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ST STEPHEN AND ALL MARTYRS' CofE PRIMARY SCHOOL

Achieve · Believe · Care

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Welcome to

ST STEPHEN AND ALL MARTYRS' CofE PRIMARY SCHOOL

Achieve · Believe · Care

Pupil Premium

Pupil Premium Grant Strategy and Expenditure
Schools receive Pupil Premium Funding for each child who is entitled to Free School Meals or who has been entitled over the last 6 years and for any Looked after Children.  
The Government requires schools to report to parents on the amount of Pupil Premium funding they receive each year, how it is used and the outcomes for those identified pupils.
 
Pupil Premium Funding is allocated to schools so that pupils receiving this funding make the same or better progress and attainment as their peers, with the gap between them narrowed or closed. 
 
The needs of our pupils have been assessed and prioritised and Pupil Premium Funding has been allocated to support these identified groups and individual children.

 
In making provision for any underlying inequalities between children eligible for Pupil Premium and other pupils, we recognise that not all pupils who receive free school meals are disadvantaged.  We also recognise that not all pupils who are disadvantaged are registered or qualify for free school meals. Pupil Premium funding is also used to support any pupil or groups of pupils the school has identified as being disadvantaged or vulnerable to underachievement. These pupils are included within the various identified Pupil Premium intervention groups.
 
The targeted allocation of support and resources has meant that not all Pupil Premium children were in receipt of Pupil Premium interventions continuously throughout the year but received support at different times during the year.

 

Provision
The range of provision through the pupil premium funding has been aimed at accelerating progress, by moving children to at least age related expectations in Communication, English and Maths (EYFS-Y6). Where pupils starting points are below expected levels i.e. International New arrival children, or pupils with special needs this is a longer term aim.

At St Stephen and All Martyrs we are committed to ensuring that each individual pupil receives the very best education allowing them to reach their full potential academically and socially. 

 

What are the barriers to learning faced by PPG children?

When deciding how to spend the Pupil Premium Grant ('PPG') it is important that we look at the potential barriers to learning faced by Pupil Premium pupils in the context of our school. The reasons for underachievement are many and varied and include; 

 

* less support at home or Parental engagement with school

* social and emotional difficulties due to complex family situations 

* attendance and punctuality difficulties. 

* access to extra-curricular activities - educational experiences such as trips and music lessons

* The number of pupils who are in receipt of Pupil Premium and also on the SEN register for cognition and learning 

* Behaviour – pupils with specific social and emotional needs which affect their learning 

 

Each child entitled to the PPG is unique in their situation and our response to their needs must reflect this. 

 

How will we measure the impact of our PPG spending? 

The progress and attainment of all pupils at St Stephens is carefully tracked and analysed from a rich field of data in order to draw conclusions and develop action plans. We also make use of a wide range of educational research in order to decide how best to spend our funding to maximise the opportunities for our pupils.

We measure the impact of Pupil Premium Grant spending by tracking every pupil’s progress and knowing every child’s needs. We measure the impact of quality class teaching and every intervention, using a variety of impact data, including:

 

* Lesson observations

* Work in books

* Pupil interviews

* Parent and carer surveys

* Attendance data

* Individual pupil target-setting data

 

Pupil Premium Grant Impact Report

Academic Year 2018-2019

 

The pupil premium grant is additional funding allocated to schools by the Government to accelerate the progress and subsequently the attainment (age related expectations) of learners eligible for the grant (those entitled to Free School Meals at any point in the last six years).

Currently there is a significant national attainment gap between pupil premium learners and their peers. Schools are required to allocate funding according to the specific needs of their learners to narrow or close the attainment gap as much as possible. Schools must publish details of pupil premium funding expenditure and detail the impact this has had on the attainment and progress of learners who attract the funding.

 

The tables below detail the funding received for the academic year 2018-19

 

Total number on roll

208

Total number of eligible PPG

43

Total amount of PPG funding received

£56,760

Amount of PPG received per learner

£1,320

 

 

Main Barriers to Educational Achievement

 

  • Socio-economic factors e.g. family income, unemployed parents & health related issues.
  • Low or extremely low levels of attainment on entry to the EYFS particularly in terms of speech & language development.
  • Potentially poor levels of attendance & punctuality.
  • Many of our socially disadvantaged learners are also at the Early Stages of Language Acquisition having recently arrived new to the country often having experienced trauma & distress prior to arriving at the school.
  • Low levels of parental support for ‘home learning’ due to socio-economic factors or language barriers.
  • Lack of technological devices needed to access electronic ‘home learning’ personalised support programmes or additional resources that support reading & writing development.

 

 

 

Principles

Planning the allocation of PPG funding is based on the following principles:

 

Ensuring teaching & learning opportunities, planned support & interventions meet the needs of all socially deprived learners to accelerate progress & subsequently raise their attainment to be in line with their Non-PP peers in school & nationally

Improved levels of staff awareness of current ‘gaps’ in attainment & progress both ‘in school’ & when compared to Non-PP learners nationally

In making provision for socially disadvantaged learners, we recognise that not all learners who receive free school meals will be socially disadvantaged & vice versa in some cases, therefore we reserve the right to allocate the PPG funding to support any learner or group of learners that the school has legitimately identified as being socially disadvantaged.

PPG funding & the corresponding appropriate level of support will be allocated following a ‘needs analysis’ which will highlight the precise support necessary for each socially disadvantaged learner. Consequently the type of support provided will vary dependent on the individual needs of each learner & their family.

 

Measuring impact

The tables above detail how the PPG was allocated to address the identified barriers to achievement for our disadvantaged learners & the reasons for each approach. However, the impact of each project or area of spend is regularly measured through our half termly progress reviews & attendance & punctuality analysis (PP vs Non-PP). The outcomes of both, by year group, are then reported to Governors on a termly basis.

 

EYFS attainment

 

 

GLD

Literacy

Maths

Communication

Disadvantaged pupils

100%

R-100% W-100%

100%

100%

Other pupils

72%

R- 79%  W-76%

83%

80%

Gap

+28

R+21  W+24

+17

+20

 

 

 

 

 

 

 

 

Key Stage 1 Attainment 2018-19 – Expected

 

 

Reading

Writing

Maths

 

2018  2

2019  6

2018  2

2019   6

2018  2

2019  6

Disadvantaged

61%

83%

50%

83%

50%

67%

Other

77%

76%

70%

65%

75%

74%

Gap

-16

+7

-20

+18

-25%

-7

Other NATIONAL

75%

78%

74%

73%

80%

79%

Gap NATIONAL

-16

-16

-19

-18

-17

-17

 

 

 

Key Stage 2 Attainment 2018-19 – Expected

 

 

Reading

Writing

Maths

 

2018 10

2019  6

2018  10

2019  6

2018  10

2019  6

Disadvantaged

70%

50%

40%

67%

60%

83%

Other

75%

79%

70%

79%

60%

63%

Gap

-5

-29

-30

-12

0

+20

Other NATIONAL

80%

78%

83%

83%

81%

84%

Gap NATIONAL

-16

-16

-16

-15

-17

-17

 

 

Key Stage 2 Attainment 2018-19 – Higher standards

 

 

Reading

Writing

Maths

 

2018  10

2019  6

2018  10

2019  6

2018  10

2019  6

Disadvantaged

20%

17%

0%

17%

10%

17%

Other

30%

25%

15%

21%

25%

25%

Gap

-10

-8%

-15

+4

-15

-8

Other NATIONAL

33%

31%

24%

24%

28%

31%

Gap NATIONAL

-15

-14

-13

-15

-14

-15

 

Key Stage 2 Progress 2018-19 – Expected

 

 

Reading

Writing

Maths

 

2018  10

2019  6

2018  10

2019  6

2018  10

2019  6

Disadvantaged

0.7

0.5

-5.5

1.4

-0.1

3.3

Other

-0.2

2.0

-2.4

1.2

-2.2

-0.3

Gap

+0.9

-1.5

-3.1

+0.2

+2.1

+3.0

Other NATIONAL

0.3

0.3

0.2

0.3

0.3

0.4

Gap NATIONAL

-0.9

-0.9

-0.6

-0.8

-0.9

-1.1

 

 

Key Stage 2 Attainment 2018-19 – Reading, Writing and Maths Combined

 

 

Expected

Higher standard

 

2018  10

2019  6

2018  10

2019  6

Disadvantaged

40%

33%

0%

17%

Other

55%

58%

10%

17%

Gap

-15

-25

-10

0

Other NATIONAL

70%

71%

12%

13%

Gap NATIONAL

-19

-20

-8

-8

 

 

Summary

In order to improve progress & attainment in Reading, Writing and Maths, we have put the following strategies in place:

As a result of focussed Pupil Progress Meetings - Timetabled interventions have been made for each year group which target children who are not making expected progress. These are delivered by our teachers and HLTAs/TAs.

A highly qualified teacher has been employed in UKS2 to deliver Maths and Literacy, providing smaller class sizes and hence more personalized learning.

Investment in technological devices & subscriptions to personalised learning programmes to support Maths and Literacy development (Bug Club, Timetable Rockstars, LBQ)

Our experienced Learning mentor has been deployed to support children with social & emotional needs and those who require further support with learning. She has also worked with children and families to improve attendance. Lunchtime support clubs are also facilitated by her.

FABBS Breakfast provision has been utilised to support some of our families, who have typically been poor attenders.

 

Key priorities for 2019-20

Looking forward we aim to continue to significantly decrease the gap between our disadvantaged and non-disadvantaged learners, particularly the attainment of our pupils in the core subjects of Reading, Writing and Math at KS2. Pupil Premium Children currently make up 20% of our school community and a projected figure of £55,440, is expected in 2019-20.

 

Planned Spend for 2018-19

The PPG allocation is £56,760 for the academic year 2018-19

Activity

Objective

Cost

Learning Mentor

-To provide extra support for identified children

-To deliver SEAL sessions

-To deliver nurture sessions

-To support children 1:1

-To organise and run lunch club

-To attend child action meetings

-To monitor and support families with attendance and punctuality

£25,000

HLTA

-To provide intervention to identified children to accelerate progress

-To provide extra support to year 6 pupils

£13,400

Teaching assistants

-To provide extra support for identified pupils

-To provide intervention to identified children to accelerate progress

- To support the acceleration of progress for Y2 and Y6 pupils

£8,000

Staff Training

-To provide WELCOMM training for staff to deliver programme for pupils with S&L issues

£1,000

Teaching Assistant

-To deliver 1:1 support for pupils with S&L issues

£1,360

Curriculum provision

-To subsidise the cost of school trips

-To subsidise the cost of outside speakers/visitors to school

£6,000

Basic Needs Support

-To provide school uniform for looked after children

-To cover the cost of FABBS provision for any children at risk.

- To cover the cost of snack

£1,000

On-line Home Learning support

-Times Table Rock Stars, access at home

- Bug Club – on line Book reading system with access at home

£1,000

Total Spend

£56,760

 

 

Spend for 2017-18

The PPG allocation was £68,640 for the academic year 2017-18

 

Activity

Objective

Cost

Learning Mentor

-To provide extra support for identified children

-To deliver SEAL sessions

-To deliver nurture sessions

-To support children 1:1

-To organise and run lunch club

-To attend child action meetings

-To monitor and support families with attendance and punctuality

£25,000

HLTA

-To provide intervention to identified children to accelerate progress

-To provide extra support to year 6 pupils

£13,400

Specialist Training for Staff

-To provide support for children who need SALT via Elkan.

-To provide emotional support for children who have specific needs

-‘Kidsafe’ training for staff to support vulnerable pupils

£2,000

Teacher 0.2

-To deliver ‘Kidsafe’ sessions throughout school to ensure pupil safety and awareness of the right to be safe.

£5,240

Teaching assistants

-To provide extra support for identified pupils

-To provide intervention to identified children to accelerate progress

- To support the acceleration of progress for Y2 and Y6 pupils

£8,000

Music provision including choir

-To provide opportunities for all pupils to learn to play an instrument

-To deliver high quality music lessons and provide CPD for staff

-To provide and support with extra-curricular opportunities to extend and engage pupils

£7,000

 

 

 

Curriculum provision

-To subsidise the cost of school trips

-To subsidise the cost of outside speakers/visitors to school

£6,000

Basic Needs Support

-To provide school uniform for looked after children

-To cover the cost of FABBS provision for any children at risk.

- To cover the cost of snack

£1,000

On-line Home Learning support

-Times Table Rock Stars, access at home

- Bug Club – on line Book reading system with access at home

£1,000

Total Spend

£68,640

Measuring the impact of spending 2017/2018

For each table % is given for all pupils and then for the % of PPG children out of the total PPG children in that cohort.

 

Foundation Stage

Achieving a Good level of development

All pupils

70%

PPG pupils (6 pupils)

33.3%

 

 

Year 1

Working at the level of the Phonics Screening Check

All pupils

83%

PPG pupils (6 pupils)

83%

 

 

 

End of Key Stage 1

2 PPG children

Reading

Writing

Mathematics

 

All pupils

PPG

All pupils

PPG

All pupils

PPG

Working at the expected standard and above

77

50

67

50

73

50

Working at greater depth within the greater standard

27

0

17

0

20

0

 

 

End of Key Stage 1

Reading, Writing and Mathematics combined

 

All pupils

PPG

Working at the expected standard

63%

50%

Working at greater depth within the expected standard.

13%

0%

 

 

 

End of Key Stage 2

10 PPG pupils

Reading

Writing

GAPS

Maths

Scaled scores

All pupils

PPG

All pupils

PPG

All pupils

PPG

All pupils

PPG

100 and above

73%

70%

60%

40%

70%

60%

60%

60%

110 and above

30%

20%

10%

0%

27%

10%

20%

10%

Teacher assessment writing only

Below/ Pre the standards

 

 

 

 

 

 

 

 

Has not met the standard

 

 

 

 

 

 

 

 

Working towards the standard

 

 

 

 

 

 

 

 

Working at the expected standard and above

 

 

60%

42%

 

 

 

 

Working at greater depth within the expected standard.

 

 

10%

0%

 

 

 

 

 

 

End of Key Stage 2

10 PPG pupils

Reading, Writing and Mathematics combined

 

All pupils

PPG

Working at the expected standard

50%

40%

Working at greater depth within the expected standard.

7%

0%

 

End of year outcomes

Percentage of PPG pupils achieving a Good Level of Development

Working at Age Related Expectations and making Sufficient (Expected) Progress

Key Stage 1

Attainment

Progress

Number of pupils

Read

Write

Maths

Read

Write

Maths

Year 1

6 pupils

42.9%

42.9%

42.9%

85.7%

85.7%

57.1%

Key Stage 2

Attainment

Progress

Year 3

7 pupils

42.9%

14.3%

14.3%

85.7%

71.4%

57.2%

Year 4

10 pupils

60%

20%

70%

60%

80%

80%

Year 5

6 pupils

50%

50%

16.7%

40%

33.3%

83.3%

 

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