What is Pupil Premium?
The Pupil Premium is additional funding given to schools so that they can support pupils and close the attainment gap.
The Pupil Premium is allocated to schools for pupils, in Years R – 11 that are known to be eligible for Free School Meals (FSM) or who have been eligible for FSM in the past six years. The Pupil Premium for these children in 2016/17 is £1,320 per pupil.
Pupil Premium is also allocated for children who have been looked after by the local authority (CLA) continuously for more than six months, or have ceased to be looked after by a local authority either due to being adopted, awarded Special Guardianship, a hip order, a child arrangements order or residence order. In East Sussex, Pupil Premium for CLA is managed by the Virtual School for Children in Care. The Pupil Premium for these children in 2016/17 is £1,900.
A premium is also paid for children whose parents are currently in the Armed Forces. The Pupil Premium for these children in 2016/17 is £300.
At Rye Community Primary School we understand that challenging socio-economic circumstances can create additional barriers to success for children. However, we are clear that these challenges can be overcome. The evidence base strongly suggests that the most effective way to improve outcomes for disadvantaged children is through excellent classroom teaching. Excellent classroom teaching can be achieved by all teachers with high quality professional development, sharing of outstanding practice and open and honest conversations about learning. All children need opportunities to enrich their lives through experience and schools must make sure that where children are unable to access these through home the opportunities are provided for them by school.
Although financial support is provided for schools specifically for children who qualify for Pupil Premium, outstanding educational outcomes for these children are best achieved through ensuring outstanding practice in classrooms throughout the school. In this way all vulnerable children are helped to achieve the best possible outcomes according to their starting points. Research and evidence about tackling educational disadvantage means that we must first identify barriers to learning.
Rye Community Primary School has conducted a deep analysis of barriers to learning for disadvantaged pupils in our school and identified the following barriers.
· A language deficit - both a gap in vocabulary and a lack of ability to manipulate language for effect
· A lack of metacognitive strategies – we have analysed the qualities we see in our successful and less successful learners.
· Emotional wellbeing - which can impact on behaviour for learning
· Limited Cultural capital and enrichment - lack of experiences limits language and understanding
· Higher mobility - overcoming some of these barriers is a long process. When children, who may already have additional barriers to learning, join the school late in their primary career, the impact of the school is lessened due to the lack of time. Many of our vulnerable children will be experiencing more than one of these barriers to learning.
About our School
Rye Community Primary School is a larger than average size school. It opened in September 2008 with an amalgamation of two schools. The great majority of pupils are white British. The number of children with learning difficulties is currently 16%. The School has grown considerably since its opening growing to a two classes per year group and a onsite Nursery called Pugwash. We currently have 365 children on role within the school and 50 attending Pugwash Nursery.
Funding for this Academic Year
The Pupil Premium grant for 2016/17 is based on 43% of children entitled to FSM funding. This makes a total of £210,840.
As a school we fully support our disadvantaged pupils by providing an extra £11,380 to ensure the attainment gap is closed. This funding will not only support pupil premium children but all children, staff and parents. The strategies which are being implemented through this funding will consequently raise standards across the whole school.
Monitoring and Impact Evaluation
As part of its commitment to ensuring impact accountability undertake regular monitoring and evaluation as set out below
1. Data analysis
2. Pupil progress meetings
3. Regular moderated assessment
4. Learning walks
5. Learning discussions with pupils who show their books
6. Support and challenge for individual teachers
7. Middle leaders working with most vulnerable children
8. Regular, rigorous SLT meetings to assess impact of actions
9. School improvement Plan written by staff, pupils and governors
10. Regular School Improvement Plan monitoring reports to governing body
11. Annual School Improvement Plan informs teacher and teaching assistant performance management targets
12. Listening to the views of all children to hear about their learning and experiences of school.
We will ensure that this monitoring process is a shared process with all staff.
- All staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school
- We use the schools assessment system Flic to monitor on a rigorous and regular tracking timetable to track all disadvantaged children and the progress they are making
- Any children which are identified for not making their individual expected progress are reported to the SLT and class teacher to be discussed in termly Pupil Progress Meetings
- All strategies will be measured for their impact upon these funds to ensure the children on Free School Meals are making improved progress
Identification of Pupils
We will ensure that:
- All teaching 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 underperforming
- 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
- Talk for Writing new staff training and resources
- Specialist Intervention Team
- Support with school uniform and after school clubs
- CPD and development of Middle Leaders to further improve Wave 1 Teaching
- Family Support Worker
- CPD to all staff to enhance, improve and analyse outstanding first wave teaching
School Performance Data can be seen here:
For more information about the Pupil Premium please visit the Department for Education
The date of the next strategy review is September 2017.