The Pupil Premium is allocated to schools and academies with pupils on roll that are known to have been eligible for free school meals (FSM) at any time in the last six years; those who are children looked after (CLA); and those who are service children.
Schools have the freedom to spend the Premium, which is additional to the underlying academy budget, in a way they think will best support the raising of attainment for the most vulnerable pupils.
Pupil Premium Strategy
The amount of Pupil Premium allocated during the Academic Year 2019/20 is £81,840
At Aldborough Primary School we pride ourselves on having high aspiration and ambition for all children, regardless of their background. We operate a no excuse culture, setting children up to have the skills, knowledge and confidence to succeed. Our mission is to ensure that every pupil achieves academic success and has the real option of going to university or following a career of their choice. We believe our children work hard towards this goal because we make it real for them.
We have high expectations for all of our children, and believe that with great teaching and a lot of love and care, every child can fulfil their potential.
Some interventions are adopted on a whole school basis and are not restricted to FSM registered children only. However, the implementation of some intervention programmes would not have been possible without the Pupil Premium. The majority of school strategies are targeted towards improvement in the attainment and progress of children. A number of these key strategies are resourced from the schools’ main budget, including smaller class sizes, educational support staff and an intervention programme. We have allocated the additional Pupil Premium funding to specific initiatives to support the most disadvantaged children.
While we recognise that this is a national trend, we are committed to doing everything we can to close this achievement gap. Through the application of high quality programmes and provision overall, we aim to eliminate barriers to learning and progress. The use of targeted interventions is also important. Children who start with low attainment on entry will need to make accelerated progress in order to reach at least age-related expectations.
It is also important that low attaining children grow in confidence and independence. Therefore, quality social experiences in and outside school can also have a significant impact.
It must also be remembered that there can be children who, whilst being eligible for FSM and Pupil Premium, are not low attaining but may not be maximising their full potential. We must therefore never confuse eligibility for the Pupil Premium with low ability. We must focus on supporting all disadvantaged children to achieve the highest levels
Funding is allocated within the school budget by financial year. This budget enables the school to plan its intervention and support programme. Expenditure is therefore planned and implemented by academic year as shown.
As an inclusive school, Aldborough Primary School strongly believes that no pupil should be disadvantaged as a result of background and ensures that resources and support are also provided for children who may not necessarily be eligible for free school meals or looked after, but who have been identified by the school as being at an educational disadvantage compared to their peers. This support is funded out of the School’s main budget. Programmes involving children who are eligible for the grant as well as those who are not are often part-funded by Pupil Premium, proportional to the children they benefit.
At Aldborough Primary School we will:
- Make decisions about the spending of Pupil Premium funding based on educational research
- Make decisions about the spending of Pupil Premium based on our knowledge of the children and their families
- Ensure that staff are aware of the potential barriers to learning for FSM and LAC children
- Track the attainment and progress of children on FSM as a group and ensure this is in line with the progress and attainment of the whole class
- Measure the success of intervention programmes through impact analysis
The challenge to establish a clear link between educational expenditure and children’ learning is harder than one would imagine. It may seem obvious that more money offers the possibilities for a better or higher quality educational experience, but the evidence suggests that it is not simply a question of spending more to get better results. (Sutton Trust 2012)
Barriers to learning:
- Low aspiration within the local area
- Employment market suppressed within local context
- Children from low economic backgrounds
- Low self-esteem and self-confidence
- Single parent families
- Social mobility
Pupil Premium Report 2019/20
The current EVER 6 FSM is approximately 17%. There is currently 1 student in total who are CLA.
Funding for Pupil Premium this year is £81,840
|Income for 2019/20|
|Aspect||Focus of Work||Evaluative commentary/impact||Rationale|
LSA Intervention Groups
To provide additional support for pupils.
To run interventions to narrow the gap of vulnerable pupils.
To help pupils reach their full potential in Reading, Writing and Maths.
Interventions to be planned t ensure they do not take away from children’s access to a broad and balanced curriculum.
In class support and smaller group sessions will address specific needs of pupils. Training will ensure that LSAs are aware of pupils’ needs and the steps to success to ensure that these groups have maximum impact.
To raise children’s self- esteem, and provide encouragement and engagement which might not receive at home.
|Resources to identify specific needs of pupils||Identify specific needs of pupils through the use of GLS assessment packages in order to personalise interventions.||·||Through the identification of needs, more specific programmes can be put in place to increase progress.|
|Resources to accelerate progress in Reading, Writing and Maths such as Sum Dog and Lexia||
Programmes used to increase progress in identified areas of need for pupils. Programmes to include First News & Lexia for Reading and Sum Dog and RM Maths for Maths.
Core text to be sent home with chn that need to accelerate their progress in Reading.
The programmes will allow children to work on their identified needs both within and outside of school.
Data shows generally good progress across the school for children where interventions use resources to intervene. PP chn may not have access to the same resources at home.
|Projects to motivate pupils and increase rates of progress||
Increase engagement of children in order to motivate them to learn and develop skills to become independent learners, particularly in Maths, Reading and Writing.
Subject leaders to design and lead projects:
KV –Early Years (5 days)
FU – Science/Writing/Maths (5 days)
FO – PE/Writing/Maths (3 days)
SG – RE/Writing (3 days)
LW – SMSC/Writing (3 days)
DF – Maths (6 days)
LH – Writing/Reading (6 days)
SD – Humanities/Reading (5 days)
FS – DT/Maths (3 days)
JK – Art/English (3 days)
SM – Dare to Dream (3 days)
Working in smaller groups on a project will motivate children to learn whilst addressing specific needs.
|Parenting groups to assist parents in supporting their children at home||
Parenting groups in reading, writing, maths, new to English and parenting classes to ensure adults can support children at home.
Family Learning Projects where children work alongside their parents.
|·||Parents will be able to support children in their learning with an increase in English or knowledge of how their children are taught.|
|Pupil Support incl. signups||
To fund items for students in hardship for clothing, after school provision and other ad hoc issues.
Parents to be made aware that it is not just about the free meal your child will receive but also will allow for extra funding to motivate your child to achieve more at school.
Incentives to encourage PP signups:
– Breakfast club for PP chn
– If your child is entitled to pupil premium, their educational visits will be paid for by the school for the year.
– Children will receive one voucher for a free uniform/book bag.
– Free paid for clubs (sports)
Children’s well-being and self-esteem will increase and therefore have a positive impact on learning.
Analyse the effects of a PP child at Breakfast Club – attendance/attainment.
To ensure that all children have the opportunity to try different activities at afterschool clubs.
|Funded/Subsidised Trips||Subsidies given to pupils meeting the pupil premium profile (see above).||Allow access for all learning opportunities. To enable all children to receive the same curriculum enrichment programmes and to enable the trips/visitors to school to happen. To ensure that finance is not a barrier to children going on academic enrichments.|
|Intervention support for pupils by key members of staff including the leadership team. Including booster and 1:1 sessions.||Increase rates of progress and narrow the gap of pupils in Reading, Writing and Maths.||·||
Teacher led activities will improve attainment of pupils.
Children may aspire to achieve if working with leadership team.
|Provide children with individual resources to support their learning in school and at home.||Resources that can be used by pupils to support them in their learning at school at home.||·||
Children will be able to use the resources used in school to support learning at home in maths.
Core text that chn have studied will provide a talking point with other adults, siblings etc. and help with homework.
|Support from Year Care Team and ELSAs||
Emotional, social and learning support. Raise children’s aspirations, self-believe and self-image.
Train two staff in use of ELSA.
|·||Increase in emotional and social well-being will increase learning.|
|Education Welfare||Ensuring all children attend school regularly and on time to ensure they are not missing out on learning.||·||Children attending school every day and on time will mean that they are accessing learning.|
|Additional sets in core subjects||Support learning in the classroom by ensuring the class sizes in English and Maths are smaller.||·||Smaller groups allow more focused teaching to ensure chn are achieving depth within reading, writing, or maths.|
|PP Leader||To oversee projects created by subject leads, to ensure that PP budget is being allocated accordingly, to monitor the PP group as a whole and track progress/suggest improvements, to report findings to SLT/governors.||·||
Teacher led activities will improve attainment of pupils.
|Revision Guides||Resources that can be used by pupils to support them in their learning at school at home, particularly with key year groups 2 and 6.||·||Chn will have a go-to guide to support learning and homework tasks within their home environment.|
|Increase aspirations of PP children.||
Provide children with the opportunity to explore their future aspirations.
Opportunities for children to experience their future carer or speak with someone about this.
Explore the routes available to them in order to fulfil their dreams
Children will be motivated to learn.
They will know what qualifications they require in order to fulfil their aspirations and have an understanding of why their learning is important to them.
Additional Educational Resources for Looked After Children – allocated £2,300
Strategy: For 2019-20 each looked after child has a Personalised Educational Plan drawn up by our specialist worker in conjunction with the local authority to ensure that each student receives resources and support which would be appropriate for them as an individual. Examples can be used from all of the above strategies.
Proposed Impact: Looked after students have a tailored programme of support to meet their needs leading to a closing of achievement gap at Aldborough Primary School.
The Pupil Premium Strategy will be reviewed in Autumn 2021.