Pupil Premium

The Pupil Premium is funding provided to schools which is additional to main school funding. It is allocated according to the number of pupils on-roll who have been eligible for free school meals (FSM) within the past 6 years. It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

However, schools are to be held accountable for how they have used the additional funding to support pupils from low-income families. Please see below for information regarding how the pupils premium was spent in the last academic year, the impact of this funding, and the plans for future spending.

Aims:

  • to eradicate any barriers to learning which may be caused by disadvantage
  • to enable all children to achieve their full potential
  • to ensure all disadvantaged pupils perform in line with their peers
  • all enjoy the same entitlements which give equal access to a broad, balanced, varied and individualised curriculum which nurtures individual talent and bespoke areas of development

Monitoring:

Impact measures and evaluation reports will be made each term with specific monitoring of data and work scrutiny to ensure disadvantaged learners are being catered for appropriately and effectively. This will include all teachers held to account for the progress data of disadvantaged pupils through half termly data collection and analysis, and through Performance Management targets relating specifically to vulnerable groups of learners.

Pupils’ voice and opinions will be obtained discretely to ensure that all children are accessing their entitlement to extra-curricular activities. This will be reported at the mid-point of the year and actions made in response to this.

Download the Abbey Mead Primary Academy – AMPA Pupil Premium Strategy 2019-2020

Pupil premium strategy statement 2019/2020: Abbey Mead Primary Academy        

1.  Summary information
SchoolAbbey Mead Primary Academy
Academic Year2019/20Total PP budget£134,650Date of most recent PP Review5th Jan 2019

 

Total number of pupils744Number of pupils eligible for PP102Date for next internal review of this strategyJan 2020

 

2.  Current attainment  
Pupils eligible for PP (your school)Pupils not eligible for PP (2019 provisional national average, except * 2018 final national average)
% achieving expected or above in reading, writing and maths 6971
% making at least 0.0 progress in reading 1.30.3
% making at least 0.0 in writing -4.50.2
% making at least 0.0 in maths 1.70.3

 

3.  Barriers to future attainment (for pupils eligible for PP including high ability)
 
 In-school barriers
A.   Communication and Language Development

Many of our PP eligible pupils begin school at starting points in both Nursery and Reception in need of support with communication through talking, verbal expression, modelling language and reasoning. Early Years practitioners will identify PP eligible pupils to work alongside in order to explicitly extend the child’s spoken vocabulary, introducing them to new words in context and drawing attention to letters and sounds. They will adopt approaches aimed at developing thinking and understanding through language. However, this is not solely a barrier for our younger pupils as a significant number of children enter the school at starting points other than usual intakes. In addition to communication difficulties, these children often lack quality first-hand experiences which further prevent the development of vocabulary and knowledge – this directly effects speaking and listening, reading and writing attainment and progress. We wish to further build upon the success of last year in ensuring all pupils have access to the best possible start to their education through broadening our children’s experiences in order to develop the cultural capital they do not necessarily receive outside of school (galleries, theatres, history, literature, arts).

B.   Boys Achievement

More disadvantaged pupils and boys are working below ARE in reading and writing in Yrs 3 & 4 and there is a disadvantaged gap for maths across the school.

 

Higher Ability Groups

The numbers of higher ability PP eligible pupils is less than that of the non-PP group and does not appear to greatly increase as the pupils move through the school in the same way that the non-PP higher ability groups increase. For example, the numbers of PP pupils in Reading ‘above typical’ or GD at the end of 2018/19 is similar to the beginning of the year. We will therefore identify pupils with the potential to achieve this depth of learning and focus our efforts upon quality feedback for these learners regarding their performance relative to their learning goals.

C.Whilst overall attainment at the end of KS2 has risen in all subjects to be in line or above national figures, the progress of pupils is lower than that found nationally; specifically in respect to writing ARE and GDS.  It is vital that the progress of all pupils is tracked accurately across the Key Stage to ensure that timely and effective QFT and intervention is deployed.  Where, poor provision and inaccurate assessments have existed previously, this has been tackled to ensure that no child is adversely affected.
 External barriers
D. Anecdotal evidence suggests that parents of PP eligible pupils are less inclined to engage with school staff in promoting learning within different aspects of school life. This includes the attendance of PP children at school; alongside their engagement in performances and events; homework activities; home reading; attending parents’ evenings and celebrations of learning.
E.The large majority of pupils requiring support for emotional deficits or family support are PP eligible pupils with family concerns and parenting issues impacting upon achievement over the longer term. Parental engagement for some of these families also impacts upon the achievement of PP eligible pupils. These families benefit from the support school can offer to enable them to become more active in their child’s education which has a direct impact on outcomes for pupils.

 

4.  Outcomes
Desired outcomes and how they will be measuredSuccess criteria
A.    Communication and Language Development

Early intervention and precision first wave quality teaching is administered in Nursery, EYFS and KS1 and KS2 to close gaps. – Gaps are identified quickly, addressed and closed.  Enhanced opportunities for children to be immersed in curriculum experiences through introducing free enrichment opportunities for all PP pupils.

Improved data – at the end of Nursery, Reception and KS1 Data is in line with other pupils nationally for reading, writing and maths for KS1/2 2019 SATs. Writing gap with non PP closes with assistance of first-hand experiences/visits. PP pupils take up the varied enrichment opportunities offered across the academy.

 

B.    To ensure that the number of PP children achieving GDS is accelerated.GDS figures both in external and internal data are in line with GDS achieved by other pupils nationally.  Teachers appraisals targets specifically target this need through named pupils. Pupil progress meetings hold teachers to account for this. Progress in books demonstrates rapid improvement. PP monitoring through learning walks/lesson obs. show quality first teaching.
C.    For the progress of PP pupils, from different starting points, to be at least in line with national.Progress measures for PP pupils both internally and externally match that of other pupils nationally.
D.    As academy wide attendance improves, the attendance of pupils eligible for PP to increase proportionately to be inline or above the academy wide percentageOverall attendance for PP pupils improves and closes the gap on the cohort.  For pupils, who have previously had exceptionally high rates of absence, attendance is rising quickly towards the national average.
E.    Early engagement and support from our Removing Barriers to Learning Team leads to a reduced impact on life chances as evidenced through minimal exclusion figures, shorter term CP plans and increased parental engagement.  Through work with external agencies, families are supported to improve parenting capacity.Improved identification of children needing internal family support leading to fewer children needing long term Child Protection plans. Continued work with external agencies to provide additional support where needs cannot be catered for within school.

 

 

1.  Planned expenditure
Academic year2019/20
    i.   Quality of teaching for all
Desired outcomeChosen action / approachWhat is the evidence and rationale for this choice? How will you ensure it is implemented well?Staff leadWhen will you review implementation?
A – Communication and Language Development

 

Early language development and real life experiences will be enhanced through the EYFS provision and use of the outdoor facilities.  Adults are astutely trained to promote rich language experiences and staffing levels allow for personalised provision where necessary.

Subsidised after school clubs will provide pupils with enhanced life chances which they would otherwise be unable to attend. These will focus upon developing pupils’ social skills and communication.

School facilities are provided for use to local community groups at a nominal rate. These include: Madrasa classes, Indian Education, Divine Youth.

Development of outdoor junior provision and roles to provide pupils with opportunities to contribute to the school community and build communication skills alongside strengthening character.

Staffing structure and ratio in the EYFS is higher than the rest of the academy to ensure ample opportunities to provide language opportunities.

Through committing to character education, ensure that pupils develop a well-grounded and conscious understanding of their strengths and areas for development.

Year 6 residential will be subsidised for all PP pupils with opportunities to work outside of their comfort zone in a safe environment.

School visits will be 50% subsidised to all pupils and 100% subsidised for PP pupils so to reduce pupils’ likelihood of being disadvantaged by their circumstances.

Whole school events and productions will encourage the children to build spoken literacy skills through performance (Diwali, Eid, Navratri)

Embed new Novel Led Curriculum which exposes children to high quality and inspiring texts.

Maximising the opportunities within the school days for children to develop their spoken English will enable them to access the wider curriculum.

Provision implemented, demonstrated improvements in confidence and application.

 

Developing the character of the whole child supports social functioning and academic performance

Boxall profiles will show increased percentiles for identified pupils

Accountability of varying stakeholders

Individual tracking data for each child shared with class teacher

Be an interwoven theme across SIP which is reviewed by Local Academy Council and Trust.

Principal

Pastoral Support Lead

EVC

EYFS leader

 

Jan 2020

&

Sep 2020

B To ensure that the number of PP children achieving GDS is accelerated.Staff led professional development through phase structures (specific to year groups)

External support for staff on developing our GDS writers which is devised to fit the context of our school.

Sourcing and establishment of cross Trust working parties and year group support.

Performance management will empower staff to actively find areas for development

Highly skilled subject leaders will effectively deploy support to improve the capacity of teachers to meet highest attaining pupils’ needs through building consistency of White Rose Resources and problem solving. The development of the APE approach will further promote reasoning.

Improved data tracking and analysis will enable interventions to be deployed effectively.

feedback on performance of sub-groups.  Data tracking will allow for intervention and focus to be directed accordingly to raise expectations.

Peer observations and mentoring to further QFT and NQT provision.

Astutely focussed CPD to improve the teaching of reading, writing and maths through coaching and peer to peer support to   improve Quality First Teaching and the deployment of support staff.3 Data Points to analyse data

Lesson observations/learning walks/work scrutiny

Literacy Leader

Maths Leader

Principal

Jan 2020

&

Sep 2020

Total budgeted cost£46,500

 

 

  ii.   Targeted support
Desired outcomeChosen action/approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?
C – For the progress of PP pupils, from different starting points, to be at least in line with national.Deployment of additional teacher time to focus on PP pupils across the academy and in Year 6 to decrease class size and provide bespoke provision (RR & NK)

 

NQT and RQT release time; alongside additional release time for assistant principal to coach and mentor.

 

Phase structure and interventions to focus upon identified sub groups of PP pupils in order to ensure personalised and focused interventions; particularly boys.

 

Specialist and bespoke training for teaching assistants to provide BRWP, maths interventions and EAL support across the juniors.

 

 

 

Focussed and personalised CPD through coaching and peer to peer support is a proven method to improve quality First Teaching.

 

Focussed interventions from highly trained members of staff to ensure that pupils make better than expected progress.

3 Data Points to analyse progress and attainment data

 

Pupil Progress meetings

 

Challenge Partner Review February 2020

 

TMET Academy Improvement Forum

 

Lesson observations/learning walks/work scrutiny by maths/English specialists

Principal

 

Vice Principal/Phase leaders

 

Subject leaders

Jan 2020

 

&

 

Sep 2020

Total budgeted cost£39,000
E – Early engagement and support from our Removing Barriers to Learning Team leads to a reduced impact on life chances as evidenced through minimal exclusion figures, shorter term CP plans and increased parental engagement.  Through work with external agencies, families are supported to improve parenting capacity.Pastoral Support Lead

 

Removing Barriers to Learning Team aims to empower pupils and parents/carers to make positive changes in their lives for the wellbeing of the entire family.

 

We build ‘non-judgemental’ relationships with families to ensure we get the best out of everyone and that their voices are heard.

 

We support parents / carers with housing, Visa and school applications, write reports for medical appointments, signpost to debt management agencies and charity support.

 

We offer pupils in house support in regard to bereavement counselling, friendship concerns and conflict resolution.

 

Through effective liaison with external agencies, we source and ensure pupils receive specific support/interventions to meet their individualised needs which are often funded by the academy (play therapy, Relate Counselling, SEMH advice and support)

 

Offer tools for parents / carers to improve routines and boundaries at home.

Offer parenting workshops through liaison with Family Learning Service to best support pupils development.

 

 

Families that receive help and support prior to a crisis point are more able to cope with the many challenges that some families face – housing, drug abuse, parenting, etc.

 

Pupils who have strength of character and are resilient to failure are more likely to succeed.

Termly RB2L meetings

 

Ongoing CPD through external training offered by LCC.

 

Attend DSL forum three times a year.

 

Multi agency information sharing.

 

Bi-annual joint planning meeting

 

 

Principal

 

SENCO

 

RB2L Team

Jan 2020

 

&

 

Sep 2020

 

E – Early engagement and support from our Removing Barriers to Learning Team leads to a reduced impact on life chances as evidenced through falling exclusion figures, shorter term CP plans and increased parental engagementStrengthen character of pupils to build positive outlook and resilience to failure through continuing to develop Route 2 Resilience approach and sharing with other city schools to support pupils across the city.

Access additional support, advice and workshops through Special Needs Learning Service.

Work closely with and deploy staff to support transition between schools.

Total budgeted cost£27,000

 

 iii.   Other approaches
Desired outcomeChosen action/approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?
D:  Enhanced opportunities for children to be immersed in curriculum experiences through introducing free enrichment opportunities for all PP pupils.

 

As academy wide attendance improves, the attendance of pupils eligible for PP to increase proportionately to be inline or above the academy wide percentage

Half-termly analysis of attendance data and identification of vulnerable pupils and those identified as Persistent Absentees.

 

First day response provision to aid pupils in coming to school; establishing positive routines and supporting vulnerable families in the mornings to assist in getting children to school

 

Attendance incentives to motivate and sustain improvements.

 

Buy-back into Education Welfare Service provision.

 

Establish Cross Trust network and working party to focus upon Attendance.

 

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

 

 

Termly RB2L meetings

where attendance is discussed.

 

Dissemination of relevant information to those best placed to offer support (Pastoral Support Lead, class teachers, School Nurse, etc.).

 

All phase leaders will collaborate to ensure new provision and standard school processes work smoothly together.

 

Coaching & mentoring offered to Attendance & Welfare Officer by Principal.

 

Pastoral Support LeadJan 2020

 

&

 

Sep 2020

Total budgeted cost£32,000

 

Abbey-Primary-Community-School-Pupil-Premium-Plan-2018-2019
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