Birdwell Primary Pupil Premium Strategy for effective spending of DfE funding.

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Pupil Premium Expenditure Report 2016-2017

Pupil Premium Expenditure Report 2017-2018

Pupil Premium

The Pupil Premium is additional funding for a school that is based on the eligibility of pupils for free school meals (FSM) at any time in the last 6 years. (known as disadvantaged funding). Schools have the freedom to spend the Premium in a way they think will best support the raising of achievement for funded pupils, in comparison with their non-Pupil Premium peers within the school and those nationally. Whilst we recognise that eligible children are referred to as ‘disadvantaged’ by Ofsted and on RAISE online, we prefer to use the term ‘Pupil Premium’ children.

Pupil Premium  April 2018  September 2019

The Pupil Premium is additional funding for a school that is based on the eligibility of pupils for free school meals (FSM) at any time in the last 6 years. (known as disadvantaged funding). Schools have the freedom to spend the Premium in a way they think will best support the raising of achievement for funded pupils, in comparison with their non-Pupil Premium peers within the school and those nationally. Whilst we recognise that eligible children are referred to as ‘disadvantaged’ by Ofsted and on RAISE online, we prefer to use the term ‘Pupil Premium’ children.

Objectives

Our main objective is to utilise the Pupil Premium funding to close the attainment and progress gap between eligible pupils and their peers.

  1. Curriculum– to identify and reduce the barriers that stop our Pupil Premium children accessing the curriculum.
  2. Teaching and Learning– to deliver the curriculum in meaningful, engaging and accessible ways for all pupils.
  3. Wider Outcomes– to ensure that Pupil Premium children have same access to learning opportunities as non-Pupil Premium children.
  4. Attendance– to implement strategies to address the attendance gap between Pupil Premium children and non-Pupil Premium children.
  5. Behaviour – To identify and reduce the barriers that prevent pupils enjoying and participating in lessons alongside their peers.

Pupil Premium 2017-2018

 

Barriers to learning for Pupil Premium pupils at Birdwell Primary School;

This year, we have identified the main barriers to learning to be:

  • Improved awareness required of who are PP children are.
  • Limited insight into how well PP children, as a group in school, are doing academically.
  • Staff skill set in understanding the needs and next steps of these pupils and how to address them.
  • A need to track the support and input that PP children receive.
  • The need for an improved raised profile / representation of PP children’s attainment and progress by management.

How did we address these barriers (through spending of the premium and other strategies)

  • We employed a full time PSA worker who identified the children and built relationships with them and their parents to better understand their needs.
  • The PSA identified children who would benefit from services we could buy in. Including:  therapy, speech & language and counselling professionals.
  • The PSA worked with groups, in weekly sessions (that take place each afternoon) to support pupils and help them work through issues in nurture groups.
  • The PSA tracked attendance of all pupils closely and quickly followed up on identified attendance issues. The profile of attendance has been raised considerably and all pupils are aware of our attendance target.  Teachers receive a breakdown of attendance in their class and know if any parents need approaching to ask if they need support with getting their child to school.
  • Updated attendance policy which is more robust and clarifies the need for attendance why and the impact of missing school in terms of learning. Letters to target both new parents to school in reception and Y6 in terms of impact on nonattendance and statutory testing.
  • We contract an Educational Psychologist taking an alternative approach through training of all staff to raise the profile of quality first wave teach involvement of parents in order to build a better contextual background and work closely with the newly appointed SEN lead to identify needs in SEN or Pupil Premium individuals and provide support or strategies in helping us meet those needs.
  • Additional monies used on contracting the Educational Psychologist to train and support our staff in INSET and Staff Meeting sessions.
  • We subsidise educational visits and sports programmes for Pupil Premium children who would otherwise not be able to afford to attend.
  • The school has purchased music tuition for 2 year groups to receive weekly professional tuition in recorders and brass.
  • We fund afterschool clubs led by staff to provide extracurricular opportunities for all children/ we have reviewed this and now offer these for free from the SLT/UPS3 team.
  • Each class in school has a dedicated teaching assistant each morning to support and enhance learning. They work with fluid groups identified by the teacher so that it is always the children who need the support who receive it, rather than the same children regardless of whether they need support or not.
  • Raised the Profile of PP/SEN in each class on all documentation and tracking systems using quick check systems when observing and drop in sessions to identify these pupils and monitor how they are being challenged and targeted through teaching approaches and questioning.
  • Teaching assistants lead intervention groups in an afternoon to support SEN, PP and other children -with needs identified by the class teacher- in accessing the curriculum.
  • Pupil Premium children are now identified on ALL school assessment systems.
  • We track the progress of this group through school and can now accurately compare it to those of non-Pupil Premium groups in school as well as National prospects.
  • All staff have PP children identified to them in the classes they support and all staff have PP initials on the back of their lanyard.
  • Progress of PP children is part of termly Pupil Progress meetings and the Head Teacher identifies issues to interview teachers about before the meeting so that the picture of the whole child is better understood and feeds up to management level.
  • Book scrutiny this year have specifically included PP children to compare the standards of our PP children to their peers.

Impact of strategies

The profile of Pupil Premium/SEN is now firmly cemented as one of the school’s priorities.  Staff are able to identify the pupils in their class or groups they work with and can confidently discuss their attainment and needs.  Awareness of the need for the group to make accelerated progress is now in place and most staff can confidently discuss what has been done for PP pupils in their care to help them make progress.  Input from PSA and the other professional services we contracted to has been very positively received and felt to be a success.  In Pupil Voice interviews, PP children have indicated that they feel “valued in school” and that their teachers “care for them and help them to progress.”  They also felt “included in extra-curricular activities.”

There does, however, need to be much clearer tracking of the impact of individual initiatives to better ascertain their merit in order to identify what has had the most impact.  Furthermore, now we are able to more clearly identify and track PP pupils it is clear that they are not making comparable progress in Reading, Writing and Maths as their peers.  The reasons behind this lack of progress need to be better understood and addressed.  Strategies need to be in place to ensure that PP children are able to make similar progress to their peers in school.

The purchasing of training and Implementation of New tracking software for small step targets to show through data collections how these pupils are making progress in which areas and identify their next steps in learning.

The specifics of how the money has been spent would reveal personal details of the income of certain members of our staff.  This is not something that we intend to share on the website.  However, the record of spending is available in whole or in part for relevant stakeholders to access via appointment with Mr Bailey.

 

Pupil Premium 2017-2018

 

Barriers to learning for Pupil Premium pupils at Birdwell Primary School.

This year, we have identified the main barriers to learning to be:

  • Pupil Premium pupils do not make as much academic progress as their peers.
  • Birdwell Primary School needs to clearly identify what is causing this and implement strategies to address it.
  • The profile of Pupil Premium needs to continue to raise. Staff need to be actively targeting progress of these pupils and implementing strategies and interventions that accelerate it
  • Assessment systems in school need to reflect small steps of progress

 

How will we address these barriers (through spending of the premium and other strategies)

  • Pupil Premium Lead is part of Pupil Premium working group in our pyramid of schools. This will help to ensure our approaches are current and consistent with latest practise and with other schools in the pyramid.
  • Pupil Premium Lead will increase his familiarity and establish closer working relationships to pupils on the register through; work scrutiny, lesson observations and in class support of those pupils
  • The Local Authority will audit the provision for Pupil Premium pupils in a whole school review
  • Staff training this year will focus heavily upon the classroom aspect of Teaching & Learning. Ensuring that the curriculum is well planned, delivered, engaging and accessible to all pupils.  Staff will be shown practical ways of delivering the curriculum in meaningful ways which allow pupils to meet N.C. objectives at their own level.
  • The PSA will continue to monitor and intervene in situations where pupil’s attendance is dropping as well as reward positive attendance through the class trophy initiative introduced last year. Investigation of alternative rewards to ensure they are fresh and exciting for the children.
  • School continues to fund one TA per classroom each morning session.
  • The SEND Lead has taken over organising and monitoring the delivery of interventions. This is to ensure there is less disruption to the regularity of interventions and consistency in the tracking of progress of pupils receiving intervention.
  • Similarly, the SEND lead will have a greater role in the deployment of our PSA in supporting the needs of our more vulnerable children.
  • A coordinated SEN/PP approach has been trialled through a bidding system from teaching staff around the needs of these children and teaching supported allocated around this again raising the profile of the needs of these individuals.
  • Music tuition for 2 classes in the school will continue to be funded, allowing access to professional tuition for all pupils throughout their school life.
  • The Head Teacher is currently investigating a way to track the small-steps progress of pupils who are working below the expected standards of the curriculum.  Tapestry software purchased to track these children.
  • Pupil Premium pupils and their parents/guardians will be given more of a voice through regular interview opportunities and parental consultations though an alternative Educational psychologist approach that is more proactive and productive to create a better contextual understanding and triangulate information form children parents and teachers in order to ensure the most bespoke support for the individuals.
  • Educational visits will continue to be subsidised for Pupil Premium children who would be otherwise unable to attend.
  • The needs and attainment of PP children will continue to be a regular focus of work and planning scrutiny.
  • PP progress will continue to be a staple feature of Pupil Progress Interviews with the Head Teacher.

Impact of strategies

 

The specifics of how the money has been spend would reveal personal details of the income of certain members of our staff.  This is not something that we intend to share on the website.  However, the record of spending is available in whole or in part for relevant stakeholders to access via appointment with Mr Bailey.