4)

78% (14/18)

85%

 

  • The majority of our disadvantaged pupils attained well in this area of learning; this reflects the effective use of Pupil Premium funding in this area.
  • There were eighteen disadvantaged pupils in Year One. Of these, fourteen (78%) passed the phonics test, which compares to the national average of 84% for non-disadvantaged pupils. Given that each of the disadvantaged pupils accounted for 6% of the score, there was a very small gap (one pupil) compared to non-disadvantaged pupils, nationally. The school figure for disadvantaged pupils with no educational needs increases to 100% (14/14) which is 16% above the national average for non-disadvantaged pupils.
  • A greater proportion of our disadvantaged pupils passed the phonics test than the national figure of 70% for disadvantaged pupils.
  • Four disadvantaged pupils did not reach the Expected Standard in the Phonics Check. SEN and attendance issues were identified as the main reasons for not passing the Check. Careful monitoring and interventions in Year Two will continue to take place for the children that did not reach the Phonics threshold to maximise their chance to pass the phonics re-take at the end of Year Two.

 

 

OUTCOMES FOR DISADVANTAGED PUPILS IN THE CUMULATIVE PHONICS SCREENING TEST BY THE END OF KEY STAGE ONE:

 

Current attainment -

Phonics Screening Check Year Two (2018)

Pupils eligible for PPG without AEN

vs pupils eligible for PPG with AEN

ALL pupils

eligible for PPG

National Average for

non-disadvantaged pupils

The performance of children eligible for the PPG in our school is compared with non-disadvantaged pupils, nationally as this is the difference that needs to diminish collectively across the country for disadvantaged pupils nationally to do as well as other pupils, nationally.

PPG with no Additional

Educational Needs

PPG with

Additional

Educational Needs

 

 

% reaching the threshold in the Phonics Screening Check by the End of Key Stage One

100% (16/16)

100% (4/4)

100% (20/20)

93%

 

  • All 20 of our disadvantaged pupils passed the Phonics Test by the End of Key Stage One.
  • The school figure of 100% is above last year’s national average for both non-disadvantaged pupils (93%) and for disadvantaged pupils (86%).

 

 

 

 

 

 

 

 

OUTCOMES FOR DISADVANTAGED PUPILS BY THE END OF KEY STAGE ONE:

 

Current attainment -

End of Key Stage One (2018)

Pupils eligible for PPG without AEN

vs pupils eligible for PPG with AEN

ALL pupils

eligible PPG

National Average for

non-disadvantaged pupils

The performance of children eligible for the PPG in our school is compared with non-disadvantaged pupils, nationally as this is the difference that needs to diminish collectively across the country for disadvantaged pupils nationally to do as well as other pupils, nationally.

PPG with no Additional

Educational Needs

PPG with

Additional

Educational Needs

 

 

% achieving the Expected Standard or higher in Reading, Writing and Maths Combined

75% (12/16)

25% (1/4)

65% (13/20)

69%

% achieving the Expected Standard or higher in Reading

94% (15/16)

50% (2/4)

85% (17/20)

79%

% achieving the Expected Standard or higher in Writing

75% (12/16)

25% (1/4)

65% (13/20)

74%

% achieving the Expected Standard or higher in Maths

100% (16/16)

100% (4/4)

100% (20/20)

80%

 

  • The majority of our disadvantaged pupils attained well by the End of Key Stage One, especially in Maths and Reading.
  • Of the 20 pupils entitled to the Pupil Premium Grant in Year Two:
  • 13 (65%) achieved the Expected Standard or above in Reading, Writing and Maths Combined which is in line with the national average of 69% for non-disadvantaged pupils (given the proportional value of one disadvantaged pupil of 5%). The school disadvantaged figure is also substantially above the national figure for disadvantaged pupils.
  • 17 (85%) achieved the Expected Standard or above in Reading which is above the national average of 79% for non-disadvantaged pupils. In addition, it is substantially above the national figure for disadvantaged pupils which is 60%.
  • 13 (65%) achieved the Expected Standard or above in Writing which is below the national average of 74% for non-disadvantaged pupils (equates to approximately two pupils) but substantially above the national figure of 53% for disadvantaged pupils.
  • 20 (100%) achieved the Expected Standard or above in Maths which is substantially above the national average of 80% for non-disadvantaged pupils and the national figure for disadvantaged pupils which is 61%.
  • The in-school disadvantaged/non-disadvantaged gap in all individual subjects is significantly narrower than the equivalent national gap in each subject. In Reading, the gap is +6% compared to a national gap of -18%; in Maths, the in-school gap is +18% compared to a national gap of -18% and in Writing, the in-school gap is -8% compared to a national gap of -20%.

 

 

OUTCOMES FOR DISADVANTAGED PUPILS BY THE END OF KEY STAGE TWO:

 

Current attainment –

End of Key Stage Two (2018)

Pupils eligible for PPG without AEN

vs pupils eligible for PPG with AEN

ALL pupils

eligible for PPG

National Average for

non-disadvantaged pupils

The performance of children eligible for the PPG in our school is compared with non-disadvantaged pupils, nationally as this is the difference that needs to diminish collectively across the country for disadvantaged pupils nationally to do as well as other pupils, nationally.

PPG with no Additional

Educational Needs

PPG with

Additional

Educational Needs

 

 

% achieving the Expected Standard or higher in Reading, Writing and Maths Combined

50% (7/14)

20% (1/5)

42% (8/19)

70%

% achieving the Expected Standard or higher in Reading

79% (11/14)

20% (1/5)

63% (12/19)

80%

% achieving the Expected Standard or higher in Writing

79% (11/14)

20% (1/5)

63% (12/19)

83%

% achieving the Expected Standard or higher in Maths

79% (11/14)

20% (1/5)

63% (12/19)

81%

% achieving the Expected Standard or higher in Grammar, Punctuation and Spelling

86% (12/14)

20% (1/5)

68% (13/19)

82%

 

  • There are substantial gaps in the proportion of our disadvantaged pupils attaining at least the Expected Standard in the Combined Score and all individual subjects compared to non-disadvantaged pupils, nationally. However, the attainment of our disadvantaged pupils with no additional educational needs is in line with the national non-disadvantaged pupils in all individual subjects. Although the gap narrows in the Combined Score, it is still substantial; this is an area of focus for 2018-2019.

 

Progress from the End of Key Stage One to the End of Key Stage Two:

  • The progress scores for disadvantaged pupils were -3.16 in Reading; -3.55 in Writing and -2.52 in Maths, indicating that these pupils make weaker progress than the national average in all three subjects. In Writing, the progress score has improved from -5.39 in 2017.