Pupil Premium

Pupil Premium Strategy

Pupil Premium (PP) funding was introduced in 2011. This is additional funding given by the government to help disadvantaged pupils of all abilities perform better, and to 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). 

Historically, pupil premium children at our school have performed very well compared to their peers nationally (see impact tables below). Our disadvantaged pupils attain higher than those nationally and higher than non-pupil premium pupils nationally.

We are 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)

2018-2019 

Waiting for validated data

 

R

W

M

EGPS

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: 'it is up to 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.'

Here at our 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. We use the ‘DfE 7 steps to the most effective way to support disadvantaged pupils’ as guidance to support our pupil premium children.

2019-2020

28% of children in school are eligible for pupil premium funding (January 2019 census), and 40% of the current Year 6 cohort. The pupil premium allocation for 2019-20 is approximately £160,000, and it will be spent in a similar way to last academic year.

 

The budget for this academic year will see the majority of funding being spent on staffing, beyond the normal teaching day, to increase our adult/pupil ratio, so that focused intervention support is delivered, usually within key literacy and numeracy areas. £137,000 will be spent on extra teachers and teaching assistants, £2000 will be spent on general resources, £14,000 will be spent on learning resources, £2000 will be spent on IT equipment and £5000 will be 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,” will continue to be tracked closely throughout their time at school, and a wide range of intervention groups, delivered by teachers and teaching assistants, will continue to take place every day both before and after school. 

Attendance and punctuality of our pupil premium children will continue to be monitored. Usually there are no significant differences between the attendance and punctuality of our pupil premium children and others. This includes persistent absences. 

The outcomes for the pupil premium children can be seen below.

2018-2019 (Provisional) 

End of Early Years (PP children:  12/52 )

 

Disadvantaged pupils in school

Non Disadvantaged pupils (National Average)

% achieving GLD

42

Not yet available 

Reading

50

Not yet available 

Writing

41

Not yet available 

Mathematics

50

Not yet available 

Year 1 phonics  (PP children: 5/52)

% achieving the expected standard

100

Not yet available 

Key Stage 1 (PP children: 16/53)

% achieving expected + in Reading

69

Not yet available 

% achieving expected + in Writing

63

Not yet available 

% achieving expected + in Mathematics

56

Not yet available 

 

% achieving Greater Depth Standard in Reading

13

Not yet available 

 

% achieving Greater Depth Standard in Writing

6

Not yet available 

 

% achieving Greater Depth Standard  in Mathematics

6

Not yet available 

 


Key Stage 2 (PP children:  23/42)

Attainment:

% achieving expected + in Reading

91

Not yet available 

% achieving expected + in Writing

91

Not yet available 

 

% achieving expected + in Mathematics

91

Not yet available 

 

% achieving Greater Depth standard + in Reading

41

Not yet available 

 

% achieving Greater Depth standard + in Writing

23

Not yet available 

 

% achieving Greater Depth Standard  in Mathematics

46

Not yet available 

 

Average Scaled score in Reading

107+

Not yet available 

 

Average Scaled score in Mathematics

108+

Not yet available 

Progress

Progress score in Reading

+2.6

Not yet available

Progress score in Writing

+1.1

Not yet available

Progress Score in Mathematics

+2.9

Not yet available

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.

Mr Stephen Wallace is the pupil premium designated governor; he reviews the pupil premium strategy regularly and gives feedback to the school governing body.

Reviewed: October 2019                                                                Next review: January 2020