Pupil Premium | Prince Bishops Community Primary School

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 £118,380 to support disadvantaged pupils in the 2019-20 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 4.8% of sessions missed in 2017-18, compared to 3.9% nationally. The proportion of disadvantaged children missing more than 10% of school sessions (persistent absentees) was 7.9% higher than other children in the school and 7.4% higher than the national average for all children. However, as a result of measures taken over the past two years, absenteeism among disadvantaged children has fallen by 1.4%.
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.

How will we spend the Pupil Premium Grant in 2019-20 and why?

Reason	Objective	Strategy	Investment	Success Criteria
Overall absence for disadvantaged children remains low compared the national averages with 6% of sessions missed in 2018-19, compared to 3.9% nationally. Persistent absenteeism among disadvantaged pupils has increased.	Improve attendance and reduce persistent absenteeism	Employ an Attendance Officer to support parents of disadvantaged children.	£7000	The absences of disadvantaged children will decrease. The proportion of disadvantaged children who are persistent absentees will decrease.
Throughout the school, vocabulary acquisition is inhibited by speech and language difficulties.	Improve speech and language development	Intervention staff to deliver speech and language programmes (0.5)	11000	The pupils receiving speech and language intervention will meet their individual targets. Teachers will identify key vocabulary and assessments will demonstrate that disadvantaged children are able to say, spell, understand and use it.
Children need to learn to read quickly and have equal opportunities to achieve in KS2.	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	At least 85% of disadvantaged children will pass the phonics screening. All disadvantaged children who failed in Y1, will pass in Y2.
Mobility among disadvantaged children is high.	Develop effective transition arrangements and interventions.	Learning Mentors	44000	Children new to the school very quickly have new friendship groups, understand routines and feel happy.
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	44000	Disadvantaged children who have been subject to sanctions can describe the progress they have made. Recorded incidents are reduced.
Gaps in Key Stage 1 between PB disadvantaged children and non-disadvantaged children nationally are: Reading Expected Standard 4% Writing Expected Standard 10% Maths Expected Standard 9% Gaps in Key Stage 2 between PB disadvantaged children and PB others are: Reading 4% 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	Gaps in attainment are diminished.
	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
No disadvantaged children can swim a minimum of 25 metres.	Improve swimming skills	Additional swimming lessons	£2,180	All disadvantaged children can swim at least 25m using a recognisable swimming stroke.
Disadvantaged children do not have access to residential experiences that allow them to develop cultural capital and an understanding of the world around them.	Develop cultural capital	Provide a residential experience for all disadvantaged children.	£1000	Children grow in independence, resilience and understanding.

How did we spend the pupil premium grant 2018-19 and why?

Reason	Objective	Strategy	Investment
Overall absence for disadvantaged children remains low compared the national averages with 5% of sessions missed in 2017-18, compared to 3.9% nationally. As a result of measures taken last year, persistent absenteeism among disadvantaged children fell by 3% but is still significantly higher than the national average.	Improve attendance and reduce persistent absenteeism	Employ an Attendance Officer to support parents of disadvantaged children.	£7000
Prior to 2017, there was a gap of 33% between disadvantaged children in Speaking at the end of the foundation stage. This has diminished due to investment in speech and language. Throughout the school, vocabulary acquisition is inhibited by speech and language difficulties.	Improve speech and language development	Intervention staff to deliver speech and language programmes (0.5)	11000
We need to maintain the progress made in phonics and ensure disadvantaged children are able to read quickly and have equal opportunities to achieve in KS2.	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	44000
Gaps in Key Stage 1 between PB disadvantaged children and non-disadvantaged children nationally are: Reading Expected Standard 4% Writing Expected Standard 10% Maths Expected Standard 9% Gaps in Key Stage 2 between PB disadvantaged children and PB others are: Reading 4% 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
	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	122 500

The impact of the pupil premium 2018-19

The progress of disadvantaged children was 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 was reported to governors termly.

Outcomes 2018-19

EYFS

	Prince Bishops Pupil Premium	National Others
Good Level of Development	88%	74%

The proportion of disadvantaged children who have achieved a good level of development has exceeded the proportion of non-disadvantaged children nationally.
There is now no gap in speaking.

KS1

		Prince Bishops Pupil Premium	National Others
Reading	Expected	91%	79%
Reading	Greater Depth	18%	28%
Writing	Expected	73%	72%
Writing	Greater Depth	9%	18%
Mathematics	Expected	82%	78%
Mathematics	Greater Depth	18%	23%

The proportion of disadvantaged children who have achieved the expected standard at the end of KS1 has exceeded other (non-disadvantaged) children nationally.
A greater proportion of disadvantaged children at Prince Bishops achieve greater depth in all areas than other disadvantaged children nationally. However, there is still a gap between disadvantaged Prince Bishops and others nationally. This will be a focus for 2019-20.

KS2

		Prince Bishops Pupil Premium	National Others
Reading	Expected	78%	77%
Reading	Higher	36%	29%
Writing	Expected	78%	81%
Writing	Higher	21%	21%
Mathematics	Expected	78%	80%
Mathematics	Higher	21%	27%
Reading, Writing and Maths Combined	Expected	78%	67%
Reading, Writing and Maths Combined	Higher	21%	11%

The proportions of disadvantaged children who we have assessed to be at the expected and higher standard/greater depth is broadly in line with other (non-disadvantaged) children nationally.
However, the proportions of disadvantaged children at Prince Bishops who have achieved the expected and higher standard/greater depth in Reading, Writing and Maths combined exceeds other children nationally.

Pupil Premium Report 2018.pdf