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Pupil Premium

Pupil Premium spending at Dussindale Primary School

The governors and staff at Dussindale Primary School have high aspirations and ambitions for all children and are determined to ensure that all are given every opportunity to realise their full potential.  

 

What is Pupil Premium?

You may have heard of funding called the ‘Pupil Premium’.  This is money delegated from the central Government to schools, based on a number of measures.  These measures include eligibility for Free School Meals in the last 6 years, children whose parents are in the Armed Forces and children who have been looked after continuously for more than six months.

How do we compare nationally?

The national figure for pupils eligible for pupil premium per school is on average 25%; in our school context 12% of our children are currently eligible for pupil premium. The Pupil Premium allocation is £1,320 and therefore, the Pupil Premium Grant for 2017-2018 at Dussindale Primary School was £58,080.

Dussindale Primary Pupil Premium Strategy:

Pupil Premium and raising attainment by reducing barriers to learning is a whole school priority – every adult in the school is aware of the need to close gaps. The school now has a dedicated Pupil Premium leader (from 2017-18) responsible for monitoring the effectiveness of the strategies chosen for the Pupil Premium spending, in order to ensure that pupils are on track to reach/exceed ‘age-related expectations’ (in line with all pupils nationally) by the time they leave Dussindale Primary School.  We regularly monitor targeted interventions closely, ensuring that they are effective and that pupils make the additional progress they need to diminish any difference with their peers. School governors also play an active role in monitoring Pupil Premium spending and are kept fully up to date with initiatives and impact.

In order to raise attainment, we place an emphasis on children being emotionally secure and ready to learn. As a result there may be impact in the short (termly), medium (year) and long term to equip our children with the values and choices and skills to have their own aspirations and desire to learn .

The Pupil Premium leader talks to staff, parents and children to identify:

  • Where are the gaps in learning ?
  • What are the barriers to learning?
  • Are there any  whole school/year group/subject specific trends?
  • Are there any barriers/issues relating to a specific child?

The next step is to identify where we can make a difference, in order to target the money to be spent in the right places to raise attainment. 

What was the impact of the Pupil  Premium funding for 2017-18

At Dussindale Primary School 12% of the pupils qualified for Pupil Premium funding in 2017/18, so the school received £58,380.  When considering how to best use this funding, to ensure that it has been spent to maximum effect, it has meant making informed decisions about our spending such as: 

  • Ensuring that spending is directly linked to gaps in attainment;
  • Making use of data to determine and evaluate interventions;
  • Making sure there is at a high ratio of teaching staff delivering good teaching and learning opportunities on a day to day basis.

Since the last Ofsted inspection Dussindale Primary School has revised its assessment and monitoring systems to support improvement in the quality of teaching and interventions in order to maximise impact.  Therefore, we invested the funding for Pupil Premium according to the analysis of pupils’ needs, the success of known interventions, EEF Research and the issues identified in the previous Ofsted inspection report to improve the quality of teaching of disadvantaged pupils.

49% was invested in targeted resources for inclusion support as below:

  • A proportion of the salary for an Inclusion HLTA to assess disadvantaged pupils for entry/exit criteria for targeted interventions and to provide CPD for TAs to deliver intervention. In addition, the HLTA provided ongoing mentoring/monitoring of interventions for this group of pupils to ensure the effectiveness of the chosen interventions.
  • lT resources and literacy and maths interventions/boosters in order to remove barriers to learning, accelerate progress and diminish any difference for disadvantaged pupils in English and Maths.
  • Pastoral interventions in order for disadvantaged children to develop emotional/social skills, resilience and readiness for learning, through self-regulation, increased confidence and self-esteem.

27% was invested in the employment of a Family Support worker, to improve attendance and engagement of disadvantaged pupils through family support and increase participation in extra-curricular activities. As a result the average attendance for disadvantaged pupils across the school has increased to 95%.

24% was invested in staff CPD with the aim to improve the capacity of all teachers/subject leaders to work more effectively with disadvantaged pupils. This included:

  • further developing the role of class teachers/subject leaders in data analysis with regards to the progress and attainment for disadvantaged pupils.
  • Talk4Writing CPD for all teachers to ensure that the process is consistently embedded across the school, in order to accelerate progress and raise attainment in writing so as to diminish any difference for disadvantaged pupils.
  • Teachers also received CPD on a Mastery Curriculum.
  • Release time for subject leads to attend courses/network meetings.

This investment has led to some improved results in relation to the progress being made by disadvantaged pupils and is resulting in better outcomes for the targeted pupils; however,  it is likely that the impact will be more acute in the next few years.

 

Disadvantaged Pupils eligible for PP – 2017

(higher standard)

Disadvantaged Pupils eligible for PP – 2018 (higher standard)

National  - disadvantaged pupils 2018

National – all pupils 2018

(higher standard)

National non-disadvantaged 2017

(higher standard)

Reading

71% (0%)

71% (29%)

64%

75%

(28%)

77%

(29%)

Writing

57% (0%)

71% (0%)

67%

78%

(20%)

81%

(21%)

Maths

86% (14%)

 

86% (57%)

 

64%

 

76%

(24%)

 

80%

(27%)

Combined

57%

71%

51%

64%

 

67%

(11%)

 
See Pupil Premium Impact PDF at the bottom of this webpage for further details on impact for 2017-18.
 
A detailed working document on Pupil Premium expenditure 2017-18 can be requested by contacting the Pupil Premium Leader. This working document is the review template advocated by the Teaching Schools Council, in partnership with NCTL, DfE and the Education Endowment Foundation. 

The Pupil Premium plan is reviewed termly. The next monitoring review will be in December 18. Impact will be measured through quantative data e.g. in-school progress and attainment  and attendance data, as well as qualititive data e.g. improvements in mindset, aspirations and well-being.

 

What was the impact for 2016/17?

At Dussindale Primary School an eighth of the pupils qualified for pupil premium in 2016/17 (£76,440).  Planned spending, to ensure that it has been spent to maximum effect has meant making informed decisions about our spending such as: 

  • Ensuring that spending is directly linked to gaps in attainment;
  • Making use of data to determine and evaluate interventions;
  • Making sure there is at a high ratio of teaching staff delivering good teaching and learning opportunities on a day to day basis.

Since the last Ofsted inspection Dussindale Primary School has revised its assessment and monitoring systems to support improvement in the quality of teaching and interventions in order to maximise impact.  

Governors have evaluated the expenditure and impact on the attached table and have signed off the 2016-’17 expenditure and are in agreement with the conclusions reached that have informed the flexible approach being taken for 2017-’18.       

 Therefore we invested the funding for Pupil Premium according to the analysis of pupils’ needs, the success of known interventions and the issues identified in the inspection report to improve the quality of teaching of disadvantaged pupils.

- 20.2% was invested in targeted resources and interventions in mathematics and ICT – Y6 mathematics results improved for the targeted group and there was strong evidence of impact at KS1.

- 7.8% in improving teachers' understanding of Growth Mindset and its use with disadvantaged pupils – evidence of the use is clear and we will continue to monitor its impact

- 27.0% focused on inclusion to support literacy interventions and reading materials – there is evidence of improved outcomes in oracy, writing and in reading for the targeted groups.

- 14.0% to improve attendance through family support and maximize inclusion in school trips – Attendance rates improved and all pupils accessed the trips available to them

 - 31.0% to improve the capacity of all teachers to work more effectively with disadvantaged pupils. – this investment has led to some improved results but it is likely that the impact will be more acute in the next few years. Teachers have become more focused on the needs of the targeted pupils, their assessment and on evaluating the interventions available. The quality and understanding of feedback to teachers was an issue in the last inspection. The increased focus on this for all teachers in relation to the progress being made by disadvantaged pupils is resulting in better outcomes for the targeted pupils.

         Pupil Premium Expenditure for 2016-17

Item/project

Objective/rationale

Impact

Year 6 Maths booster group

 (Deputy Head teacher to teach alongside Y6 teachers)

Cost £8400

Objective: To reduce Y6 group sizes in order to target needs more specifically to individual academic and holistic needs.

Rationale: We recognised that some disadvantaged children in Y6 had low self-esteem in relation to their maths skills and needed to develop a growth mind set to maths. These children required an ‘over-learning’ approach to improve their arithmetic skills.  By reducing the group sizes, we also aimed to target the needs of those disadvantaged pupils who required more challenge in order to exceed national expectations.

 

 

 

 

KS2 2017 SATS results

86% disadvantaged pupils achieved the national expected standard (EXS); which was 6% above national non-disadvantaged pupils.

 

14% disadvantaged pupils exceeded expected national standards (GDS); which was an in-school increase on 2016 results, when 0% achieved GDS.

 

Improvement was seen in arithmetic skills (from the the daily over-learning) and attitudes  towards maths became more positive as confidence grew.

Additional maths resources

£1000

Objective: To purchase additional maths resources

 

Rationale: Gaps in resources were identified; this included problem-solving books to challenge the more able children and maths games to enthuse and support challenges

See above

Growth Mindset Training for all staff

£6000

 

 

Rationale: Research shows that meta-cognition, having a growth-mind set and self-regulation approached have consistently high levels of impact on pupil progress. (EEF) We recognised that this was an issue for some of our disadvantaged pupils, and therefore we invested in whole school training (INSET with Barry Hymers) to ensure a consistent approach across the school.

All staff have a shared understanding of Growth Mindset. Growth Mindset is discussed regularly in all classes, in addition to the school’s Sucessful Learner Web skills. There are posters on display in all classes to be referred to day to day. An example of the impact on disadvantaged pupils, is in the Y6 maths booster, where the approach was integral to the teaching.

Inclusion support

£18,600

Rationale: Research shows small group support and oral language interventions as having a positive impact. We identified disadvantaged pupils who required additional language and literacy support, to remove barriers to learning; therefore we provided targeted support/intervention for pupils to address underachievement.

 

Objective 1: To provide early interventions in FS/KS1 to narrow the gap in speaking/listening skills and reading, as well as developing ‘readiness to learn’ skills.

Objective 2: To use PIXL – a targeted Y6 intervention approach to raise attainment

Objective 1:

Talk Boost – progress was seen across the strands from entry/exit. Impact was also seen in class in increased participation and confidence.

 

Catch Up Intervention - 100% made progress in the reading band scheme, of which 60% was strong progress.

 

Objective 2: See above for Y6 maths booster – which used PIXL.

ICT to support learning

Hardware/software

£6000

Rationale: For some of our disadvantaged pupils, access to technology would support learning and motivation. Priority of licenses would be given to disadvantaged pupils.

 

 

Objective: To purchase new laptops and Lexia/Clicker licenses to support the development of English skills.

Impact:

Lexia in Y2 – 100% disadvantaged pupils who required a retake of the phonics test, passed this time.

Lexia in Y1 – 100% made progress from their starting point within the programme and were working within ‘year level materials’ by the end of the year.

Family Support Worker

£9715 (towards salary)

Rationale: We identified that a number of our disadvantaged pupils needed to improve their punctuality and attendance at school.

Objective:

  • To provide targeted support for parents of disadvantaged pupils, in order that they understand the value of education and improve attendance and punctuality.
  • To support parents to overcome barriers to children’s learning by increasing engagement.

We recognised that although the Family Support Worker would be available for other families, priority would be given to those eligible for Pupil Premium funding. Having a Family Support Worker as a member of staff would benefit pupils further, as they would have better access to this resource. It would also be more cost effective than out-sourcing this type of support.

Impact at July 2017

 

We recognised that this would take a period of time to embed; however, by the end of summer term 17 90% of disadvantaged pupils had attendance figures above 90%, compared to 75% in March 17. We have raised the expectation in 2017-18 to be at least 96% attendance in line with national figures.

Families have expressed their appreciation of this type of support and an improvement was seen in the children’s well-being/attitudes. Next year, we will use the Boxhall Profile as a way of quantifying this.

Additional reading materials

£2000

Rationale: Children need access to good quality reading materials, in order to develop a love of reading. Some of our disadvantaged pupils do not have access to a wide range of books at home and our school stock had gaps in the range of materials available.

KS2 2017 SATS attainment in reading

 

71% disadvantaged pupils achieve the national expected standard in reading (EXS); this is an in-school increase from 2016 when it was 60%.

 

29% disadvantaged pupils exceeded the national standard (GDS) which is in line with figures for national non-disadvantaged pupils; this is also an in-school increase from 2016 when it was 10%.

Residential and school trip subsidy

£1000

Rationale: Outdoor learning/off-site experiences, especially those involving collaborative learning skills are shown to have a positive impact on learning and well-being.

 

Objective: To provide funding to enable disadvantaged pupils to take part in the same (off-site) learning opportunities as their peers, for which they might not otherwise be able to.

All disadvantaged pupils accessed the same experiences as their peers.

Team Leaders

(release time/CPD)

£23, 725

Rationale: Research (EEF) shows that in-school variance can have a negative effect in progress, especially for disadvantaged pupils.

 

Objective: Team leaders will support greater consistency in teaching, as well as developing some of the more effective interventions to address in-school variation by ensuring Quality First teaching for all through:

  • Ensuring consistent implementation of practice and expectations
  • Improving monitoring and evaluation of whole class teaching, interventions and boosters

-Team teaching and planning/modelled lessons

- Provide target CPD

- Sharing best practice

- Supporting effective use of data and gap analysis

- moderation/standardisation

-ensuring the effectiveness of support staff

- increasing engagement in learning

- targeted parents’ meetings

In KS2 National data there is an increase in the number of disadvantaged pupils exceeding national expectations in maths and reading.