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Cotmanhay Infant and Nursery School

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Pupil Premium

Pupil Premium strategy 2017-2018

ALL YOU NEED TO KNOW ABOUT... The PUPIL PREMIUM GRANT

 

What is it?

 

The pupil premium is a grant allocated to schools for the specific purpose of boosting the attainment of pupils from low-income families. Funding is based on children who have registered for a free school meal at any point in the last 6 years (called the ever6 count), children that have been in care for more than six months and children whose parents are currently serving in the armed forces.

 

How much do we receive?

 

For this academic year we have been allocated £140,500 of pupil premium. For the academic year 2016-17 we received £165,580 of pupil premium. For the academic year September 2015 to July 2016 our school received £170,280 of Pupil Premium funding .The previous year from September 2014 to July 2015 our school received £169,600. The percentage of our pupils known to be eligible for free school meals is: 44% (based on the ever6 count). The national percentage is 26.7% (Primary).

 

 

How we have used the Pupil Premium in the past:

 

  • To keep class sizes small to further strive towards outstanding achievement
  • To fund continued Positive Play sessions to improve the well being
  • To fund daily intervention group work in the EYFS
  • To send two members of staff on the ECAM ECAT training to feed back to whole school and thus aiming to diminish the difference
  • To part-fund our school Nurture Room to support pupils with specific emotional needs
  • To pay for Breakfast club for pupils in receipt of the grant to improve attendance
  • SENDCO targeting pupil premium pupils during specific group times
  • Every class to have a fully qualified TA
  • To fund speech and language intervention
  • To fund reading , writing and mathematics interventions to further diminish the difference between pupils in receipt of pupil premium and others nationally.
  • To provide phonic booster sessions
  • To ensure attendance is above 95%
  • To fund specific target time in the EYFS
  • To release the PP co-ordinator to ensure that all interventions are effective and making an impact
  • To fund a social group to support children who may struggle to socialise in class
  • To further diminish the difference we plan to set up talk time with a highly qualified TA and fund a TA to provide forest schools.

 

During 2014-2015 we used the Pupil Premium in the following ways:

  • Daily targeted intervention work with a teaching assistant the outcome showed children had made outstanding progress from their baselines.
  • To fund speech and language interventions
  • For every classroom to have a TA
  • To ensure attendance was above 95% which we achieved
  • To provide phonic booster sessions which ensured that a higher percentage of children passed the phonics screening than they would have without the sessions
  • To fund extra curricular clubs which helped to close the gaps in maths and writing by less than one APS
  • To ensure positive play sessions continue to be a part of school, teachers commented that the children were happier in class and more willing to talk to teachers
  • To fund an education psychologist to support learning difficulties
  • SENDCO targeting Pupil premium children during specific group time which resulted in good progress for these groups
  • To provide 1:1 reading support, all children were targeted 3 times a week which proved effective as we were closer to diminishing the difference.

 

For the academic year 2015-2016 we created a report to show how the money was spent and the impact that the funding made to the key areas identified. Please see link below.

 

 

Why has it been introduced?

 

The Government believes that the Pupil Premium Grant, which is additional to main school funding, is the best way to address the current underlying inequalities between children who were eligible for Free School Meals (FSM) and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Whilst schools are free to spend the Pupil Premium as they see fit, we are required to publish online information about how we have used the Premium Grant.

 

 

 

IMPACT OF THE PUPIL PREMIUM

 

Measure

2012

2013

 

National 2013

FSM

 

Non-FSM

Gap

FSM

 

Non-FSM

ALL

Gap

FSM

Non

FSM

Key Stage 1:

 

 

Phonics screening check

 

No data

54%

71%

62%

17%

57%

73%

Phonics Y2

 

No data

51%

57%

 

6%

62%

72%

Average Point Score for all subjects

 

12.8

 

 

13.5

14.8

 

1.3

14.3

16.3

APS for Reading

 

12.7

13.9

1.2

13.5

14.7

 

1.2

14.8

16.8

APS for Writing

 

11.2

12.4

1.2

13.3

14.5

 

1.2

13.5

15.5

APS for Maths

 

13.2

14.0

0.8

13.6

15.3

 

1.7

14.7

16.5

 

 

IMPACT OF THE PUPIL PREMIUM

 

Measure

2014

2015

National 2015

FSM

Non-FSM

All

Gap

FSM

Non-FSM

All

 

 

 

Gap

Gap compared to national

FSM

Non

FSM

FSM

NON

Key Stage 1:

 

Phonics screening check

52%

43%

52%

9%

53%

87%

63%

 

-34%

13%

-7%

66%

80%

Phonics Y2

63%

50%

 

13%

73%

100%

 

 

-27%

11%

-8%

84%

92%

Average Point Score

 

 

APS for Reading

15.0

17.6

 

2.6

14.3

18.8

 

4.5

0.9

-1

15.2

17.1

APS for Writing

14.1

16.9

 

2.8

13.2

16.3

 

3.1

0.8

-0.5

14.0

15.8

APS for Maths

15.3

17.6

 

2.3

14.8

15.7

 

0.9

0.2

-0.5

15.0

16.2

Last year there was a new curriculum and a different way that we assess pupils. We have provided the results that our year two pupils achieved July 2016 and a comparison from July 2017. Our results have improved for our DP children by 7% in reading, 3% in writing and 13% in maths.

 

  2016 Results Key stage 1   2017 Results Key stage 1  
  Expected or above (DP) Expected or above (all pupils) Expected or above (all pupils) Expected or above (DP)
Reading 44%  53% 66% 60%
Writing 41%     50% 61% 53%
Maths 50%  40% 66% 53%

 

 

 

Our key priority this year in the autumn term is a reading and writing focus and interventions with the DP pupils and to ensure that the pupils in receipt of the PPG that could achieve working at greater depth, are given the extra support and intervention to achieve this, and those children that were expected in reception, are working at the expected level for year 2. 

 

 

Phonics Results

 

  July 2015 July 2016 July 2017
  Non DP DP FSM    ALL Non DP DP FSM ALL Non DP DP FSM ALL
Phonics Year One ​47% 53% 63% 51% 49% 66% 52% 48% 67%
Phonics Year Two 100% 73%   100% 46% 44% 100% 50% 59%

 

 


EYFS

 

During the academic year 2013-14, in the EYFS our disadvantaged pupils made better progress in all areas of learning apart from writing, where the non-disadvantaged pupils made 9% better progress.

 

During the academic year 2014-15, in the EYFS our disadvantaged pupils made better progress than national disadvantaged pupils in all areas of learning apart from health and self care and exploring and using media and materials where the difference was 2% better for these areas.

 

In 2015-16 in the EYFS we have been able to diminish the difference from last year looking at DP pupils and other pupils nationally in all areas of learning.

 

All pupils in receipt of the Pupil Premium, made at least good progress with the majority making rapid progress from very low starting points.

 

  2015 2016
  DP non DP gap DP non DP Gap
Reading 61% 79% 8% 69% 66% +3%
Writing 59% 79% 20% 65% 73% 1%
Speaking 69% 89% 20% 83% 77% +6%
Number 61% 83% 22% 72% 74% +2%
GLD 51% 69% 18% 62% 71% 9%

                                      

                                                    2017

                                        DP           non DP

Reading                           45%             67%

Writing                             45%             65%

Speaking                         65%             77%

Number                            48%            71%

GLD                                 48%            65%

 

 

 

Significant factor which have affected the low attainment of Reception Disadvantaged pupils July 2017.

 

52% of children were disadvantaged in reception and 44% have SEN/SSP. All the disadvantaged pupils made rapid progress from VERY LOW starting points but haven't achieved an ELG in core areas.

We had four new starters in the last term, which meant that without these new starters in June our GLD would have been 69%

Attendance was a huge issue last year due to serious illnesses.

All pupils in EYFS made rapid progress.

 

Our aims for 2017-2018 to diminish the difference further.

 

First and foremost we have a 'quality first teaching' approach, all pupils are challenged to make the best possible progress and challenged to attain at the highest level of their ability.

We monitor closely and review the way in which the support we give these children is impacting positively on the pupils' attainment and progress. As children are all different with specific needs and requirements as well as learning at different rates, we monitor a range of children’s outcomes; most are linked closely with pupil progress but we also place great importance on their welfare, personal skills, self-esteem and confidence which are harder to quantify.

 

We are now running Our own ECAT Parent workshops for our Bears and Cubs parents once a week after school which we are hoping will make a difference to our youngest pupils and this will be notable in the speaking ELG.

We have introduced a new 'Writing' homework focus in Cubs and Bears - weekly packs are sent home and we have new displays inculcating free resources for parents.

 

We have developed a Calm club in school for those children who find group word difficult due to distractions and a talk club to improve vocabulary and spoken language opportunities.

We have set up several high quality teaching assistant intervention groups for reading, writing and maths and the children identified are targeted three times a week. This is linked to the TA 's own professional development targets to ensure accountability.

All teaching staff have disadvantaged pupils targets as part of their performance management.
 
The Early Years co-ordinator and Senior leader also has release time now once a week in which EYFS teachers identify disadvantaged pupils who would benefit from specific target invention from her. These children are taken weekly to work on reading, writing and number/shape space and measures.

 

Once a week the SENDCO and senior leader runs an after school homework club for pupils and their parents to attend which enables parents to know how to support their child's learning at home.

 

We have also identified a TA to complete speech and language work with DP pupils three times a week. 

 

KEY QUESTIONS ABOUT THE PUPIL PREMIUM SPENDING.

 

Who is accountable for this money?

 

As a school we are accountable for the Pupil Premium Funding. We must show how it is spent and what impact it has had.

 

It is very important that every child who is eligible for this money receives it – parents/carers must apply for free school meals if they think they might be eligible. Please click this link to apply.

 

Mrs Gillott has responsibility in school for the monitoring of how our Pupil Premium Grant is spent, in consultation with the Head teacher, senior leaders and governors and Miss Dawson has the responsibility of ensuring the progress of the disadvantaged pupils and ensuring pupil progress meetings specifically focus on the disadvantaged pupils, setting with teachers ambitious targets linked to the attainment of the disadvantaged pupils.

 We are also using the Education Endowment Fund and Sutton Trust in order for us to identify successful strategies, how we can greater evaluate the impact and to support us with diminishing the difference annually.

 

Pupil Premium Policy link

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