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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

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

 

 

  • 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

 

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%

Greater Depth

18%

28%

 

Writing

Expected

73%

72%

Greater Depth

9%

18%

 

Mathematics

Expected

82%

78%

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%

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%

 

  • 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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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