Pupil Premium

Pupil Premium Strategy

Pupil Premium (PP) funding was introduced in 2011; it is additional funding given by the government to help disadvantaged pupils of all abilities perform better, and close the attainment gap between them and their peers. Children are classified as disadvantaged for several reasons: children who have ever received free school meals (Ever 6 FSM), children who are looked after (CLA) or have previously been looked after and children whose parents are in the armed forces (Service children).  In most cases the Pupil Premium allocated to schools is clearly identifiable.

Historically, PP children at Nicol Mere have performed very well compared to their peers nationally (see impact tables below); Nicol Mere School’s disadvantaged pupils attain higher than those nationally and higher than non-Pupil Premium pupils nationally. Nicol Mere School is one of the few schools nationally to be identified as a system leader for Pupil Premium and provides support in best practice to other schools.

 

 

2015-2016

(58% of cohort PP)

2016-2017

(38% of cohort PP)

2017-2018

(55% of cohort PP)

 

R

W

M

EGPS

R

W

M

EGPS

R

W

M

EGPS

Nicol Mere Disadvantaged Pupils

79%

92%

96%

100%

93%

93%

93%

100%

100%

95%

100%

100%

National Non-disadvantaged Pupils

66%

74%

70%

72%

77%

76%

75%

77%

80%

83%

81%

82%

Table1: Performance of PP children at the end of Key Stage 2 in Reading (R), Writing (W), Mathematics (M) and English, Grammar, Punctuation & Spelling (EGPS)

 

The Department for Education states that it is for schools to decide how the Pupil Premium Funding is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. At Nicol Mere School, we use economies of scale to pool the Pupil Premium money to benefit the whole cohort of disadvantaged pupils where, and if, it is needed: practice in school is based on the ‘DfE 7 steps to the most effective way to support disadvantaged pupils’. 

2017-2018

Last academic year, the pupil Premium allocation was £156,000. The majority of funding was spent on staffing, beyond the normal teaching day, to increase our adult/pupil ratio, so that we could deliver focused intervention support, usually within key literacy and numeracy areas. £132,000 was spent on extra teachers and teaching assistants, £2000 spent on general resources, £14,000 spent on learning resources, £2000 spent on IT equipment and £5000 spent on trips to widen children’s knowledge and understanding of the world and broaden their horizons.

All distinct groups of children, including disadvantaged children and “looked after pupils,” were tracked closely throughout their time at school, and a wide range of intervention groups, delivered by teachers and teaching assistants, took place every day both before and after school.

The outcomes for the Pupil Premium children can be seen below.

2017-2018

End of Early Years (PP children:  5/53 )

 

Disadvantaged pupils in school

Non Disadvantaged pupils (National Average)

% achieving GLD

60

72 *

Reading

60

72 *

Writing

60

72*

Mathematics

80

72*

Year 1 phonics  (PP children: 12/49)

% achieving the expected standard

100

85

Key Stage 1 (PP children: 10/51)

% achieving expected + in Reading

90

79

% achieving expected + in Writing

80

74

% achieving expected + in Mathematics

100

80

% achieving Greater Depth Standard in Reading

50

29

% achieving Greater Depth Standard in Writing

20

18

% achieving Greater Depth Standard  in Mathematics

40

25

Key Stage 2 (PP children:  23/42)

Attainment:

% achieving expected + in Reading

100

80

% achieving expected + in Writing

95

83

% achieving expected + in Mathematics

100

81

% achieving Greater Depth standard + in Reading

45

33

% achieving Greater Depth standard + in Writing

32

24

% achieving Greater Depth Standard  in Mathematics

55

28

Average Scaled score in Reading

109.7

106.1

Average Scaled score in Mathematics

111.5

105.4

Progress

Progress score in Reading

+5.19

+0.31

Progress score in Writing

+3.83

+0.24

Progress Score in Mathematics

+7.46

+0.31

Table2: Performance of PP children at the end of Key Stage 2 in Reading (R), Writing (W) and Mathematics (M)

Impact and Barriers

When pupils eligible for Pupil Premium enter Nicol Mere in Reception, they are usually below age related expectations. There is usually a gap between the school’s disadvantaged pupils and the “other” children nationally. Over time, the gap narrows, and by the end of Y2 it has closed. By Y6 the impact of the pupil Premium grant has reduced the gap further. KS2 data shows there is usually little or no gap by the end of Y6.

Generally, attendance for pupil Premium pupils is slightly lower than "others" within school, and this is one of the barriers we work on constantly to ensure these pupils are in school and ready to learn. We interrogate data from school records and other sources e.g. Ofsted dashboard to find levels of absence and persistent absence. To address this, we 1) regularly let parents know if we have concerns about their child's absence 2) invite them in to discuss the concerns and offer any help e.g. start well 3) we enforce fines (as limited as they are due to being a community school and governed by the LA) 4) we run a successful reward system and 5) have a weekly class attendance award.

2018-2019

28% of children in school are eligible for PP funding (January 2019 census), and 40% of the current Year 6 cohort. The Pupil Premium allocation for 2018-19 is approximately £160,000 and it will be spent in a similar way to last academic year.

Please click on the link to see the 2018-2019 Pupil Premium Strategy.

Mr William Morris is the Pupil Premium designated governor; he reviews the PP strategy regularly and feedbacks to the school governing body.

Reviewed: January 2019                                                                Next review: July 2019