Pupil Premium




Parent Information | Pupil Premium Funding at Nantwich Primary Academy

 

The Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. These include pupils who are entitled to free school meals, those looked after by the local authority and children of armed service personnel. The intended effect of this funding is to accelerate progress and raise attainment.

 

In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium (allocated to schools per FSM pupil) is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

 

All schools are required to report on the amount of funding received, how this is being used, and the impact of any work done.

 

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, this is also a national trend. Through targeted interventions we are working towards eliminating barriers to learning and progress. Our aim for children that start our school with very low attainment levels is to ensure that they make accelerated progress, as they move through the school.

 

 

Disadvantaged Pupils

Pupil premium per pupil

Pupils in year groups reception to year 6 as recorded as Ever 6 FSM

£1,320

Pupils in year groups 7 to 11 recorded as Ever 6 FSM

£935

Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority

£1,900

Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order

£1,900

Service children

Pupil premium per pupil

Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of child pension from the Ministry of Defence

£300

 

 

 

 

 

Barriers to Achievement

 

The school draws its pupils mainly from the Nantwich North and West ward, which is situated on the edge of the town centre of Nantwich, and has the following statistics from the latest Index of Multiple Deprivation (IMD) ranked 9,192 out of 32,844 in England, where 1 was the most deprived and 32,844 the least.

 

Overall: 27%

Better than 27% of areas in England

 

 

 

Income Deprivation: 30%

Better than 30% of areas in England

 

 

 

Employment: 24%

Better than 24% of areas in England

 

 

 

Health: 14%

Better than 14% of areas in England

 

 

 

Education: 46%

Better than 46% of areas in England

 

 

 

Barriers to Services: 86%

Better than 86% of areas in England

 

 

 

 

Living Environment: 19%

Better than 19% of areas in England

 

 

 

Crime: 22%

Better than 22% of areas in England

 

 

 

                       

 

National statistics indicate the average for pupils receiving Free School Meals in 2017 is 14.1% whilst NPA is above National average at 26%. National average for SEND is 14.4% whilst NPA are above average for SEND at 22% but below for SEND EHC pupils at 2% compared to national 2.8% though this may change due to pending EHC applications.

 

 

 

% of Pupils known to be eligible for Pupil Premium Funding

 

2016 (Oct)

2017 (Oct)

 

School

51%

46%

 

National

24.9%

24.1%

 

 

Amount of Pupil Premium Received

2014-2015

2015-2016

2016-2017

2017-2018

£96156

£100500

£104880

£104280

2018 - 2019 expected to be £92400

 

 

 

How we used the Pupil Premium during 2016-2017

Key Area / Strategy

Amount Allocated

Impact

Learning Mentor – safeguarding / interventions/ attendance monitoring and improvement/ family liaison

£20678

More quickly identify children’s needs/ early interventions for children with learning difficulties/ Improved family links.

Teaching Assistants – to support and prepare high quality teaching/ deliver interventions and additional group and individual support

£93697

Ensuring high quality interventions/ identify and address specific individual difficulties and learning needs with all disadvantaged children resulting in them receiving additional focused support.

Love Music Trust – disadvantaged children encouraged to access music related activities – i.e. brass band and other community based music activities

 

£1222

Children build their confidence by learning and enjoying new skills. This then will impact on other curriculum areas. Disadvantaged children with a talent in this area will be given an equal opportunity to those who are not disadvantaged.

Booster Clubs – support mix of disadvantaged and non-disadvantaged pupils to aid their academic progress in smaller class sizes outside normal classroom times.

£276

Children progress academically at a more rapid pace. Individual learning needs of children can more easily be identified and addressed.

Subsidised Trips – educational visits for children – disadvantaged children to benefit from reduced costs to encourage and secure participation.

£1200

Educational visits will have a significant impact upon children’s confidence, behavior and learning outcomes. Subsidising trips for disadvantaged children will ensure they enjoy the same benefits as non-disadvantaged children.

 

Key Stage Two SATs Results Summer 2017

 

 

Maths, Reading & Writing

Mathematics

Reading

Writing

English Grammar, Punctuation & Spelling

 

No of pupils

School %

National %

No of pupils

School %

National %

No of pupils

School %

National %

No of pupils

School %

National %

No of pupils

School %

National %

Pupil

Premium

9

33

39

9

44

63

9

44

60

9

44

65

9

62

82

Non

Pupil

Premium

13

50

60

13

54

80

13

46

77

13

62

81

13

66

67


Key Stage One SATs Results 2017

 

 

 

Reading

Writing

Mathematics

 

School

National

School

National

School

National

Expected

Standard

76

74

55

65

72

73

RWM Combined

55

60

55

60

55

60

 

 

Reading

Writing

Mathematics

 

School

National

School

National

School

National

Pupil
Premium

54

-

38

53

62

61

Non-Pupil

Premium

94

78

69

70

81

70

 

 

Whole School Comparison (Start of Year 2017-2018)


Reading

 

Non Pupil Premium

Pupil Premium

 

Distance From Standard

 

Distance From Standard

 

Cohort

Start

End

Diminish Diff

Start

End

Cohort

Start

End

Diminish Diff

Start

End

Y1

11

3.7

4.1

0.4

-0.3

0.1

9

2.4

3

0.6

-1.6

-1

Y2

7

4

4

0

0

0

7

3.7

4

0.3

-0.3

0

Y3

16

4

4.1

0.1

0

0.1

9

3.4

3.4

0

-0.6

-0.6

Y4

9

3.4

4

0.6

-0.6

0

13

3.4

3.5

0.1

-0.6

-0.5

Y5

9

3.9

3.9

0

-0.1

-0.1

14

3.9

4

0.1

-0.1

0

Y 6

12

3.8

3.6

-0.3

-0.2

-0.4

10

3.1

3.3

0.2

-0.9

-0.7

 

 

 

 

Reading has been a whole school focus and due to high quality texts and effective teaching in guided reading, all non-PP children have made expected progress and 13% have made accelerated progress.

This has resulted in the gap widening, despite PP children making expected progress (with the exception of 1 child with behavioural difficulties.)

  • PP children in EYFS had a year 6 reading buddy for daily reading.

  • PP children across the school were identified for additional 1:1 reading

  • Booster clubs had a reading focus ensuring PP children are targeted.

  • Case studies and support for individual pupil with behaviour needs utilised.

Whole School Comparison (Start of Year 2017-2018)

 

Writing

Non Pupil Premium

Pupil Premium

 

 

Distance From Standard

 

Distance From Standard

Cohort

Start

End

Diminish Diff

Start

End

Cohort

Start

End

Diminish Diff

Start

End

 

11

3.7

4.1

0.4

-0.3

0.1

9

2.7

3

0.3

-1.3

-1

 

7

3.9

4.3

0.4

-0.1

0.3

7

3.7

3.9

0.1

-0.3

-0.1

 

16

3.6

3.9

0.4

-0.4

-0.1

9

3.1

3.2

0.1

-0.9

-0.8

 

9

3

3.8

0.8

-1

-0.2

13

3.2

3.6

0.5

-0.8

-0.4

 

9

3.9

3.9

0

-0.1

-0.1

14

3.9

4

0.1

-0.1

0

 

10

3

3.6

0.6

-1

-0.4

10

2.3

3

0.7

-1.7

-1

 

 

                               

 

Year 5 PP children are now out performing non-PP children in Reading, Writing and Maths within the school context and are above national in Writing.

In Writing all PP children are making expected or accelerated progress closing the gap by 0.3 to non-PP.

 

Whole School Comparison (Start of Year 2017-2018)

 

Mathematics

Non Pupil Premium

Pupil Premium

 

 

Distance From Standard

 

Distance From Standard

Cohort

Start

End

Diminish Diff

Start

End

Cohort

Start

End

Diminish Diff

Start

End

 

11

4.1

4.4

0.3

0.1

0.4

9

3.3

3.8

0.4

-0.7

-0.2

 

7

4

4.1

0.1

0

0.1

7

3.7

4

0.3

-0.3

0

 

16

4

4.1

0.1

0

0.1

9

3.4

3.6

0.1

-0.6

-0.4

 

9

4

4.1

0.1

0

0.1

13

3.3

3.5

0.2

-0.7

-0.5

 

9

3.6

3.8

0.2

-0.4

-0.2

14

3.6

3.9

0.2

-0.4

-0.1

 

11

3.6

3.4

-0.3

-0.4

-0.6

10

2.9

3.2

0.3

-1.1

-0.8

 

 

                               


In Maths, booster classes have proved successful - all PP children are making expected or accelerated progress closing the gap by 1.0 to non-PP

In years 1, 5 and 6 PP children are making more progress than non-PP children in Mathematics and Writing within the school context.

 

Planned Spending & Action Plan for Pupil Premium Funding 2017-2018

 

Desired Outcomes

Success Criteria

1. Improving disadvantaged pupils’ attainment

To increase trend of value added for disadvantaged children.

2. Diminishing differences

To diminish the difference between disadvantaged pupils and others at end of KS2 in writing.

To diminish the differences between the disadvantaged pupils and the national non-disadvantaged.

3. Accelerating progress

To ensure all pupil premium children make at least good progress.

4. Improving attendance

To improve the attendance % of all pupil premium children.

5. Reducing exclusions

To reduce temporary exclusions in line with national non-disadvantaged %

6. Improving engagement with families

To increase the attendance at school events and ensure parents of pupil premium children receive targeted invitations.

7. Developing skills and personal qualities

For pupil interviews during M&E to demonstrate skills and personal qualities developed.

8. Extending opportunities

All pupil premium children to be invited to attend out of school activities and to attend at least one each week.

 

Key Action / Strategy

Costing

Intended Impact

Evidence for Action / Strategy using the Education Endowment Toolkit & In-School Evidence

Safeguarding

Dedicated SENCO and Learning Mentor resource in school.

 

SENCO & Learning mentor to attend level 2 and 3 safeguarding

 

Safeguarding lead to attend updates

 

All staff to continue to complete level 1 on a three year cycle.

 

Safeguarding updates to be given to staff during each staff meeting

 

Governors to attend Governor safeguarding training.

£31244

To impact on outcomes 1, 4, 5, 6

An essential action that impacts all pupils and members of the school community.

Teaching Assistants

 

TA’s to be continually trained and supported in their specialist areas – impact of this will be improved delivery of interventions.

 

TA’s will have improved knowledge of language to use, how to move children on and the expectations required for progress.

£68046

To impact on outcomes 1, 2, 3, 7

(‘Low impact for high cost, based on limited evidence’ to ‘Moderate impact for high cost, based on extensive evidence +5 months’)

Resources

 

Continue to purchase high quality resources to ensure all children receive a high quality education.

 

Resources will meet the needs of the children.

 

Appropriate speech and Language resources are purchased as advised.

£430

To impact on outcomes 1, 2, 3, 8

The resources purchased will depend on the needs of the children at the time, and so the impact will vary. Impact over time will be tracked by school data-tracking procedures.

Training for Inclusion Team and TA support.

 

On-going programme with up to date training in place.

 

To impact on outcomes 1, 2, 3, 8

Staff are kept up-to-date with the latest developments in helping them deliver their role effectively.

INSET training

Growth Mindsets delivered by John Collier

 

ICT training for all staff

 

Early Years to have SLE support to improve provision for children.

 

Development of the Early Years outdoor provision and curriculum.

£2500

To impact on ALL outcomes

Meta-cognition and self-regulation High impact for very low cost, based on extensive evidence +8 months)

Extra-Curricular Activities (ECA) will take place daily.

 

All PP children are encouraged to attend ECA and staff are aware of who the Disadvantaged children are.

 

These children should be encouraged to attend more than one club.

 

Staff to check on a regular basis that disadvantaged children are accessing ECA.

 

Staff to provide a record of attendance to VP.

£1000

To impact on outcomes
2, 4, 5, 6, 7, 8

All children must have access to wider learning opportunities to pursue interests and develop skills.

 

These opportunities have provided many experiences for the children that would never ordinarily happen for many of our children. Confidence and talents have been spotted as a result.

 

(Wider participation has some limited impact +2 months)

Music / Drama

1 Music Teacher

 

Visits from Theatre companies / Love Music Trust wider opportunities programme.

 

Lessons provided in school time and after school.

 

School choir / Year 5 brass band / Schoolsfest / Nantwich Show

 

Disadvantaged children to be targeted/encouraged to accessing the music/drama clubs.

 

Encourage children to have musical aspirations.

 

Staff to be good role models.

 

Music Teacher to raise the profile of music and drama in school.

 

£1393 LMT programme

£234 Theatre Workshop

To impact on outcomes 6, 7, 8

All children must have access to wider learning opportunities in order to pursue interests and develop skills.

 

These opportunities have provided many experiences for the children that would never ordinarily happen for many of our children. Confidence and talents have been spotted as a result.

 

(Arts participation have some limited impact +2 months)

Sports

PE teacher & coaches, Crewe Alexandra sports coaches in school.

 

VP to check on a regular basis if disadvantaged children are accessing the PE clubs and if not what can we do to attract these children.

 

Sporting results to be celebrated within school and with parents.

 

Lessons provided in school time and after school.

 

To attend and actively take part in local and national events.

 

To provide sports classes that interest the children and develop their needs.

 

Link planning to other areas of the curriculum e.g. Maths of the Day

Sports Premium reported separately

To impact on outcomes 5, 6, 7, 8

All children must have access to wider learning opportunities in order to pursue interests and develop skills.

 

(Sports and Arts participation have some limited impact +2 months)

 

Visits & Visitors

 

Subsidised visits

 

Educational visit planned for each half term in every class.

 

Visitors to school such as Theatre companies.

 

£1226 Subsidised Trips

To impact on outcomes 1, 7, 8

All children must be able to access the wider learning opportunities.

 

(Sports and Arts participation have some limited impact +2 months)

EWO employed one day per week.

 

Learning Mentor lead on Attendance.

 

Continue to Improve all children’s attendance including Disadvantaged children.

 

PP children to be monitored closely /

PP incentives – awards

 

Check – is this having an impact on disadvantaged children?

 

Home visits for persistently absent children.

 

To impact on outcomes 1, 2, 3, 4, 6

The support provided by the Learning Mentor has ensured that all of our children who she supports are able to access their learning in a more relaxed state in order to enable them to learn.

 

Close monitoring of attendance and celebration of good attendance, in conjunction with useful strategies for avoiding reasons for non-attendance are embedded in the actions and responses of the pupils.

 

(Mentoring and behaviour interventions have low to moderate impact +1/+4 months)

Data Tracking

 

DCPRO tracks all groups of pupils and it is updated half termly. DCPRO tracks all groups of pupils and it is updated termly. Analysed to ensure appropriate next steps are put in place.

Termly pupil progress meetings including Pupil premium reports take place.

 

Fisher Family Trust Aspire programme to be purchased to ensure we are giving children the best possible chance by analysing all factors.

 

Principal to work with Sean Thomson to ensure data is used effectively.

 

To impact on outcomes 1, 2, 3

SLT and staff are more able to effectively track the progress of PP and non-PP children, increasing their ability to impact where needed.

 

Data is used to work more closely with SBMAT and other Trust schools in achieving the same goal.

Raising aspirations

 

Each class to provide opportunities to raise all children’s aspirations

This includes circle time, entrepreneurs, visitors to the school and educational visits

 

Compass for Life training from Floyd Woodrow MBE to year 6 children. Children to then train others to map their pathway to success and find their ‘North Star’

 

Year 4 to participate in the Enterprise project.

 

Develop links with South Cheshire College.

£200 MyWorld project

To impact on outcomes 2, 7, 8

All children must be able to access the wider learning opportunities in order to pursue interests and develop skills.

 

(Aspiration interventions have very low or no impact for moderate cost, if they are not supported by keying the children in to understanding the skills they need to match their own aspirations. Without this, very low impact 0 months. Not enough studies in English schools yet to provide data. We hope to have a greater impact than this by linking the pupils aspirations to the skills that they need)

School Council & Pupil Parliament

 

Mixture of disadvantaged children and non-disadvantaged.

 

School council to meet on a regular basis.

 

School council to record their own minutes.

 

Children will have a say in their learning and school life.

 

Children will feel valued.

 

Children will feel safe.

 

Children will celebrate our British Heritage.

 

To impact on outcomes 6, 7, 8

There are a number of different drivers for, and potential benefits from, pupil voice, including:

 

Children’s rights, which recognizes that children have rights, including the right to have their opinions taken into account in decisions that concern them.

 

Active citizenship, which highlights how pupil voice can contribute to preparation for citizenship by improving pupils’ knowledge and ‘social’ skills and, in doing so, enhance the quality of democracy.

 

School improvement, which recognises that consultation with pupils can lead to better school performance, whether in terms of improved behaviour, engagement or attainment among pupils.

 

Personalisation, which utilises pupil voice to ensure that schools are meeting the specific needs of their pupils as consumers or ‘co-producers’ of education.

English

Additional reading to include individual reading, guided reading, phonics or comprehension for all disadvantaged children.

 

SENCO to support and develop intervention timetables.

 

Buddy reading across key stages for PP children.

 

All disadvantaged children (including MAT children) to receive at least one additional reading session a week.

 

Additional phonics sessions across the school for identified children delivered by Phonics Lead Teacher or specialist Phonics TA.

 

Additional interventions to be put in place across each key stage to support and develop writing, grammar and spelling needs.

 

Improve the assessment of reading across the school.

£300

To impact on outcomes 1, 2, 3

(Collaborative learning interventions have moderate impact for low cost +5 months)

 

 

 

 

TOTAL

£106573

Money to address any issues being raised as part of Scheme for Raising Achievement (St. Bart’s Multi-Academy Trust)

DATE OF NEXT PUPIL PREMIUM STRATEGY REVIEW: September 2018

Pupil Premium funding for 201/19 = £92400. Planned spending for 2018/19 to follow the next Pupil Premium Strategy Review September 2018.

 

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