Pupil Premium

Pupil Premium Grant Funding

What is the pupil premium?

The Pupil Premium Grant is additional funding given to schools so that they can support their disadvantaged pupils and close the attainment gap between them and their peers.

The Government believes that the Pupil Premium, (which is additional to main school funding), is the best way to address the current underlying inequalities between children eligible for free school meals (FSM), Children in Service families, Looked after children, children with a history of FSM and their peers by ensuring that funding to tackle the disadvantaged reaches the pupils who need it most.

The Pupil Premium Grant was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years.

Early Years Pupil Premium

The Early Years Pupil Premium (EYPP) gives providers of Early Years education extra funding to support disadvantaged 3- and 4-year-olds.

Early Years providers are any organisation that offers education for children aged under 5, including nurseries and childminders.

The EYPP premium was introduced in April 2015. Langford will use this extra funding to improve the quality of education for disadvantaged children.

Ofsted inspections will report on whether providers spend their EYPP funding effectively.

Langford Village Primary School Pupil Premium Strategy for 2015-2016

1. Summary information 2015-2016

School Langford Village Primary School
Academic Year 2015-2016
Total PP Budget 35,080
Date of most recent PP review 09/16
Total number of pupils 475
Number of pupils eligible for PP 22
Date for next internal review of this strategy 02/17
FSM: 6 Ever 6: 13 Service: 2 Adopted: 1 EYPP: 0

2. Current attainment

Based on 2016 Key Stage 2 Results Pupil eligible for PP (Your School) Pupils not eligible for PP (National Average)
% achieving expected standard in Reading, Writing and Maths 0% 53%
% achieving expected standard in Reading 40% 66%
% achieving expected standard in Maths 20% 70%
% achieving expected standard in Writing 40% 74%

3. 2015-2016 Five disadvantaged children in Year 6

Indicator SEN FSU Data score End of ks1 Reading TA SATs scores End of KS2 Reading End of ks1 Writing End of KS2 Writing TA End of ks1 Maths End of KS2 Maths TA SATs scores
Girl 1 Ever 6 On/ off 69 2a 100 p 6.3+ Exp 2b 6.3 Exp 2b 6.3 Exp 98
Girl 2 FSM SEN 69 2c 90 6.2 Dev 2c 5.3 Y5 Exp 2c 6.2 Dev 96
Girl 3 Ever 6 SEN 76 2b 90 6.1 Emer 2c 6.3+ Exp 2b 6.3 Exp 96
Boy 1 Ever 6 SEN 45 1 Disallowed 5.2+ Y5 Dev 1 5.1 Y5 Emer 1 3.1 Y3 Emer Disallowed
Boy 2 FSM SEN 50 1 100 p 5.2+ Y5 Dev 1 5.2 Y5 Dev 1 6.2 Dev 102

4. Review of expenditure 2015-2016

Previous Academic Year 2015-2016 (£35,080)

i. Quality of teaching for all

Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
PP pupils highly engaged in lessons Quality first teaching. Teachers know their children. All learning walks/monitoring carried out 2015-2016 had mention of high level of engagement of all pupils. Continue with whole school approaches to quality first engaging teaching. £7k
PP pupils achieve ARE (Age Related Expectation) in reading, writing and mathematics. Quality first literacy and maths teaching. Interventions and 1:1 support where planned and support needed. Year 6 as per chart above. Year R - 5 as SEF. Continue quality first teaching. Interventions and 1:1 support planned for maximum impact. £4k

ii. Targeted support

Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
Effective assessment of children Training of staff in assessment strategies. Providing a bridge between assessment and intervention to promote effective learning. The quality of assessment creates meaningful intervention. £2k
For all PP to ARE in reading, writing and mathematics New reading scheme implemented. Big Write used across the school, interventions planned and recorded specific to individual and groups of children. New reading scheme is highly motivational ad focused. It is particularly successful with reluctant learners and children with literacy difficulties. Individual and group interventions for reading, phonics, maths and literacy have an intervention record recording impact the intervention has had on the child's learning. Quality first teaching makes the greatest impact on our children. The impact of interventions used is reviewed and evaluated to see which has had the greatest impact and then should be used in the future. Sutton Trust gives suggestions of interventions and the measure of impact for teachers to use. £5k

iii. Other approaches

Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
School works with other schools to share 'good practice' in relation to PP children Attending PP working groups with local schools. More evidence based judgements made on a range of appropriate interventions. Further develop tracking of PP children by using profiles. Clear communication/conversation based around pupil's needs. All staff involved with their children's profiles. Clear hand over at the end of academic year for all PP children and their profiles. Interventions take place at appropriate times within the school day so that there is no negative impact on other curriculum areas. £2k
To boost self-esteem and improve the social skills of our PP learners. Hot chocolate club run in the morning to encourage children to have time to talk to the learning mentor and each other. Learning mentor and room for activity and social and emotional development. Langford has noticed a valuable impact on the children attending the Hot Chocolate Club and the children visiting the Learning Mentor. Their confidence, attendance and social interactions have been positively impacted. See records with Learning Mentor. The value of communication in providing an effective Learning Mentor and environment for our PP children and other vulnerable children. £5k
Achieve a smooth transition for PP/SEN children to secondary school at the end of Year 6. 1:1 mentoring support for children transferring to secondary school. Take children on additional visits to new school. Allows for helpful and relevant information to be exchanged between schools and for pupils to feel more supported in the move to secondary. £1k
Access to curriculum enrichment, trips and residential visits. All PP children to receive agreed funding to their trips and residential trips. Separate letters for costings. PP pupils were able to access a range of curriculum activities. Finance was not a barrier to access opportunities. Letters to parents to state both the full cost of curriculum activities, trips and residential trips, as well as the amount required from PP family. £8k
Inclusion for PP children and support with behaviour and social skills. Hot chocolate club, learning mentor sessions, lunch club. Pupils supported with forming friendships, with challenging behaviour or with lack of self-confidence and awareness to be able to make friends. £2k
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