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Pupil Premium

The Pupil Premium is an allocation of funding from central government to support children who may be vulnerable to under-achievement. The amount received by each school is dependent on the number of children who are eligible for free school meals (FSM) or who are ‘Children in Care’ (CIC). Schools have a responsibility to report on the progress of this group, including children who have received FSM during the last 6 years (termed ‘Ever6 FSM’). All schools are required to demonstrate how they are using the Pupil Premium and the impact it is having.

 

Aim

- To ensure that children from disadvantaged backgrounds are able to make the same progress as, or better progress than, their peers.

 

Principles

- At Fleetdown, we organise teaching and learning in order to best meet the needs of all of our children.

- We arrange appropriate provision for children from vulnerable groups and for those who may be disadvantaged, to ensure that their needs are accurately assessed and met.

- We recognise that not all children who receive free school meals will be disadvantaged and we also recognise that not all children who are disadvantaged have free school meals. We follow the government’s guidelines to allocate Pupil Premium support to those children who receive, or have received, free school meals, or who are in care.

- We aim to include parents (along with our own needs analysis and including input from staff in school) to decide how the Pupil Premium could be best spent for each child.

- It may be the case that not all children receiving free school meals will receive Pupil Premium interventions at any one time.

 

Reporting

The progress of children receiving Pupil Premium funding is closely tracked by teachers, the senior leadership team and reported to governors every term.

 

Pupil Outcomes

 

Disadvantaged Pupils (13 pupils) KS2:

 

Disadvantaged Pupils (13)

2015 Results

2015 National

Reading

Level 4+

100%

83%

Level 5+

62%

34%

English Grammar, Punctuation and Spelling

Level 4+

100%

71%

Level 5+

77%

43%

Mathematics

Level 4+

100%

80%

Level 5+

85%

28%

Writing

(Teacher Assessed)

Level 4+

100%

79%

Level 5+

77%

43%

 

Other Pupils

2015 Results

2015 National

Reading

Level 4+

98%

92%

Level 5+

78%

55%

English Grammar, Punctuation and Spelling

Level 4+

96%

84%

Level 5+

90%

61%

Mathematics

Level 4+

98%

90%

Level 5+

65%

48%

Writing

(Teacher Assessed)

Level 4+

96%

90%

Level 5+

90%

61%

 

2016 KS2 results

Disadvantaged Pupils (10)

Other Pupils (58)

Reading

At or above age related

100%

95%

English Grammar, Punctuation and Spelling

At or above age related

90%

91%

Mathematics

At or above age related

100%

93%

Writing

(Teacher Assessed)

At or above age related

89%

88%

 

2016 KS1 results

Disadvantaged Pupils (11)

Other Pupils (80)

Reading

At or above age related

64%

81%

Mathematics

At or above age related

55%

65%

Writing

(Teacher Assessed)

At or above age related

54%

86%

 

 

KS1 2016

Year 1 Phonics Screening Check

  • In the Year One Phonics Screening Check, 92% of pupils met the expected standard (90% in 2015) well above the 2015 national average of 77%. 
  • All of the disadvantaged children passed their phonics screening this year (2016). This has been a priority for the school and all interventions targeted towards these children have been successful. A Looked After Child also reached the standard to pass.
  • One of our Looked After Children who re sat the test also passed. 

 

EYFS 2016

 

EYFS Data

2016

2015

Disadvantaged pupils

Other pupils

Disadvantaged pupils

Other pupils

% Good Level of Development

50%

84%

60%

76%

% Exceeding or Expected Reading Goals

83%

91%

80%

83%

% Exceeding or Expected Writing Goals

50%

88%

80%

81%

% Exceeding or Expected Number Goals

100%

91%

80%

85%

 

  • Pupils enter the school with levels of knowledge skills and understanding that are below those that are typical for their age. NFER baseline data analysis (completed October 2015) confirms this. Attainment in CLL is especially low on entry.
  • EY children achieved 75% good level of development (GLD) in 2016. This was higher than the national average in 2015 (66.2%) but slightly lower than our achievements in 2015 when we achieved 77%
  • Disadvantaged pupils did not attain as highly as others in reading and writing; however, they exceeded their peers in number.  
  • Writing continues to be a priority for all children, especially disadvantaged children. 

 

Impact

The impact of Pupil Premium attainment and progress is less effective in key stage 1. However, by the time they leave at the end of key stage 2 the full impact of a targeted tutoring system can be seen. Attainment of disadvantaged pupils in year 6 was significantly above the national average in all areas.  There were 13 disadvantaged pupils in year 6. In reading (100%), maths (100%) and writing (89%) the disadvantaged pupils out performed their peers by achieving at or above age related expectations. The disadvantaged children were also in line with their peers (90%) For Grammar, Punctuation and Spelling.

This continues to be a very positive picture. The impact of interventions can fully be appreciated by the end of year 6. However, we are looking to close the gap sooner in key stage 1. 

 

Pupil Premium Funding – 2016/17

Total Grant: £92,940 (estimated)

 

Provision

Details of how we are planning to spend the Pupil Premium this year are broadly inline with how we spent the funding in 2014/2015. These decisions are driven by the needs of the disadvantaged children in the school and utilise our experience from previous years.

- Funding targeted tuition (focusing on English and maths) through our Graduate Tutors (see below).

- Partially funding Mrs Yates, our school counsellor, to provide for children’s social and emotional needs.

- Enabling children to access enrichment opportunities (including Year 6 residential trip and after school sports clubs).

- Providing places at breakfast club in order to ensure the best possible start to the school day.

- Providing places at Treasure Chest (after school club).

 

Graduate Tutors

Our Graduate Tutors are highly educated individuals who aspire to become class teachers within the next 2 years. We have successfully inducted two previous graduate tutor into the teaching staff through the KMT Teacher Training Scheme. Another 3 have started their training this academic year (2016/17). We have recruited two new tutors for the next academic year. They work within each year group and provide targeted interventions for those children with the greatest need, which includes children entitled to Pupil Premium funding, whatever their level of ability. The interventions include some in-class support and small group or 1:1 sessions during the afternoons. The graduate tutors follow carefully planned intervention programmes aimed primarily at improving the children’s maths and English. These programmes are overseen by class teachers and are tailored to directly support the individual child’s maths and English  PASScard targets.

 

More Information

For more details on the pupil premium please visit:

https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings

http://www.ofsted.gov.uk/resources/pupil-premium-update

 

Pupil Premium Funding 2015/16

During 2015/16, Pupil Premium funding was spent on:

- Funding targeted tuition through our Graduate Tutors.

- Partially funding the school counsellor to provide for children’s social and emotional needs.

- Enabling children to access enrichment opportunities.

- Providing places at breakfast club in order to ensure the best possible start to the school day.

- Providing places at Treasure Chest

- Funding specialist educational services, such as the Educational Psychologist.

 

Sarah Burton

September 2016


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