Pupil Premium Funding

2016-2017 

If Every Child Matters it Matters that Every Child Achieves

Introduction & Context
Lady Joanna Thornhill will receive £33,300 Pupil Premium funding in the financial year 2016-17. The funding was based on the number of children on roll who were in receipt of free school meals in the last 6 years (EFSM), Looked After Children and children from Services families from the local authority in January 2015. We are dedicated to ensuring that this money has a significant and positive effect. The school is 370th in the IMD (Index of Multiple Deprivations) rank out of 453, where is 1 is an area of greatest deprivation and 453 of least deprivation.

Through high expectations and quality teaching, we ensure that every child has the opportunity to achieve and reach their potential. We seek to provide personalised learning opportunities for all children and a robust mechanism of support to allow every child to make progress.

As we recognise that not all pupils who are academically or socially disadvantaged are registered for free school meals, we reserve the right to allocate Pupil Premium funding to support any pupil, or group of pupils, identified by the school as being at a significant disadvantage.

Provision
To effectively meet the requirements we set out for ourselves, the Governing Body of Lady Joanna Thornhill will ensure that provision is made to secure a high standard of teaching and learning for all pupils.

Our priorities are, to:

  • prepare all pupils to be secondary ready by the end of KS2.
  • narrow achievement gaps for those children not on track for secondary readiness
  • improve attendance
  • quickly identify the need for targeted support and implement appropriate provision.
  • create a safe environment and ensure a high level of child wellbeing within the school.

It is important to note that as per recommendations from the Sutton Trust and Education Endowment Fund support for our disadvantaged pupils comes first and foremost from a quality first approach, with these pupils being a key focus for class-teachers. We actively use strategies identified as best practice on the EEF toolkit.

Pupil coaching and Readiness for Learning
Academic progress is regularly tracked with all pupils having individual coaching sessions with their teachers four times yearly.
Wellbeing progress is monitored formally once yearly.
Data is shared with all staff five times yearly and teachers and senior leaders monitor the efficacy of progress toward individual targets. 

Pupil Premium support prime teaching focus, specifically planned
One-to-one and small group short-term interventions in Basic Skills outside of core curriculum.
Daily reading
School Leaders and teaching staff have focus pupils to mentor.
Quality First additional teaching support for classes where vulnerable cohorts show least progress. 

Pastoral support and Positive Action
Bursary to support vulnerable families for Yr6 residential, school trips and other items or events that may incur a cost.
Vulnerable pupils are focus for lunchtime teacher and SLT support.
A school-wide approach to social and emotional aspects of learning based on Positive Action.

Impact of Provision – base on end of Key Stage data 2016

 

Pupil Premium

Non Pupil Premium

National Pupil Premium Average

Reading

67%

77%

53%

Writing

50%

77%

63%

Spelling

87%

68%

61%

Maths

50%

75%

58%

Science

67%

86%

70%

 

KS1 Expected Standard (five pupils in Pupil Premium cohort)

 

Pupil Premium

Non Pupil Premium

National Pupil Premium Average

Reading

80%

80%

60%

Writing

60%

71%

50%

Maths

40%

76%

58%

Science

60%

78%

69%

 

Pupil Premium is an amount of money given to each school in England to aid the teaching and learning of pupils who are in receipt of free school meals or who have in the past been in receipt of free school meals.

‘The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.’

‘In most cases the Pupil Premium is allocated to schools and is clearly identifiable.  It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility’. (DfE website).

2016/2017 – Total Grant £31,680.00

Provision:

We intend to use the pupil premium fund in a similar way for the financial year 2016/2017.  Decisions relating to staffing will be based on data and pupil progress meetings together with advice from specialists.

We intend to provide access to enrichment opportunities as below. 

We intend to provide specific resources as advised by specialists or where a need is identified. 

We intend to provide counselling, mentoring and or SMT support as identified through specialists or school systems.

2015/2016 – Total Grant £31,680.00

Provision:

  • Small group English and Maths Teacher lead interventions from year 4 to year 6 as determined by data and pupil progress meetings.
  • Small group English, Maths, motor skills and Speech and Language interventions HLTA or TA led  interventions across the school and or 1:1 teaching as determined by data and pupil progress meetings.
  • Counselling to support individual pupils.
  • Enabling all children to access enrichment opportunities; music, swimming, tennis, bikeability, funding for educational trips, residential trips, clubs and special events held within school that may involve a financial cost or voluntary contribution.
  • Purchase of specific resources to meet individual needs.
  • Mentoring and or Senior Management Team oversight of particular pupils to support motivation and learning.
  • Input from specialist support services as identified by Early Help, LIFT etc.

2014/2015 – Total Grant  £32,713.81

Provision:

  • Funding additional teacher hours and HLTA/TA hours across the school to provide reading, writing, mathematics and SALT intervention groups and 1:1 teaching as determined by data and pupil progress meetings. Purchase of specific resources to meet individual needs.
  • Input from specialist support services as identified at LIFT meetings or from other agencies.
  • Counselling to support identified pupils.
  • Enabling all children to access enrichment opportunities; music, swimming, tennis, funding for educational trips, residential trips and special events held within school that may involve a financial cost or voluntary contribution.
  • Mentoring specific pupils. 

Impact:

KS2 July 2015Disadvantaged PupilOther PupilsAll PupilsNational
Percentage of pupils achieving level 3 or below in reading and maths tests and writing TA50%7%7%15%
Percentage of  pupils achieving level 4 or above in reading and maths tests and writing TA50%93%90%80%
Percentage of pupils achieving level 5 or above in reading and maths tests and writing TA0%34%32%24%
Percentage of pupils making at least 2 levels of progress in reading100%95%95%92%
Percentage of pupils making at least 2 levels of progress in writing Teacher Assessments100%96%96%95%
Percentage of pupils making at least 2 levels of progress in Maths75%95%94%91%

 

2013-2014 – Total Grant £23,825

Provision:

  • Funding additional teacher hours and HLTA/TA hours across the school to provide reading, writing, mathematics and SALT intervention groups and 1:1 teaching as determined by data and pupil progress meetings.
  • Purchase of specific resources to meet individual needs.
  • Input from specialist support services as identified at LIFT meetings or from other agencies.
  • Enabling all children to access enrichment opportunities; music, swimming, tennis, funding for educational trips, residential trips and special events held within school that may involve a financial cost or voluntary contribution.
  • Mentoring specific pupils. 

Impact

KS2 July 2014Disadvantaged pupilsOther PupilAll Pupils
Percentage of pupils achieving level 3 or below in reading and maths tests and writing TA0%3%3%
Percentage of  pupils achieving level 4 or above in reading and maths tests and writing TA100%97%97%
Percentage of pupils achieving level 5 or above in reading and maths tests and writing TA50%41%43%
Percentage of pupils making at least 2 levels of progress in reading100%92%93%
Percentage of making at least 2 levels of progress in writing TA100%97%97%
Percentage of pupils making at least 2 levels of progress in maths100%98%98%

 

 

 

 

 

 

 

 

 

 

 

 

 

DfE website – www.education.gov.uk/schools/pupilsupport/premium/b0076063/pp