Blenheim Primary School

"Aiming high in the heart of the city"

Pupil Premium


Pupil Premium Funding 2017-18

 

Because of the success of the interventions with specific targeted children we are again using a proportion of the money to deliver individual literacy and numeracy programmes. These are delivered by teachers or Higher Level Teaching Assistants. In years 5/6 and Year 1 funding has also been used to appoint additional teachers to ensure all the children are taught literacy and numeracy in small sets. Additional Family Mentor time has also been dedicated to pupil premium children.

 

In 2017-18 school received £229,310 which we have used to raise the achievement of pupil premium children through:

  • Direct teaching support - Higher Level Teaching Assistant (HLTA) and Teachers delivering individualised programmes.

  • Removing barriers to learning - Family Mentor (FM) staff working to support families.

  • Resources to support the above.

The breakdown of the money is spent thus:

  • HLTA support FTE 4 =£99,400

  • Teacher support FTE 2.6 =  £90,400

  • FM support FTE X 1 = £24,200

  • Resources =£15,000

 Progress of our pupil premium children continues to be very good and they make greater progress, on average.

School Measures of Average Point Score Progress for Pupil Progress children versus all children from September 2016 to May 2017 (where 1 point per term (6 points per year) would be good progress)

School Progress Scores

Pupil Premium

Not Pupil Premium

All Children

Reading

6.4

7.2

5.9

Writing

6.8

7.4

6.6

Maths

7

7

6.8

 

National KS2 SATs Results 2017 for children reaching the expected standard, comparing school to pupil premium children nationally and to all children nationally

 

National KS2 SATs Test

School Pupil Premium (Before children have been dis-applied; this number will rise)

National Pupil Premium

National All Children

Reading

76%

77%

71%

Writing

79%

81%

76%

Maths

86%

80%

75%


Pupil Premium 2016-17

There are many different barriers to learning which Pupil Premium children have including lack of rich educational experiences and resources outside of school; parents not being fluent in English so struggle to help their children at home; behaviour; attendance. We aim to help parents to help their children through ESOL and other parenting classes. As a school we also focus on attendance and behaviour and giving children rich learning experiences and quality resources including abundant reading books.  These help address the barriers to learning which children have and quite often do not cost a lot of money: additional Family Mentor time is the main expenditure in these areas. We therefore choose to use the bulk of the money to give Pupil Premium children extra support to catch up with their peers. Because of the success of the interventions with specific targeted children we are again using a high proportion of the money to deliver Every Child a Reader; Every Child a Counter; Catch-Up and individual literacy and numeracy programmes. These are delivered by teachers or Higher Level Teaching Assistants. At the top end of the school some funding has been used to appoint an additional teacher to ensure all the children are taught in small sets.

In 2016-17 school received £181,600 which we have used to raise the achievement of pupil premium children through:

  • Direct teaching support - Higher Level Teaching Assistant (HLTA) and Teacher intervention staff delivering individualised programmes.

  • Removing barriers to learning - Family Mentor (FM) staff working to support families.

  • Resources to support the above.

The breakdown of the money is spent thus:

  • HLTA support FTE 3.23 =£106,400

  • Teacher support 0.4 + 1 =  £50,400

  • FM support FTE X 1 = £23,800

  • Additional Resources =£1000

Progress of our pupil premium children will be monitored each half term by the headteacher who will meet with staff to hold them to account. Progress measures will be based on assessments downloaded to Scholar Pack and these will be reported termly to Governors at the Teaching and Learning sub-committee.  The next pupil premium strategy review will be in September 2017.

Pupil Premium 2015-16

Because of the success of the interventions with specific targeted children we are again using a high proportion of the money to deliver Every Child a Reader; Every Child a Counter; Lexia and individual literacy and numeracy programmes. These are delivered by teachers or Higher Level Teaching Assistants. At the top end of the school some funding has been used to appoint an additional teacher to ensure all the children are taught in small sets. Additional Family Mentor time has also been dedicated to pupil premium children.

In 2015-16 school received £159030 which we have used to raise the achievement of pupil premium children through:

  • Direct teaching support - Higher Level Teaching Assistant (HLTA) and Teacher intervention staff delivering individualised programmes.

  • Removing barriers to learning - Family Mentor (FM) staff working to support families.

  • Resources to support the above.

The breakdown of the money is spent thus:

  • HLTA support 0.75 X 5 =£82590

  • Teacher support 0.4 + 1 =  £47180

  • FM support FTE X 1 = £28800

  • Additional Resources =£500

Use of the pupil premium in this way has had an impact on the progress of our pupil premium children and it continues to be very good as detailed below:

Average Point Score Progress for Pupil Progress children versus all children at from September 2015 to May 2016


Pupil Premium

All Children

Reading

4.5

4.4

Writing

4.8

4.7

Maths

4.1

4.2

 

Early Years Pupil Premium (EYPP) 

 

What is Early Years pupil premium?

 EYPP is additional funding for Early Years settings to improve the provision that disadvantaged three and four year olds receive. This extra money is to help close the gap between disadvantaged children and their peers by supporting settings to offer high quality education and care. Early Years pupil premium is paid at a national rate of 53p for every free early education hour that an eligible child attends their setting.

Children must be receiving Free Early Education for 3 & 4 year olds.

 Who can claim Early Years Pupil Premium?

All Early Years providers who provide free early education for three and four year olds. Children must meet the eligibility criteria.

What is the eligibility criteria?

Children must be three or four and using their free early education allowance and their parent or carer must receive one of the following benefits:

  • Income Support
  • Income-based Jobseekers Allowance
  • Income-related Employment and Support Allowance
  • Support under Part VI of the Immigration and Asylum Act 1999
  • The guaranteed element of State Pension Credit
  • Child Tax Credit (provided the family is not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
  • Working Tax Credit run-on (paid for four weeks after a family stops qualifying for Working Tax Credit).
  • Funding may also be available if a child falls into one of the following groups:
  • Looked after by the local authority
  • Adopted from care
  • Has left care through a special guardianship arrangement
  • Has left care and is subject to a child arrangement order (previously known as a residence order)

 How will we use the EYPP?

 The funding will be used in the following areas:

  • The quality of provision for early language and literacy
  • The quality of practice such as continued professional development
  • Professional dialogue and debate and learning from each other
  • The physical environment
  • Parents’ involvement and engagement

 

 

 

EYPP funding obtained in nursery:

 

2016/17

Term

Amount

Total

02/11/16

Summer 16

£620.10

 

29/03/17

Spring 17

£612.15

£1232.25

2017/18

 

 

 

30/08/17

Summer 17

£620.10

 

30/01/18

Autumn 17

£206.70

 

11/04/18

Spring 18

£699.90

£1526.70

 

Our barriers and strategy to continued success

Barriers to Future Attainment for Pupils eligible for EYPP In school and External Barriers - also based on research from EEF, NFER, FFT Aspire, staff and pupil discussions:

1. Pupils arrive in Nursery with Speech and Language problems which may lead to issues in attainment and progress in Reception and KS1/2

2. Lack of early experiences in the core subjects – reading, writing and number may lead to poor progress in Reception and KS1/2

3. Lack of social skills and behaviour issues may lead to poor progress in Reception and KS1/2

 Early Years Pupil Premium Strategy- Desired Outcomes Success Criteria

 1.The employment of a Speech and Language Teaching Assistant will lead to improved communication in F1 children with speech problems will be helped to communicate to have a positive impact on their learning and progress

2. Interventions in key areas to be set up in Nursery in order to impact on progress and attainment Interventions in areas of need will be set up following Pupil Progress Meetings

 3. Work with the Learning Mentor and SENCO on improved social skills, Nursery children will be able to share and play together. Parents will be aware of strategies to improve behaviour

4 The PSHE coordinator and Family Mentor will lead initiatives in healthy eating and in general health issues. Parents will understand the importance of healthy eating and health issues that may be a barrier for children in the early years.

5. The experiences of children in Nursery will be enhanced through visits and visitors Children in F1 will take part in activities to enhance their Nursery experience

 

 

 

 

 

 

How does the EYPP money we receive support this?

2016-17

Desired outcome

Chosen approach

Evidence/rationale

Staff lead

Cost

Children to be able to have meaningful experiences within the core subjects by using play and resources to challenge and move learning forward

New resources to enhance literacy and number areas

Lack of early experiences in the core subjects – reading, writing and number may lead to poor progress in Reception and KS1/2

Low Literacy and maths data on entry

 

SCR

£1500

(funding amount £1232.25)

 

 

 

 

Total £1500

 

2017-18

Desired outcome

Chosen approach

Evidence/rationale

Staff lead

Cost

For children to be able to have age appropriate social skills that enable them to play and learn effectively and cooperatively with peers

Intervention groups of nurture and social skills and resources to support children with their social skills

Lack of social skills and behaviour issues may lead to poor progress in Reception and KS1/2

 

Low on entry data in all PSED strands

SCR

£1600

 

(£1526.70 of EYPP funding)

 

 

 

 

Total £1600

 

2018-19

Desired outcome

Chosen approach

Evidence/rationale

Staff lead

Cost

For children’s communication to rapidly improve and promote their early language and cognition

Talk boost

Pupils arrive in Nursery with Speech and Language problems such as delayed language and communication skills which may lead to issues in attainment and progress in Reception and KS1/2

 

SCR

£500 Talk boost

 

£2339 in house SALT

 

 

 

 

 

 

 

 

 

 

Evidence to support our funding:

2016-17

Area of learning

ARE before funding and strategies applied (on entry)

ARE after strategies and funding applied

Progress made

PSED

 

 

 

Self confidence and awareness

14%

21%

+7

Managing feelings and behaviour

0%

11%

+11

Making relationships

14%

33%

+19

C&L

 

 

 

Listening and attention

0%

11%

+11

Understanding

0%

23%

+23

Speaking

0%

25%

+25

Maths

 

 

 

Numbers

0%

28%

+28

Shape, Space and Measure

0%

40%

+40

Literacy

 

 

 

Reading

0%

32%

+32

Writing

0%

19%

+19%

 

2017-18

Area of learning

ARE before funding and strategies applied (on entry)

ARE after strategies and funding applied

Progress made

PSED

 

 

 

Self confidence and awareness

5%

76%

+71

Managing feelings and behaviour

4%

62%

+58

Making relationships

7%

56%

+49

C&L

 

 

 

Listening and attention

7%

62%

+55

Understanding

11%

53%

+42

Speaking

4%

55%

+51

Maths

 

 

 

Numbers

4%

44%

+40

Shape, Space and Measure

2%

49%

+47

Literacy

 

 

 

Reading

4%

42%

+38

Writing

9%

41%

+32