Pupil Premium Statement for Parents/Carers
Pupil Premium Grant (PPG ): Allocation, Use and Impact
Some Background Information from the Department for Education
- The Government believes that the Pupil Premium Grant, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
- In most cases the Pupil Premium Grant is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium funding, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
- For pupils from low-income families in non-mainstream settings, it is for the local authority to decide how to allocate the Pupil Premium. For instance it could be allocated to the setting where they are being educated, or held by the local authority to spend specifically on additional educational support to raise the standard of attainment for these pupils. The authority must consult non-mainstream settings about how the Premium for these pupils should be used.
- Schools are free to spend the Pupil Premium Grant as they see fit. However schools are held accountable for how they have used the additional funding to support pupils from low-income families. Government performance tables highlight the achievement of those disadvantaged pupils covered by the Pupil Premium. There is a requirement that schools publish the progress and attainment of the disadvantaged pupils online and how they have used the Premium. This is to ensure that parents and others are made fully aware of the progress and attainment of pupils covered by the Premium.
- The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for FSM in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months.
- The level of the premium in 2016-17 was £1,320 per pupil for pupils eligible for free school meals (FSM) and £1,900 for pupils in care who have been continuously looked after for six months.
- Local authorities are responsible for looked after children in care and will make payments to schools and academies where an eligible looked after child is on roll.
- The Government decided that eligibility for the Pupil Premium Grant in 2012-13 was extended to pupils who have been eligible for free school meals (FSM) at any point in the last 6 years ( Forever6 ). As a group, children who have been eligible for FSM at any point in time have consistently lower educational attainment than those who have never been eligible for FSM.
- In 2014 a grant introduced for children whose parents are currently serving in the armed services. This service premium is designed to address the emotional and social well-being of these pupils.
Eatock Pupil Premium Strategy
The PPG Allocation for 2016-17 was: £68,640.
In 2016-2017, 11.5% of pupils at Eatock were identified as ‘disadvantaged’ and in receipt of a Free School Meal. This percentage is lower than the national percentage.
The Pupil Premium payment comes into the school budget in April. In April 2016, the school received £68,640. Pupils who are classed as ‘disadvantaged’,(entitled to free school meals) tend to perform less well than others, but at Eatock, we have a strong focus on ensuring the differences are much smaller than the national picture. The percentage of disadvantaged pupils at Eatock, attaining the national standard and above in 2016 at the end of KS2, was significantly higher than similar schools nationally. The percentage of disadvantaged pupils at Eatock passing the Phonics Screening test in the Year 1 and the end of KS1 is also above national percentages.
The Pupil Premium Grant was used to provide the following:
- Training for adults supporting pupils in receipt of PPG – £1,380
- BSS – £3,500
- TA targeted interventions, resourcing targeted interventions e.g. Toe by toe, Stareway to spelling, iPads, mathematics concrete resources – £1,900
- Trips and enrichment activities, including extra-curricular clubs – £776
- Wild life kits, football kit/boots, outdoor education clothing
- Provide homework club – £800
- Employ a ‘Learning Mentor’ to provide nurture support – £3,000
- Training for TAs – £530
- Disadvantaged group has majority of 1:1 and small group support from the class teacher – £62,918
- Open school culture, opportunities to observe good practice
The impact on the quality of teaching and learning:
- Teaching support and training ensuring ALL children have access to Quality First Teaching
- Teaching focussed on gaps in learning
- Curriculum designed and pupil interest led topics e.g. Pirates, Superhero’s
- Individualised approach to addressing barriers to learning and emotional support
- Rigorous tracking of progress via data and scrutiny of outcomes
- Disadvantaged pupils encouraged to be school council reps
- Identified objective in Performance Management for all teachers
- High focus on cultural learning – school has a strategic plan. This is revisited and reviewed regularly
- Regularly and carefully monitored Behaviour Records – Early help if needed (BSS)
- High focus on ensuring disadvantaged pupils have high expectations for themselves and for what they can achieve
- Rigorous monitoring of attendance
Impact of this spending is evident in the outcomes for pupils:
|Reception||From an initial baseline assessment, 0% of eligible PP were inline with the national expectation. Good and outstanding progress was made by the vast majority of children across EYFS.|
40% of eligible children achieved a Good Level of Development.
72% of non-eligible children achieved a Good Level of Development.
|End of Key Stage 1|
|Year 1 Phonics test:|
100% of eligible children met the required standard.
96% of non-eligible children met the required standard.
End KS1 Phonics test:
80% (4/5) of eligible children met the required standard.
96% (24/25) of non-eligible children met the required standard.
Year 2 Attainment Outcomes:
60% of eligible children achieved the new expected standard in reading.
72% of non-eligible children achieved the new expected standard in reading.
40% of eligible children achieved the new expected standard in writing.
76% of non-eligible children achieved the new expected standard in writing.
40% of eligible children achieved the new expected standard in maths.
80% of non-eligible children achieved the new expected standard in maths.
|End of Key Stage 2|
84% of Year 6 children achieved the new expected standard across all subjects: reading, writing and maths.
100% of eligible children achieved the new expected standard in reading.
100% of non-eligible children achieved the new expected standard in reading.
78% of eligible children achieved the new expected standard in writing.
87% of non-eligible children achieved the new expected standard in writing.
100% of eligible children achieved the new expected standard in maths.
95% of non-eligible children achieved the new expected standard in maths.
Tracking progress from the end of KS1 to end of KS2, school data indicates:
100% of eligible children made at least good progress in reading, with 44% making outstanding progress.
100z% of eligible children made at least good progress in writing, with 44% making outstanding progress.
100% of eligible children made at least good progress in maths, with 67% making outstanding progress.
Average progress scores for eligible children and non-eligible children will be published on the school’s website once they have been released.
|Attendance||Attendance for eligible children from Reception to Year 6 on roll at the year-end 2016-17 is 95%|
Attendance for non-eligible children from Reception to Year 6 on roll at the year-end 2016-17 is 84%
A. Flannery ( September 2017 )