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Pupil Premium

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

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

 

The main barriers to educational achievement faced by eligible pupils at Prince Bishops

Barriers to learning include:

  • Persistent absenteeism. The proportion of disadvantaged children missing more than 10% of school sessions is 5.1% higher than other children in the school and 12.6% higher than other children nationally.
  • High Mobility. 20% of pupils have attended more than one school. 73% 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.

 

In addition to removing these barriers to learning, the school must take steps to address gaps in achievement.

 

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 we will spend the pupil premium 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

 

 

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:

 

Phase

Success Criteria

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.

 

Year 1 Phonics

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

 

Key Stage 1

75% 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.

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

 

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%

 

The next Pupil Premium Strategy Review will take place on 6th July 2017.

 

 

PUPIL PREMIUM INFORMATION FROM 2015-16

For the academic year 2016-17, the school received £116,665 to support disadvantaged pupils.

 

Italics indicate the Education Endowment Foundation's estimate of how many months progress children have been shown to make as a result of each strategy.

 

Objective

Strategy

Link to Research

Investment

Improve speech and language development

Elklan Training

Additional intervention staff (0.5)

Early Years Intervention

+5 months

Communication and Language Approaches

+6 months

2000

11000

Develop self- regulation

Level 3 apprentice employed to allow Early Years staff additional planning and preparation

Self-Regulation Strategies

+7 months

5600

Improve achievement in phonics

Whole School RWI and Fresh Start training

Staff Peer Mentoring

Phonics teaching

+4 months

3000

Improve attendance

Employment of school EWO

Parental Involvement

+3 months

5000

Improve behaviour for learning

Learning Mentors to lead social and emotional learning and behaviour

Social and Emotional Learning

+4 months

Behaviour Interventions

+4 months

44000

Accelerate progress in Reading

Renaissance Reading programme

Reading Comprehension Strategies

+5 months

3000

Accelerate progress in Mathematics

Mathletics programme

Digital Technology

+4 months

1000

Improve achievement for identified groups of underachieving pupils

Additional staff to implement small group and individual interventions across the school (Contribution to the overall cost)

Small group tuition

+4 months

One to one tuition

+5 months

Individualized instruction

+2 months

32100

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

Mastery Learning

+5 months

Meta Cognition

+8 months

Effective feedback to children

+8 months

10000

 

 

TOTAL

117000

 

IMPACT 2015-16

 

Key Stage 2

 

Reading, Writing and Mathematics

 

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

% at the National Standard +

77

83

53

39

59

 

Mathematics

 

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

% at the National Standard +

92

83

77

58

75

% at the Higher Standard

15

0

17

9

20

 

Average Scaled Score (100 is the national standard)

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

105

105

103

101

104

 

Writing

 

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

% at the National Standard +

80

89

74

64

78

% at the Higher Standard

23

50

15

8

18

 

Grammar, Punctuation and Spelling

 

Disadvantaged Pupils

Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

% at the National Standard +

85

100

73

61

77

% at the Higher Standard

23

33

23

14

26

 

Average Scaled Score (100 is the national standard)

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

104

109

104

102

105

 

Reading

 

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

% at the National Standard +

77

83

66

53

71

% at the Higher Standard

31

17

19

10

23

 

Average Scaled Score (100 is the national standard)

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

105

105

103

100

104

 

Key Stage 1

Mathematics

 

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

% working at the Expected Standard +

82

70

80

60

77

% working at Greater Depth

15

63

18

10

20

 

Writing

 

 

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

% working at the Expected Standard +

62

75

65

53

70

% working at Greater Depth

15

25

13

7

15

 

Reading

 

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

Disadvantaged Pupils National

Other Pupils National

% working at the Expected Standard +

69

75

74

62

78

% working at Greater Depth

8

25

24

13

27

 

Phonics in Year 1

 

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

% working at the Expected Standard +

69

91

81

 

Early Years

 

PB Disadvantaged Pupils

PB Other Pupils

All Pupils National

% Achieving a Good Level of Development

33

78

69

 

Attendance

% of sessions missed due to overall absence

PB Disadvantaged Children

PB All Children

All Children National

Disadvantaged Pupils National

Other Pupils National

4.7

3.9

3.9

5.2

3.4

 

% of Persistent Absentees (children who have been absent for more than 10% of sessions)

PB Disadvantaged Children

PB All Children

All Children National

Disadvantaged Pupils National

Other Pupils National

18.8

13.1

8.8

15.1

6.2

 

 


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