Pupil Premium
ST NICHOLAS C OF PRIMARY SCHOOL AND NURSERY
PUPIL PREMIUM GRANT
From September 2012 Schools are required to report on their websites how they have used the Pupil Premium funding and the impact it has had on pupil achievement.
Schools and academies will receive funding based on any children who have been eligible for free schools meals at any point in the last six years (ever 6) and who were captured on data returns at key census points.
The pupil premium grant is additional funding given to schools and academies to:
- Raise the attainment of disadvantaged pupils and to close the gap between them and their peers
- Support children with parents in the regular armed forces
The Department for Education has clear expectations how the Pupil Premium Grant should be spent, however it is down to the school leadership team to decide how best this funding may be used to support these groups:
- for the purpose of the school, i.e., for the educational benefit of pupils registered at the school
- to ensure the aims as outlined above
- on community facilities and extended services which support the children and their wider family. For example providing after school care facilities to support adults training or return to work
St Nicholas Church of England Primary School and Nursery
Pupil premium funding
Our school – Annual report – for community publication:
In our school, throughout the curriculum, we aim to support underachieving pupils and vulnerable pupils through securing good achievement and most importantly progress, in basic skills as measured by outcomes in mathematics, reading and writing as well as providing wider curriculum opportunities.
We consider the needs of the whole child and prioritise social and emotional support to enable children to secure the best possible progress in our school. We are very conscious that our school is small and so every possible effort is taken to secure confidentiality when reporting the impact of funding.
This work has yielded success, PP& CLA children in KS1;
The gaps in achievement between disadvantaged pupils in Year 6 and others were too wide in 2015. Interventions were not monitored closely enough and their effectiveness had not been measured.
All interventions were stopped in the spring term of 2015 and a review of their effectiveness was undertaken. The support and interventions that are now in place to support disadvantaged pupils are tracked carefully and are known to be successful. There are small numbers of disadvantaged pupils in each year group but the school’s assessment data and a scrutiny of pupils’ work shows that gaps have either closed completely or are very narrow.
In Years 1 and 5, for example, disadvantaged pupils are doing slightly better than other pupils in reading, writing and mathematics. In Year 6, disadvantaged pupils have virtually closed the gaps and are making very strong progress.
- Ofsted, 2016
Whilst Ofsted was 2016 this work has continued and has been built upon further please see below report:
Key Principles:
-
St Nicholas has a school wide commitment to raise achievement for pupils eligible for pupil premium and aims to see them make accelerated progress wherever possible to close the gap with their peers
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St Nicholas never confuses those eligible pupils with those of low ability and strives to - 'Inspire learning to last a lifetime' - through supporting the whole family
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St Nicholas creates an overall package of support aimed to tackle the range of barriers including; behaviour, attendance, improving the quality of teaching and learning, supporting the wider family in raising aspirations, development of numeracy and literacy skills for the whole family, where required
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St Nicholas has a rigorous process for identification of need through assessment and data analysis, the findings are shared with teachers and other professionals half termly to ensure progress is sustained
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The senior leadership team, including the governors, have a very clear view of how the funding is allocated and for what purpose, within the realms of confidentiality
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St Nicholas ensures every teacher and member of support staff can correctly identify children within key groups on a half termly basis – through this clear identification the impact of any intervention / support offered to these children may be closely tracked and at the half termly assessment points it is clear to see how much impact each strategy has had and where to go next with each child.
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The governors of the school are ambitious for pupils and closely monitor the schools effectiveness in closing the gap between different groups of pupils –We also annually carry out the closing the gap assessments and grids provided by the local authority and submit as required for all disadvantaged pupils.
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As individual needs arise staff training is closely linked to ensure the best outcomes for the child and their families. For example with 3 of our seven ever looked after children it is felt that there is barriers to learning caused through attachment issues. As a consequence staff training on these areas was sourced and children and families may then be supported accordingly. Skills for classroom practice and support of children in class and out of class scenarios is then shared with all.
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Case studies are kept of all vulnerable children in our school, these ensure that class teachers are very aware of the background and current needs of all children who are more vulnerable. It also ensures that the senior leadership team (inc. governors on an anonymised level) including the SENDCo may then quickly identify which teaching strategies have had an impact and what training / support is required to move the child on further.
Funding received for Pupil Premium 2017-18 year | £51,683
(Funding is based on those children eligible at October census)
As of March 2018 we had 221 children on roll. 51 of these children across the school eligible for pupil premium. 23% of our school. This places slightly below national average percentage wise for a school of this size. (Please bear in mind that the funding may not directly relate to the amount of pupil premium children on site today due to funding lag)
As of 20th March 2018 these are made up of:
|
Class |
Cohort size |
Percentage eligible for PP funding |
How many children |
Age related or above for maths, writing and reading |
Those below age related for reading writing and maths |
% with additional need identified (CLA or SEN) |
|
Nursery |
23 |
13% |
3 |
66% |
34% |
33% |
|
Reception |
25 |
28% |
7 |
57% |
43% |
57% |
|
Year 1 |
29 |
24% |
7 |
57% |
43% |
43% |
|
Year 2 |
25 |
16% |
4 |
50% |
50% |
50% |
|
Year 3 |
30 |
27% |
8 |
73% |
37% |
25% |
|
Year 4 |
30 |
27% |
8 |
63% |
37% |
25% |
|
Year 5 |
30 |
23% |
7 |
86% |
14% |
28% |
|
Year 6 |
29 |
24% |
7 |
71% |
29% |
3% |
|
All |
221 |
23% |
51 |
|
|
|
Summary of attainment for pupil premium trend (nb change re how scores measured means dip in graph – from levels to not):
For graphs click here.
Spend review:
Below is a breakdown of the spending from April 2017.
|
Detail |
Objective |
Outcomes |
Income |
Spend |
Overall |
|
PP income |
|
|
51,683 |
|
|
|
Intervention Support Worker (from September 2015) |
Improving outcomes for vulnerable and disadvantaged pupils. The intervention support worker to work on narrowing the educational gap, improving English and Grammar, Improving communication, supporting development and improving behaviour and attendance.
|
Regular interventions with significant impact on progress for KS2 children evidenced in assessment folders and in case studies. Support for EAL and learners with particular attachment need through CLA issues or other pastoral need. Less behaviour incidents recorded. |
|
11,948 |
39,735 |
|
School family support worker |
Improve attendance of target pupils, reduce the number of children and families moving to CP or CIN. To support the wider family network in knowledge and skills to support the child in school. Parenting course and financial support plus other services as required at TAF. |
Attendance for CLA and PP childrne in line with non disadvantaged at 96.5%. Reduction in the families moving to CP / CIN and reduction also in e-cafs. Individual support for families logged as caf process.
|
|
1100 |
38635 |
|
Annual Budget for counselling |
Working with individiual pupils, groups and families to support them to overcome barriers to learning and to make progress in line with their peers
|
This information remains confidential but teachers report improvement in self esteem for pupils and therefore increase in attainment and progress as there are less barriers to learning. |
|
1400 |
37235 |
|
Detail |
Objective |
Outcomes |
Income |
Spend |
Overall |
|
Support for families with after care and breakfast club costs – termly |
To raise self esteem, to support with peer relationships and to support the wider family with a longer school day to enable parents / carers to retrain or enter the workplace.
|
2 x families returned to work and move off of free school meals through this process. 4 x’s children related to this have sen improved progress rates. |
|
1254 |
35999 |
|
Wellcom assessment toolkit (EYFS and KS1) (and delivery of this (staff time)
Also NELI project time off for teacher 50% of funds for this project taken from PP as 50% of the children involved are PP |
Accelerate the progress of a group of pupils and to accelerate the progress of children achieving in speech and language elements of EYFS and reading and writing elements of the national curriculum in line with non disadvantaged peers.
|
Please see seperate Wellcom analysis which displays the amount of children entering and exiting the program. 100% of children accessing the intervention in nursery, reception and year 1 are at age related in attainment terms. 1 x’s child recorded in reception will undertake Wellcom this term. |
|
9,576 |
26243 |
|
Time for staff to be covered in order to undertake the wellcom assessments and interventions |
Objectives as above |
As above |
|
956 |
25287 |
|
Key stage 2, Key Stage and EYFS sharing good practice projects (Including year 6 intervention Spring 2018) |
Aimed at those children just below the main cohort in terms of progress / attainment who with clear focus and set achievable targets can close the gap within a 6 – 14 week project time. |
. As above |
|
11,710 |
13577 |
|
Subject leader release time for monitoring of subjects and attainment gap for PPG pupils including L King time for monitoring |
Objectives as above |
As above |
|
750 |
12827 |
|
7% of the supplies and services budget to support PP children in closing the gap |
Objectives as above |
Outcomes as above through interventions run and activities supplied. |
|
9406 |
3421 |
|
Detail |
Objective |
Outcomes |
Income |
Spend |
Overall |
|
Music lessons, support for cycle proficiency, trips and visits |
To raise the self esteem of pupils and to widen life opportunities. |
Ongoing |
|
295 |
3126 |
|
Support for children to attend visits |
To raise the self esteem of pupils and to widen life opportunities. |
Undertaken throughout year |
|
780 |
2346 |
|
Dogs Helping Kids · Children covered on this program – 6 of them PP children 75% of cost for training and support for dog to PP |
To raise the self esteem of pupils and to widen life opportunities – see analysis of children on program |
Throughout year as required and clear exit and entrance point with Rosenburg self esteem scale |
|
567 |
1779 |
|
ARC model training – trauma support for children in school Allocated budget for all staff to attend 3 evening slots of 1.5 hours each Of the 51 children on roll – 17 suffered significant early life trauma or continuing to do so |
To ensure staff have an awareness of children suffering with trauma and attachment issues and how they can support the children to ensure their barriers to learning are addressed and they can achieve in school. |
Ongoing – training yet to be assessed as completed late March 2018. |
|
1124 |
655 |
|
PGL residential trip support – fr PP children (different to standard trips as residential) Part funded also by bids to Stevenage community trust and other groups. |
Ensuring children have good life experiences. |
Improved self esteem, wider life experiences |
|
641 |
16 |
Actions to date:
Identified the correct method of recording the children on the SIMS system so that they may be tracked accurately.
Ensure all teachers are clearly aware of the children in their class with PP indicator and notify them of any changes.
All children included on class planning.
Identified an issue with gaps between PP children and their peers from nursery onwards.
Interventions and impact to be tracked closely for the children in each cohort and SLT discussed children and their individual targets.
All childrens progress to be reviewed and discussed by SLT at each term assessment point. Case studies created and SENDCo consulted as required.
Teaching and learning of school monitored closely and recorded as good overall.
Next Steps:
Teachers to review provision plans to ensure that those children not making expected progress are getting support and help they require.
Data review termly
To consider training needs and staff support required to develop strategies to support MA disadvantaged children.
To improve partnerships with social workers through becoming involved in the social worker training program for Hertfordshire.
To continue to monitor each child and family on individual basis and support with funding as appropriate to secure best outcomes for child and family.
2017-18 Impact and funding report
(duplicate to above opened in new window as PDF document)
2016-17 Impact and Funding Report
2014-15 Impact and Funding Report