Pupil Premium


Pupil Premium at Eastfield Primary Academy 2015-2016

December 2015

Pupil Premium refers to the additional funding provided by he Department of Education for each school. The amount of money given to schools is worked out by calculating the number of children, in the last six years, who have received free school meals or are Looked After Children. Schools are required to publish the amount of funding we receive each year, how this was spent and what impact it has on raising standards.

PUPIL PREMIUM FUNDING

This funding is given to schools based on the number of pupils who

  • Meet the criteria for free school meals-see below (or have done in the last six years)
  • Are in the care system (e.g. children being fostered)
  • Are adopted or have left care
  • Are a service child e.g. they have a parent who is in the armed forces

 

If you think your child fits any of the categories above please contact the school and we can help you fill in the paperwork. The funding can be claimed even if you do not wish your child to eat free school meals or if they already take free school meals as part of the infant meals offer. We may then be able to assist you with funding for after school clubs and trips etc. We will also be able to ensure that your child receives high quality support and resources within school.

 

Your child might be able to get free school meals if you get any of the following:

  • Income support
  • Income-based Jobseekers Allowance
  • Income-related Employment and Support Allowance
  • Support under Part VI of the Immigration and Asylum Act 1999
  • The guaranteed element of Pension Credit
  • Child Tax Credit (provided you’re not entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
  • Working Tax Credit run-on – paid for 4 weeks after you stop qualifying for Working Tax Credit
  • Universal Credit

Our Key Objective is using the Pupil Premium is to narrow the gap between groups of pupils. £133,000

 

Results for 2014-2015

 

 

Combined Mathematics Reading Writing (TA) English Grammar, Punctuation & Spelling
Cohort Sc% Na % Cohort Sc% Na % Cohort Sc% Na % Cohort Sc% Na % Cohort Sc% Na %
FSM 20 45 70 20 65 80 20 55 83 20 80 79 20 45 71
Non FSM 12 75 84 12 92 90 12 100 92 12 75 90 12 75 84

From Raise we saw that disadvantaged pupils perform much less that that in maths, reading and writing.

Barriers to good attainment:

  • Out of the 31 children that sat the SATs test, 7 children joined us after Spring Year 5 and they were all pupil premium
  • 1 pupil was at external provision since Soring 2015 and we had no impact on teaching and learning.

 

 

 

Our Pupil Premium 2015-2016

Allocated Spending and Impact:£120,000

 

Record of Pupil Premium Grant
Item / Project Objective / Description of Activity Outcome
Booster Sessions for Y5 / Y6 Small group targeted support for Y6 pupils in reading, writing and maths. 2 children have now moved from below expectations to now working at expectations this year.
Academic Learning Mentor to teach in Y6 alongside teacher. Direct teaching in conjunction with the Y6 teacher. 93% of PuP children made 2 levels progress and 27% made 3 levels progress at the end of Y6.

Reading: 6.1 APS in year and 12.7APS from KS1

Writing: 7.4APS in year and 14.4APS from KS1

Maths: 6.1 APS in year and 12.3APS from KS1

Early Interventions for speech, language and communication. Deliver early support to those children with speech, language and communication difficulties. Children develop communication skills and confidence as speakers which then ties in to all areas of the curriculum.
Oxford Reading Tree Guided Reading Scheme Re-developed guided reading scheme to go across the school to engage in The profile of reading has risen within school. Training in the deliver of guided reading has allowed progress to be outstanding in reading. The enjoyment of reading is a thread at Eastfield.
Learning Mentor to develop whole school learning behaviours Children who experience learning behaviours difficulties are able to access the mainstream curriculum alongside their peers. Behaviour and learning behaviours are outstanding and therefore accelerated progress in the core areas of the curriculum. Positive behaviours from parents and carers are fostered.

 

Extra Curricular Trips PPG children to have equal access to extra curricular trips. PPG children access the whole, broad curriculum and trips are paid for or subsidised. This means their curriculum entitlement is enriched.
Extra curricular activities PPG children have equal access to extra curricular activities. PPG children access the whole, broad curriculum and clubs are paid for and feel enabled to pursue them out of school.
Tuck Shop PPG children to have access to tuck shop. PPG children where tuck may be difficult to pay for is paid for by the grant. Children
Breakfast Club Children have breakfast before starting learning. Children start the school day in the right frame of mind and breakfast.
Homework Club Children have the opportunity to support learning after school. Children feel equipped to challenge their learning and able to access support in school where they wouldn’t have otherwise.
Learning Resources Children have supplementary resources to support their learning. Barriers to learning and decreased and access to mainstream curriculum enhanced.
Staff Training Provide dedicated training in light of new assessment criteria. PPG children are taught by well skilled and knowledgeable staff with the latest government initiative. Assessment is carried out termly   and progress of pupil premium children are identified and targeted as part of QFT.
Fortis Children experiencing social and emotional difficulties have access to a trained CAMHS worker. Children are supported with strategies to manage their own behaviour in school and remove barriers to learning with issues arising from home. Positive play and art therapy allows children to support their emotional needs
Parental Engagement Children have access to enrichment days and enterprise days to increase parental engagement. Formal barriers with parents are broken down and able to take part and enjoy enrichment to the curriculum.

 

 

 

It is expected that all of the above will be specific, targeted, short-term interventions that are tailored to individual pupils needs and may change and adapt regularly to ensure the impact on learning is maximised.

 

The following tables show the average assessment results for children who have Free School Meals (FSM) in our school compared to children who have Free School Meals nationally. Ofsted will look at these to see how all groups of children in schools are performing.

 

How do we know?

 

 

 

Autumn Term 2016 PuP Data Analysis December 2015

 

Below Expectations

 

Reading Writing Maths Children in total
Y6 22% 44% 44% 9
Y5 33% 33% 50% 6
Y4 44% 33% 44% 10
Y3 50% 50% 50% 10
Y2 40% 40% 50% 10
Y1 18% 18% 27% 11

 

At Expected

 

Reading Writing Maths Children
Y6 78% 66% 66% 9
Y5 67% 67% 50% 6
Y4 56% 67% 56% 10
Y3 50% 50% 50% 10
Y2 60% 60% 50% 10
Y1 82% 82% 73% 11

 

Above Expectations

 

Reading Writing Maths Children
Y6 11% 11% 0% 9
Y5 0% 0% 33% 6
Y4 0% 0% 11% 10
Y3 0% 0% 0% 10
Y2 0% 10% 10% 10
Y1 27% 27% 18% 11

 

We can already see that our pupil premium interventions are making a difference, despite pupil’s access a new and more challenging curriculum. Our disadvantaged pupils in Year 6 are currently projected to exceed outcomes from last year in all areas.

We also need to take into account that 44% of these 9 children in Year 6 are also on the SEN register.

We will of course be monitoring progress on a termly progress.

 

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