Nicol Mere School is one of the few schools to be identified as a system leader for pupil premium and provides support in best practice to other schools.
Pupils entitled to pupil premium are:
- Looked After
- Free School Meals
- Children of parents in the “forces”
What Is The Pupil Premium?
“The Government believes that the Pupil Premium, 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 is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, 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.”
…from the DFE website.
Between April 2015 and March 2016, Nicol Mere School received £164,000 to spend. Nicol Mere in 2016/17 received £164,538 to spend. The pupil premium allocation for 2017-18 is currently £156,000. The 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 will be spent on extra teachers and TAs, £2000 spent on general resources, £14,000 spent on learning resources, £2000 spent on IT equipment and £5000 spent on trips.
A wide range of intervention groups took place every day both before and after school. These were run by teachers and teaching assistants.
Last year the pupil premium funding was spent in a similar way to how it is being spent this year.
All distinct groups of children, including disadvantaged children and “looked after pupils,” are tracked closely and evidence shows that they make good or outstanding progress. The ASP (the old RAISEONLINE) document confirms that Nicol Mere makes a great impact in “narrowing the gap” for disadvantaged children. The attainment of pupil premium pupils at Nicol Mere is significantly greater than the national average.
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. 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 lower than "others" and this is one of the barriers we work on constantly to ensure these pupils are in school and ready to learn. The impact of our work is that at the end of Year 6, the gap between these two groups of pupils is narrowed in terms of school attendance.
In Summer 2014, Nicol Mere School’s disadvantaged and FSM pupils attained higher than those nationally and higher than ‘all’ pupils nationally. Nicol Mere’s disadvantaged children attain higher than similar groups nationally. This is achieved through targeted support groups given to pupil premium pupils in every year group by teachers and T.As. We use our provision mapping programme to target specific groups of children.
In Summer 2014, 100% of P.P. pupils achieved government expected levels in Maths, Reading and Writing compared to 67% nationally. Nicol Mere “other” pupils attained 89%.
Nicol Mere’s disadvantaged pupils attained 30.5 average point score (aps)- the same as the “others” but significantly greater than disadvantaged children nationally at 27.0.
The disadvantaged pupils value added score was similar to “others” (100.8 v 101.4) and significantly higher than the national score of 99.7.
Over the last 3 years, Nicol Mere ‘all’ pupils and pupil premium pupils have been the highest attaining in the Local Authority (125 schools) using the combined L4+ measure.
Pupil Premium Grant Expenditure
The grant has enabled us to fund the employment of more staff. The result of this has been to ensure that each year group has between two and four teaching assistants to supplement quality teacher led teaching, to deliver catch up and intervention sessions.
Some year groups are streamed into three ability groups with three full time teachers and T.As. To ensure the greatest impact, these teaching groups have between 10 to 20 pupils. This is especially so for large cohorts or those with a larger % of SEN or pupil premium pupils e.g. Y2.
Other large cohorts with over 40 children still benefit from small class sizes, approximately 20 pupils, and good adult/pupil ratios.