What is Pupil Premium funding?
The pupil premium is a form of funding, in addition to main school funding, given to children who are eligible for free school meals, or have been in the past 6 years. Children who are from armed service families and children who were adopted from care are also eligible.
The Government believes that the Pupil Premium is the best way to address the current underlying inequalities between disadvantaged and vulnerable children and their peers. Each individual school is held accountable for how they use their Pupil Premium allocation, in order that the funding is targeted toward those pupils most in need.
The Principles which guide our use of the Pupil Premium funding.
It is for the school to decide how the Pupil Premium is spent. Each school is responsible for monitoring both the use of the funding and the impact it is having upon disadvantaged pupils.
Measures will be included in the performance tables that will capture the achievement of pupils covered by the pupil premium.
From September 2012, schools are required to publish online information about how the have used the premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the premium.
We endeavour to close the achievement gap by ensuring that any pupils at risk of underachieving are identified early and support and interventions provided.
At Oatlands Infants the percentage of pupils eligible for pupil premium is 5%. In 2018 our allocation is £13,500. Of this total, £13,020 will be used strategically to ensure maximum impact on attainment and £480 will be used on the purchase of milk for those pupil premium children who request it.
We ensure that:
- teaching and learning opportunities meet the needs of all pupils
- the appropriate provision is made for pupils who belong to vulnerable groups
- the needs of disadvantaged pupils are adequately assessed and addressed.
Main Barriers for children in receipt of Pupil Premium
- Social, emotional and mental health difficulties
- Access to offsite enrichment activities
- Challenge for the more able PP children
- Support with reading, writing and maths
How do we use our pupil premium funding?
We focus our pupil premium funding to achieve the following outcomes;
- To raise attainment and achievement to at least the same levels as their peers (in English and maths)
- To support the social, emotional and mental health of the children
- To enable the children to access wider curriculum activities to enrich the whole school experience.
The Pupil Premium in 2018 is to be used for;
- Financial support for school trips
- Small group interventions led by highly effective Teaching Assistants or Class Teachers
- A high level of in class Teaching Assistant support
- Continued professional development for all staff
- Pastoral support for a child’s social, emotional and mental health (provided 1:1 or as part of a group)
- Additional teaching time to reduce pupil: teacher ratios to ensure high level of progress
|Intelligent deployment of TAs in core
subjects to enable teacher focus to
maximise progress through a mastery
|Ensure all disadvantaged children are making at least good progress and are on track to attain at national expected standards in English and maths by the end of KS1.|
TAs deliver high quality interventions and
|Ensure learning is matched appropriately to individual pupil need and impact is maximised.|
Provide financial support for
|Disadvantaged pupils are subsidised on educational visits and specialist enhancement activities. The impact of this support contributes to pupils’ improved confidence and social integration, and further enhances pupils’ progress.|
|All staff and governors receive training in attachment and staff employ appropriate strategies.||Disadvantaged children are well supported emotionally and socially to enable them to make expected levels of progress in their learning.
Governors have a good understanding of the strategies implemented in school.
|SEMH training for interventions, pastoral
care and individual plans.
|Children have the tools to manage their emotions in the classroom and outside so that they are able to develop friendships and make expected progress in their lessons. Children are supported to deescalate their emotions.|
|Provide free milk to children||Disadvantaged children have access to a nutritious drink each day and healthy lifestyles are promoted.|
|Year Group||Use of funding||Cost||Impact|
|EYFS||1:1 support for SEMH socially speaking intervention
Playtime and lunchtime support for
1:1 pastoral support
|£897||Ability to control anger,
skills and ability to communicate in social situations.
|Year 1||In class TA to provide same day interventions in English and maths.||£4488||All children to be on track to achieve Working At by end of Y1.|
|Year 2||In class TA to provide same day interventions in maths and English and also to support those PP children who require extra challenge.
|All children to achieve Working At and more able children to achieve Greater Depth in reading and work towards greater depth in English and maths.|
How will we monitor the effectiveness of the pupil premium?
- Use a wide range of data – achievement data from ScholarPack, pupil’s work, observations, learning walks, case studies and conversations with pupils.
- Termly pupil progress review meetings with school staff to monitor impact of in class support and additional interventions
- Teachers identify children who require intervention for support or challenge.
- Case studies evaluate impact of teaching and learning and interventions
- Governor with responsibility for PP monitors the impact of PP spending on pupil progress on a termly basis.
- MAT partners will provide external moderation on the effectiveness of PP spending.
What was the impact of Pupil Premium funding in 2017-18?
The data below shows the impact that the funding has had on children in receipt of pupil premium.
The school is working closely with our MAT partners to ensure that our tracking and assessment frameworks are robust and accurate.
|Year||Number of children||Attainment in all subjects||Progress|
|Reception||5||60% Good Level of Development|
|Year 1||8||75% Phonics Screening Check||87.5% at least expected progress from EYFS
12.5% accelerated progress
|Year 2||2*||50% Reading
|100% at least expected progress|
*Only two children in this cohort