About  »  Pupil Premium

Purposes of the Pupil Premium Grant*

  1. 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.
  2. In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium.
  3. For pupils from low-income families in non-mainstream settings (special schools, behaviour units for example).
  4. Schools are free to spend the Pupil Premium as they see fit. However they will be held accountable for how they have used the additional funding to support pupils from low income families.

This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium.

* taken from the DfE website

How do I know if I qualify for Pupil Premium

To find out if you qualify for the Pupil Premium Grant, please use the eligibility checker by visiting http://fsm.lgfl.net . Once you have accessed the website, you will be able to quickly and easily check if you are entitled. It gives you an immediate “yes” or “no” response and may notify the school.IF YOUR CHILD WAS ENTITLED TO FREE SCHOOL MEALS LAST YEAR, YOU MUST STILL RE –APPLY USING THE ABOVE WEBSITE. Its quick and easy to find out if you are eligible and it only takes a moment! If you are eligible please inform the school office by email. Please visit the school’s website www.avanti.org.uk/kapsharrow to find out further information.


Pupil premium grant expenditure: Overview of the school

Number of pupils and pupil premium grant (PPG) received

Total number of pupils on roll

357

Total number of pupils eligible for PPG

6

Amount of PPG received per pupil 

1,320

Total amount of PPG received

13,310

Date of next review

Reviewed annually in July, as part of SSE

Amount

 

2016 -2017

2015-2016

2014-2015

Pupil Premium Income

13,310

29,040 

31,204

Pupil Premium Expenditure

40, 766

38,019

48,823

LSA's, Specialist Salary, Booster and Intervention support 

30,000

33,144

38,230

Dinner Money

3,458

4,732

3,600

After School Enrichment Clubs

66

66

520

School Residential Visit

-

17

670

Uniform Cost

60

60

804

 

 

 

 

NET surplus/(Deficit)

27,456 (Deficit)

8,979 (Deficit)

12,619 (Deficit)

Although our pupil premium funding is allocated from our free school meal numbers, it is also targeted to diminish achievement gaps that may be associated with high levels of social deprivation. The numbers of pupils entitled to pupil premium has halved from the previous year. However, we have carefully target the funds so more pupils can also benefit through our provision.

 

Barriers to education that our children face:

 

  • Low literacy, numeracy and communication skills
  • Poor parental engagement
  • Poor attendance/punctuality
  • Social and emotional concerns
  • Low self-esteem aspirations, resilience
  • Financial hardship

 

 

Nature of support 

The Pupil Premium is funding from the Department for Education which is additional to the main school funding. It is allocated according to the number of pupils on-roll who are eligible for free school meals (FSM), a smaller amount is allocated according to the number of children of service families, and an allocation for each pupil who has been ‘Looked After’ (in care) for 6 months or more.  Funds are allocated, for example, to support parents in purchasing school uniform, to support children's achievement and their participation in extra- curricular activities including school trips. 
 

How do we identify children for extra support ?                              

Reference to the School Development Plan, School Self Evaluation and the use of data from the Sutton Trust Report guides and influences our decision.

Parent/carer Support                                                  

 Our Senior Leadership Team work with our most vulnerable families in ensuring good attendance and we support  children whose behaviour or emotional needs are impacting on their learning. We offer a programme of Family Workshops to parents and carers to help them support their child with their homework in targeted areas of reading, writing and mathematics.                                                                       

Pupil Premium used for:                              

  • Collaborative Learning Approaches in the Sutton Trust Report suggests an impact upon pupil progress of +5 months                                                          
Focus upon independent learning skills that are transferable in different contexts opportunities for  extended learning

Teaching                                                                                                                                       Our EYFS Progress Leader supports teaching and learning in Nursery, Reception and Key Stage This is to ensure that children are making good progress by the end of their Reception year. We have appointed specialised teachers in sport, art, music, and technology to widen the curriculum. The Assistant Principals job- share a year 6 class, specialising in teaching areas where pupils can make accelerated progress. The system allows class teachers to pair and spend planning and preparation time together to create effective lesson plans.

  • Music lessons and drama lessons gives an opportunity to learn from experienced specialised teachers who deliver lessons with greater depth and creativity.
  • Development of target setting through pupil conferencing in the Sutton Trust Report suggests an impact upon pupil progress of +8 months.                               
Pupil Progress Meetings                                                                                                         Class teachers spend each term a 1:1 consultation with each child to address aspects of their  learning and to set targets. The targets are continually reviewed and shared with parent/ carers.
  • Senior Leaders/ Progress Leaders monitor the progress and attainment of pupils from low income families and arrange interventions to accelerate progress for pupils that are under performing.               
  • Pupil Feedback Approaches in the Sutton Trust Report suggests an impact upon pupil progress of +8 months. Staff training continues to be a priority. The school team continues to focus upon ensuring pupils make progress in every lesson and can take greater ownership of their next steps to make successful outcomes in their learning. Understanding of Meta – cognition principals has been reviewed intraining sessions and how to challenge pupils through effective questioning styles ( Blooms Taxonomy). 
  • Digital Technology Approaches in the Sutton Trust Report suggests an impact upon pupil progress of +3 months. The school subscribes to Education City, Twinkl and Purple Mash to support the learning both at school and at home.

Teaching Assistant Support                                                                                                         

We use skilled Teaching Assistant’s to support groups of children with a range of need, in order to improve their attitudes toward school and learning as well as ensuring that these groups of children continue to make progress.

  • Focused support is given through intervention work. Learning Support Assistants work with small groups of pupils in a variety of ways and subject areas – phonics, reading, number work, social skills development.
  • Social and Emotional Development Approaches in the Sutton Trust Report suggests an impact upon pupil progress of +4 months. We are developing a sensory room that will be used to provide emotional literacy support to pupils.
  • Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional +4 months progress. 

Educational Visits                                                                                                            

Funding is allocated to subsidise educational visits to enhance and broaden the curriculum.

  • The Sutton Trust Report suggests an impact upon pupil progress of +3 months.

Adventure learning interventions consistently show positive benefits on academic learning, and wider outcomes such as self-confidence for pupils in low income families. Day trips and workshops reinforce the learning that is taking place in lessons and helps pupils develop their mastery of skills.

Speech and Language support                                                                                                     Our school purchases Speech and Language Service from the Local Authority who work with children who need support in developing their speech and communication skills, and follows specialised programmes. Teaching Assistants reinforce and consolidate the learning through following the treatment plans carefully and liaising with the SENCo.                                                                                                                

The Sutton Trust Report suggests an impact upon pupil progress of +5 months.

After School Provision and Enrichment Opportunities                                                                                                                    

The Sutton Trust Report suggests an impact upon pupil progress of +3 months. This year we have expanded the variety of our afterschool clubs based on the interest of the children. These clubs provide access for vulnerable learners and help them engage and fully participate in activities that interest them. The After school clubs support and encourage children academically while providing stimulating environments and activities are more likely to have an impact on attainment. Robotics, Chess, Sporting, Art Club, are a few examples that develop meta- cognition skills. 

Specific Activities funded by Pupil Premium grant for 6 pupils in 2016 - 17:

Daily additional teaching assistant support and a Literacy and Mathematics tutor for small group interventions for escalating progress of pupils who seem to have significantly fallen behind over years in their English and Mathematics – this is mainly applicable to pupils in the Year 5 & 6 class.

Additional support for younger pupils to improve their reading and writing skills.

Full and part funding of a residential visit to support social and personal skills of pupils in receipt of PP funding.

Purchase of uniform and warm clothing for four pupils.

Funding has been used for attendance at extra-curricular activities to extend their skills, talents and learning experience such as dance, music and art.

Emotional Literacy support to target specific children through 1:1 or group intervention support.

 

Measuring the impact of PPG spending

Successful themed days and events by specialists have been held at the school. This has ranged from Healthy eating, Science, Arts week, Shakespeare Week, Sporting Challenge days and tournaments. The range of support has developed collaboration, confidence. Majority of pupils have been engaged and motivated in their learning.

Year 6 Booster classes in April 2016, during the Easter holiday had a positive impact. The KS2 SATs results showed:

  • 88% of children made age related expectations in reading.
  • 100% of children made age related expectations in SPAG.
  • 96% of children made age related expectations in mathematics.
  • 78%of children made age related expectations in writing.
  • Combined score was 92%
  • Disadvantaged children achieved an average scaled score above the national average in reading and mathematics.

Pupil Premium pupil performed significantly better compared to national in Maths, SPAG and writing. All pupils have made better progress.  

Speech and language therapist - Expertise has been rapidly given. Assessments can take place at a far quicker turnaround than LA which can take up to a term to be completed. Interventions and treatment plans have been put in place.

Attendance – Follow up and follow through with outside agencies where absenteeism is of concern. Support put in place for home learning to take place and to liaise with the EWO closely. There is a high focus upon increasing attendance to above the National average, 97%. This is through the newsletter, certificates, 100% class attendance award.

Support for families through workshops and parental support network groups. This has had a positive impact towards parents being confident to support their child better at home academically and socially.