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:
- parental engagement
- support at home, particularly for reading
- attainment on entry
- speech and language development
- acquisition of language, vocabulary and use of Standard English
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
|
|
|
|||
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 |
|
|
|||
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 |
|
|
|||
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 |
|
|
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Gaps in Key Stage 1 between PB disadvantaged children and non-disadvantaged children nationally are:
Gaps in Key Stage 2 between PB disadvantaged children and PB others are:
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 |
|
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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 |
|
|
|||
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 |
|
|
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 |
|
|
Gaps in Key Stage 1 between PB disadvantaged children and non-disadvantaged children nationally are:
Gaps in Key Stage 2 between PB disadvantaged children and PB others are:
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% |
KS1
|
|
Prince Bishops Pupil Premium |
National Others |
Reading |
Expected |
91% |
79% |
Greater Depth |
18% |
28% |
|
Writing |
Expected |
73% |
72% |
Greater Depth |
9% |
18% |
|
Mathematics |
Expected |
82% |
78% |
Greater Depth |
18% |
23% |
KS2
|
|
Prince Bishops Pupil Premium |
National Others |
Reading |
Expected |
78% |
77% |
Higher |
36% |
29% |
|
Writing |
Expected |
78% |
81% |
Higher |
21% |
21% |
|
Mathematics |
Expected |
78% |
80% |
Higher |
21% |
27% |
|
Reading, Writing and Maths Combined |
Expected |
78% |
67% |
Higher |
21% |
11% |