Pupil Premium at Knutton St Mary's C of E Primary Academy
Pupil premium is additional funding, from the government, provided to schools for supporting pupils from low income families to ensure they benefit from the same opportunities as all other children. There are three categories of children that qualify for pupil premium:
• Children who are eligible for free school meals (FSM)
• Looked after children
• Armed forces children
The Government believes that the Pupil Premium funding is the best way to address the current underlying inequalities between ‘Disadvantaged children’ and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
The Government are not dictating how schools should spend this money, but are clear that schools will need to employ the strategies that they know will support their pupils to increase their attainment, and ‘narrow the gap’.
Context of School
Here at Knutton St Mary’s we have high aspirations and ambitions for our children and we believe that no child should be left behind. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure, and we are determined to ensure that our children are given every chance to realise their full potential. Pupil premium funding represents a significant proportion of our budget and we are committed to ensuring it is spent to maximum effect.
We believe that one of the biggest barriers for children can be poverty of expectation and so we are determined to create a climate that does not limit a child’s potential in any way.
Our school motto ‘Together we succeed and Shine’ reflects our high expectations of the whole school community.
Objectives of Pupil Premium Spending
When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.
Our key objective in using the Pupil Premium Grant is to narrow the gap between pupil groups. Historically levels of attainment have been lower for FSM (eligible for free school meals) – this is also a national trend. Through targeted interventions we are working to eliminate barriers to learning and progress. For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations + as they move through the school.
We have identified some key principles (outlined below) which we believe will maximize the impact of our pupil premium spending.
We will provide a culture where:
• staff believe in ALL children
• there are “no excuses” made for underperformance
• staff adopt a “solution-focused” approach to overcoming barriers
• staff support children to develop “growth” mindsets towards learning
We will ensure that:
• All staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school
Identification of Pupils
We will ensure that:
• ALL teaching staff and support staff are involved in analysis of data and identification of pupils
• ALL staff are aware of who pupil premium and vulnerable children are
• ALL pupil premium children benefit from the funding, not just those who are
• Underachievement at all levels is targeted (not just lower attaining pupils)
• Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..”
Improving Day to Day Teaching
We will continue to ensure that all children across the school receive good teaching, with increasing percentages of outstanding teaching achieved by using our team leaders to:
• Set high expectations
• Address any within-school variance
• Ensure consistent implementation of the non-negotiables, e.g. marking and guided reading
• Share good practice within the school and draw on external expertise
• Provide high quality CPD
• Improve assessment through joint levelling and moderation
Increasing learning time
We will maximise the time children have to “catch up” through:
• Improving attendance and punctuality
• Providing earlier intervention (KS1 and EYFS)
“There’s no stigma attached to being in an intervention in this school. Everyone needs something, whatever that might be, and so they’re all getting something somewhere.”
We will ensure that the additional support we provide is effective by:
• Looking at the individual needs of each child and identifying their barriers to learning
• Ensuring additional support staff and class teachers communicate regularly
• Using team leaders to provide high quality interventions across their phases
• Matching the skills of the support staff to the interventions they provide
• Working with other agencies to bring in additional expertise
• Providing extensive support for parents;
· to develop their own skills (ESOL, Literacy, ICT, Back to Work, Managing Money)
· to support their children’s learning within the curriculum
· to manage in times of crisis
• Tailoring interventions to the needs of the child (e.g. Targeted maths revision sessions in the afternoons for children who struggle in the main lesson)
Going the Extra Mile
In our determination to ensure that ALL children succeed we recognise the need for and are committed to providing completely individualised interventions for set periods of time to support children in times of crisis.
Impact of Pupil Premium Spending Premium Spending 2013-14
The school’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, and so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement.
• A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice
• Assessment Data is collected half termly so that the impact of interventions can be monitored regularly
• Assessments are closely moderated to ensure they are accurate
• Teaching staff and support staff attend and contribute to pupil progress meetings each term and the identification of children is reviewed
• Regular feedback about performance is given to children and parents
• Interventions are adapted or changed if they are not working
• Case studies are used to evaluate the impact of pastoral interventions, such as on attendance and behaviour
• A designated member of the SLT maintains an overview of pupil premium spending
• A governor is given responsibility for pupil premium
We will use Raise Online, KS2 KS1, Phonics, EYFS, Local education monitoring data as well as whole school data to evaluate impact in terms of attainment and progress.