Home Page

Pupil Premium

PUPIL PREMIUM

 

All members of staff and governors accept responsibility for, and are committed to meeting the needs of, any ‘socially disadvantaged’ children who attend our school.  We believe this commitment includes their pastoral and social needs as well as their academic progress.  Our school is committed to the ‘narrowing the gap’ between different groups of children and improving the outcomes and life chances of children.  The pupil premium money will form a vital part in this process, particularly for our most disadvantaged children.

 

The governors will allocate pupil premium funding to support any children, or groups of children, who have been appropriately identified as being socially disadvantaged.  This support will be made through the following strategies:

  • Facilitating pupils access to education
  • Facilitating pupils access to the curriculum
  • Additional support and intervention within the school environment.

 

What is Pupil Premium Funding?

Pupil premium money is given to schools to support children who are considered ‘Ever 6’.  This means they have been eligible for free school meals, in local authority care or have parents who are/have been in the armed services in the last 6 years.  Children who have been adopted also have some pupil premium funding allocation.  The amount of money a school receives is determined by the number of children in the school who meet these criteria.  The pupil premium funding must be spent on activities or initiatives that support this group of children, meet their needs and enable them to achieve in line with children who are not in the pupil premium group.

 

How do we spend our pupil premium funding?

Staff and governors at Ackton Pastures are fully committed to the pupil premium agenda.  In order to meet the needs of this group of children, who have a wide range of needs and abilities, we utilise our pupil premium funding creatively to ensure all needs are catered for as much as we are able.  Our pupil premium money is used to support pastoral and social needs as well as the academic progress of our pupil premium children.

 

Reporting Pupil Premium

It is the responsibility of the governors to explain pupil premium expenditure to parents.  Ackton Pastures will include the updated expenditure report annually within this policy which will be revised annually and placed on our website.  This report will provide details of how pupil premium money will be used and the intended impact on the attainment and progress of the pupils who were targeted.

 

The allocation and the impact on pupil outcomes will be reported to the Resources Committee of the Federation Governing Body annually.  Parents will be able to obtain information about pupil premium from the school website.  This will be updated annually.  The responsibility for the report will be undertaken by a senior member of the leadership team.  The report will be supported by data and information from other members of staff.

 

Funding Allocations

In 2015/16 our pupil premium funding has been allocated in the following way:

ACKTON PASTURES PUPIL PREMIUM FUNDING 2015/16

Total amount given = £133,600

Service provided

Cost over year

Expectation

Family Mentor

 

£11,467

Families experiencing difficulties getting the right support to ensure the children are in the right place emotionally to be in school ready to learn.

Early Birds (year 1/2)

 

£6,359

PP children with difficulties in reading to attend 5 sessions a week before school to receive intensive support to improve their confidence and attainment in reading to reduce their attainment gaps.  Progress tracked for impact.

Early Birds (year 6)

 

£980

PP children in danger of not achieving ARE in reading to attend 5 sessions a week before school begins to get intensive support to address their needs and gaps in reading and accelerate their progress towards ARE.

Same Day Intervention (y3 to 6)

 

£15,367

PP children with difficulties in a lesson to be identified by class teachers and then targeted by TA in the afternoon to address the issue causing confusion/difficulty so it does not become a barrier to progress the next day.

Speech and Language support

 

£7,614

Children in EYs and KS1 with S&L difficulties are identified in school and assessed by qualified SALT who then provides a programme of activities which is implemented by staff in school to reduce the barrier of poor language and communication.

SNA in Early Years

£12,723

Supporting PP child with challenging behaviour to support learning and avoid exclusion.

Additional Staff in KS2

 

£11,279

Supporting PP children in a small class with bespoke provision and providing full time support to PP child with challenging behaviour.

Additional staffing in Early Years

 

£51,311

PP children entering EYs with poor social/communication/emotional skills and not school ready to have additional support to settle and acquire the necessary skills necessary to achieve in a school setting.

Peer Mentoring group

 

£12,600

A group of PP children with poor self-esteem and/or limited access to positive male role models to work on an alternative curriculum 2 afternoons per week to improve their self-confidence and belief so they are more prepared to work at and achieve in learning.

Lunchtime Coaching support

£3,900

To target specific children and provide sporting activities to ensure they are productively engaged and learning how to interact positively with peers and accept rules – avoid lunchtime conflict and ensure a smooth start to afternoon learning.

TOTAL

 

£133,600

 

 

How has the pupil premium funding been spent in the past?

In previous years the pupil premium money that was allocated to Ackton Pastures was spent as follows:-

 

Allocation

2014/15 PP funding was £127,400

2013/14 PP funding was £85,500

 

In 2014/15 the funding (£127,400) was spent on:

Continuing the contribution towards the salary costs of Family Mentor to support vulnerable children and their families and improve attendance.

Continued implementation of the FFT reading intervention programme in Key Stage 1.

Support for Speech and Language in EYFS and Key Stage 1.

Introduction of the Early Birds Reading Intervention in years 1 and 2.

Introduction of Mentor Groups to develop self-esteem and behaviour modification of a group of identified children in Key Stage 2.

Teacher support for reading to narrow the gap in years 1 and 4.

Teacher support plus other additional staffing in Early Years to target vulnerable children and narrow the gap between them and their peers.

 

The impact of this spending by the end of 2014/15 was:

 

Family Mentor

In this school year, the Family Mentor supported 22 children and their families at a safeguarding level to ensure their safety and well-being. 

15 children were helped to modify their behaviour, anger or confidence issues through involvement with the Family Mentor.

The attendance of 10 children has improved following work by the Family Mentor.

All this work helps the children feel more comfortable in school and therefore they achieve more.  When attendance improves there is a direct link to improvements in learning.  The work of our Family Mentor, with some of our most vulnerable or disadvantaged families, makes a significant contribution to their successful development in school.

 

FFT reading intervention (13 children)

60% of the PP children who accessed this provision made expected progress by the end of the year.

 

Speech and Language support (25 children)

100% of the targeted PP children made expected progress, and of these,

64% of the targeted PP children made good progress.

 

Early Birds Reading Group

80% of the PP group who accessed this provision made at least expected progress and

60% of them made good progress.

 

Mentor Group

8 children – all pupil premium - from years 5 and 6 attended these sessions twice weekly for much of the year.  The alternative curriculum was intended to help these children modify their behaviour, manage their emotions (including anger) and build their self-belief.

 

1 child left the group to move to another school out of district.

 

Of the remaining 7 children, 5 of them met or exceeded their end of year targets (Reading, Writing, Maths) from their entry baseline.  Both y6 pupils in the group met or exceeded their FFT targets for end of year 6 from their KS1 baseline.

 

Targeted support for reading in y3/4

This group was refined to a target group of 5 children who received bespoke 1 to 1 provision from a reading consultant over two terms.  The all made good progress and when their reading ages were compared to their starting point they had made gains ranging from 1 year 3 months to a 2 year gain for one of the children.  

 

Additional staffing in Early Years

Nursery – at the end of the year the large proportion of nursery children who were moving to full time education in September were judged to be ‘ready’ for school in most areas of learning.  The baseline assessments completed in September demonstrated the significant strengths of the children who had attended our nursery compared to children from other settings.

 

Of the pupil premium group of children in the reception cohort only 20% actually made GLD but the progress of these children from their entry baseline was significant.  1 of these children was not in school from March 2015 but remained on our roll so counted in our figures.

 

In 2013/14 the funding (£85,500) was spent on:

Contribution towards the salary costs of Family Mentor.

Implementation of the FFT reading intervention programme.

Support for Speech and Language.

Targeted support for year 1 and 2 (TA support for 4 afternoons per class).

Targeted support for year 3 and 4 children in reading, writing and maths (0.4 teaching hours).

Targeted support for year 6 children in reading, writing and maths (0.2 teaching hours).

EAL (English as an Additional Language) support in year 6.

Targeted support for vulnerable children in KS1.

 

The impact of this spending was reported in the appropriate year and details are still available on request.