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Pupil Premium Statement

 

Pupil Premium Statement

 

What is the pupil premium?

The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Disadvantaged children are those who have been eligible for free school meals at any time in the last six years, looked after children and children of services personnel.

 

Prince Bishops’ pupil premium grant allocation amount

The school received £124,234 to support disadvantaged pupils in the 2017 financial year.

 

The main barriers to educational achievement faced by eligible pupils at the school.

Barriers to learning include:

  • Attendance. Overall absence for disadvantaged children remains low compared the national averages with 4.1% of sessions missed in 2016-17, compared to 3.9% nationally. In 2015-16, the proportion of disadvantaged children missing more than 10% of school sessions was 12.6% higher than other children in the school and 4.3% higher than the national average. As a result of measures taken last year, persistent absenteeism among disadvantaged children fell to 5.7% lower than other children in the school and 2.3% lower than the national average. We need to sustain this.
  • High Mobility. 27% of pupils in KS2 have attended a different school in the last 2 years. 52% of these are disadvantaged children.
  • Low educational achievement in the community. The Office of National Statistics data tells us that educational achievement of adults in the area our school serves is among the lowest 8% in the country. This impacts on:

 - parental engagement

 - support at home, particularly for reading

 - attainment on entry

 - speech and language development

 - acquisition of language, vocabulary and use of Standard English

  • Social and emotional difficulties. 75% of referrals to Learning Mentors are disadvantaged children who have social (including behavioural) and emotional barriers to learning.
  • Behaviour. Our children are exposed to a high level of anti-social behaviour in the community. The Office for National Statistics data tells us that crime in the area surrounding our school is among the highest 7% in the country.

 

2017 Achievement Gaps

78% of pupils who attracted pupil premium funding achieved a Good level of Development at the end of Reception, which is higher than the national average and in line with others in the school. However, there are gaps in Speaking (-18%), Numbers (-4%), Space Shape and Measures (-6%), People and Communities (-18%) and Understanding the World (-18%). Interventions will address these gaps. However, of most concern is Speaking because it was this area that prevented children from meeting age related expectations in other areas. We must invest in training and interventions in the early years and KS1 to enable children with speech and language difficulties to catch up.

 

In KS1, the attainment gaps are:

  • In Reading. There is a gap of 9% between disadvantaged children at Prince Bishops and other children nationally. The in-school gap is wider.

  • In Writing. There is a gap of 8% between disadvantaged children at Prince Bishops and other children nationally. The in-school gap is wider.

 

In KS2, a higher proportion of disadvantaged children meet and exceed national expectations than other children nationally. As ALL children make such rapid progress at Prince Bishops, however, there are some in-school gaps (Reading -33%, Writing -1% and Reading, Writing and Maths Combined -8%).

 

How will we spend the pupil premium grant 2017-18 and why?

 

Reason

 

Objective

 

Strategy

 

Investment

Overall absence for disadvantaged children remains low compared the national averages with 4.1% of sessions missed in 2016-17, compared to 3.9% nationally. In 2015-16, the proportion of disadvantaged children missing more than 10% of school sessions was 12.6% higher than other children in the school and 4.3% higher than the national average. As a result of measures taken last year, persistent absenteeism among disadvantaged children fell to 5.7% lower than other children in the school and 2.3% lower than the national average. We need to sustain this.

 

Improve attendance and reduce persistent absenteeism

 

 

Employ an Attendance Officer to support parents of disadvantaged children.

 

 

£7000 contribution to school Attendance Officer’s salary.

 

 

There is a gap of 33% between disadvantaged children in Speaking at the end of the foundation stage.

 

Improve speech and language development

 

ELKLAN training for 2 staff

Additional intervention staff to deliver speech and language programmes (0.5)

 

2000

 

11000

We need to maintain the progress made in phonics.

 

 

Accelerate achievement in phonics in Y1

 

RWI and Fresh Start training

Staff Peer Mentoring

Leadership and Management time for phonics leader to monitor, evaluate and provide feedback.

 

 

3000

 

8000

 

Mobility among disadvantaged children is high.

 

Develop effective transition arrangements and interventions.

 

 

Learning Mentors

 

44000

Crime rate is high in the area. 75% of social and emotional referrals are disadvantaged children.

 

 

Improve mental health and behaviour for learning

 

Learning Mentors to lead social and emotional learning and behaviour

 

Gaps in Key Stage 1 between PB disadvantaged children and non-disadvantaged children nationally are:

  • Reading Expected Standard 9%
  • Writing Expected Standard 8%
  • Maths Greater Depth 2%

Gaps in Key Stage 2 between PB disadvantaged children and PB others are:

  • Reading 33%
  • Writing 8%
  • Combined R,W & M 8%

Where gaps have been closed in Literacy and Maths, we must work to maintain and improve further.

 

Accelerate progress in Reading

 

Renaissance Reading programme

 

3000

 

Accelerate progress in Mathematics

 

Mathletics programme

 

1000

 

Improve achievement for identified groups of underachieving disadvantaged pupils in Literacy and Mathematics.

 

Additional staff to implement small group and individual interventions across the school

 

38200

(Contribution to overall cost)

 

Develop mastery learning and meta cognition across the school.

 

Train staff and provide non-contact time to team leaders to monitor, evaluate and provide feedback to staff

 

10000

 

 

 

 

TOTAL

 

124 500

 

 

Measuring the impact of the pupil premium

 

The progress of disadvantaged children will be tracked and monitored throughout the school. It is a standing item on the agenda of pupil progress meetings and leadership team meetings. Progress and impact will be reported to governors termly. In the end of year review (July), progress will be measured using the following success criteria:

 

  • Under construction

 

Pupil Premium information from 2016-17

 

For the academic year 2016-17, the school received 120,460 to support disadvantaged pupils.

 

Achievement Gaps in 2016

 

The gap between PB disadvantaged children and non-disadvantaged children nationally who achieved a Good Level of Development in the Early Years in 2016, was 21%. This was due to wide gaps in Literacy and Mathematics (especially writing).

 

The gap between PB disadvantaged children and non-disadvantaged children nationally who achieve the expected standard in the Y1 phonics screening in 2016 was 14%.

 

Gaps in Key Stage 1 between PB disadvantaged children and non-disadvantaged children nationally in 2016 were:

  • Reading at the expected standard - 8.8%

  • Reading at greater depth - 19%

  • Writing at the expected standard - 8.5%

  • Maths at greater depth - 5%

 

Gaps in Key Stage 2 between PB disadvantaged children and non-disadvantaged children nationally in 2016 were:

  • Maths at the higher standard - 5%

  • GPS at the higher standard - 3%

 

How the pupil premium was spent in 2016-17 and the reasons for that approach.

 

Reason

 

Objective

 

Strategy

 

Investment

The proportion of disadvantaged children who are persistent absentees is 5.1% higher than other children in the school and 12.6% higher than other children nationally.

 

 

Improve attendance and reduce persistent absenteeism

 

 

As part of reviewed policy and procedures, employ an EWO to support parents of disadvantaged children.

 

 

£7000 contribution to school EWO

 

 

22% of disadvantaged pupils have an identified speech and language need. 61% of pupils referred for speech and language intervention are disadvantaged.

 

 

 

Improve speech and language development

 

BLAST Training and resources

Additional intervention staff to deliver speech and language programmes (0.5)

 

2000

 

11000

69% of disadvantaged pupils passed the Y1 phonics test in 2016, compared with 83% of other pupils nationally.

 

 

Improve achievement in phonics

 

RWI and Fresh Start training

Staff Peer Mentoring

Leadership and Management time for phonics leader to monitor, evaluate and provide feedback.

 

 

3000

 

8000

 

Mobility among disadvantaged children is high.

 

Develop effective transition arrangements and interventions.

 

 

Learning Mentors

 

44000

Crime rate is high in the area. 75% of social and emotional referrals are disadvantaged children.

 

 

Improve mental health and behaviour for learning

 

Learning Mentors to lead social and emotional learning and behaviour

 

Gaps in Key Stage 1 between PB disadvantaged children and non-disadvantaged children nationally are:

  • Reading Expected Standard 8.8%
  • Reading Greater Depth 19%
  • Writing Expected Standard 8.5%
  • Maths Greater Depth 5%

Gaps in Key Stage 2 between PB disadvantaged children and non-disadvantaged children nationally are:

  • Maths Higher Standard 5%
  • GPS Higher Standard 3%

Where gaps have been closed in Literacy and Maths, we must work to maintain and improve further.

 

Accelerate progress in Reading

 

Renaissance Reading programme

 

3000

 

Accelerate progress in Mathematics

 

Mathletics programme

 

1000

 

Improve achievement for identified groups of underachieving disadvantaged pupils in Literacy and Mathematics.

 

Additional staff to implement small group and individual interventions across the school

 

34200

(Contribution to overall cost)

 

Develop mastery learning and meta cognition across the school.

 

Train staff and provide non-contact time to team leaders to monitor, evaluate and provide feedback to staff

 

10000

 

 

 

 

TOTAL

 

120500

 

 

The impact of pupil premium spending on 2016-17

 

 

Phase

Success Criteria

Result

Early Years

The proportion of disadvantaged children who achieve age related expectations in Literacy and Mathematics will increase; leading to the proportion who achieve a ‘Good Level of Development’ at the end of Reception will increase from 33% in 2016 to 63% in 2017.

 

The proportion of disadvantaged children who demonstrated a Good Level of Development in 2017 increased to 78%.

This was:

  • slightly higher than other children in the school (77%)
  • higher than other children nationally in 2016 (72%)
  • significantly higher than other disadvantaged children nationally (54%)

Year 1 Phonics

The proportion of disadvantaged children who pass the phonics check in Year 1 will increase from 69% in 2016 to 75% in 2017.

 

The proportion of disadvantaged children who passed the phonics check in Year 1 was 88%. This was slightly higher than other children in the school (87%) and higher than all children nationally in 2016 (81%)

Key Stage 1

70% of disadvantaged children will reach the expected standard for the end of KS1 in reading. This will be in line with other children nationally and 13% higher than disadvantaged children nationally.

 

69% of disadvantaged children will reach the expected standard for the end of KS1 in writing. This will be in line with other children nationally and 16% higher than disadvantaged children nationally.

 

75% of disadvantaged children will reach the expected standard for the end of KS1 in mathematics. This will be in line with other children nationally and 15% higher than disadvantaged children nationally.

 

2 children who attracted pupil premium funding were admitted into the school during Year 2. Neither of these pupils reached the expected standard and the data reflects this. The data with these two children removed is included in brackets.

 

69% (70%) of disadvantaged children achieved the expected standard in Reading.

 

62% (70%) of disadvantaged children achieved the expected standard in Reading.

 

75% (80%) of disadvantaged children achieved the expected standard in Reading.

Key Stage 2

85% of disadvantaged children will achieve a scaled score of at least 100 (the national standard) in Reading. This will be 14% higher than other children nationally and 32% higher than disadvantaged children nationally.

 

 

85% of disadvantaged children will achieve a scaled score of at least 100 (the national standard) in Writing. This will be 7% higher than other children nationally and 21% higher than disadvantaged children nationally.

 

85% of disadvantaged children will achieve a scaled score of at least 100 (the national standard) in Grammar, Punctuation and Spelling. This will be 8% higher than other children nationally and 24% higher than disadvantaged children nationally.

 

85% of disadvantaged children will achieve a scaled score of at least 100 (the national standard) in Mathematics. This will be 10% higher than other children nationally and 27% higher than disadvantaged children nationally.

 

 

76% of disadvantaged children will achieve the national standard in Reading, Writing and Mathematics. This will be 17% higher than other children nationally and 37% higher than disadvantaged children nationally.

 

*National data is from 2016

 

In 2017, 82% of disadvantaged children achieved the expected standard in reading, compared to the national benchmark of 77%. 35% of disadvantaged children achieved the higher standard, compared the national benchmark of 28% and their average scaled score was 108.4, compared to the national average of 105.3.

 

In 2017, 88% of disadvantaged children achieved the expected standard in reading, compared to the national benchmark of 81%. 24% of disadvantaged children achieved greater depth, compared the national benchmark of 21%.

 

94% of disadvantaged children achieved the expected standard in GPS. Disadvantaged children achieved an average scaled score of 108.5, compared to the national average of 106.

 

 

In 2017, 88% of disadvantaged children achieved the expected standard in reading, compared to the national benchmark of 80%. 47% of disadvantaged children achieved the higher standard, compared the national benchmark of 27% and their average scaled score was 108.6, compared to the national average of 105.3.

 

In 2017, 76% of disadvantaged children achieved the expected standard in reading, compared to the national benchmark of 67%. 24% of disadvantaged children achieved the higher standard, compared the national benchmark of 11%.

Attendance

The number of absent sessions for disadvantaged children will reduce from 5.06% to 4%

 

The proportion of disadvantaged children who are persistent absentees will reduce from 14.46% to 7%

Absence for disadvantaged children was 4.1%.

 

 

The proportion of disadvantaged children who were persistent absentees fell to 5.4%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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