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Gravel Close, Salisbury
Wiltshire SP5 3LZ

tel: 01725 510 556

email at: admin@downton-pri.wilts.sch.uk

Headteacher: Paula Carlton

Downton CofE VA Primary School

"Valuing Faith in Children and Education"

Pupil Premium/SEN

 

‘The Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.’

DfE November 2014

 

PUPIL PREMIUM REPORT 2017/18

Funding for 2018-2019 - next formal review will be undertaken September 2019

The Pupil Premium Grant (PPG) is allocated to children from low-income families who we know to be currently, or at any point in the last 6 years, eligible for free school meals (FSM) and children who have been looked after by the Local authority continuously for more than six months.

For the financial year 2018-19 – PPG is allocated to Local Authorities on the basis of £1320 for each qualifying pupil.

At Downton Primary School, we currently have 15 children for whom we receive PPG.

How much Pupil Premium does Downton Primary school receive?

2017/18

2017/18

 

PPG

£36,380 (16 pupils)

£28,920 (15 pupils)

 

 

Service Families

£900 (4 pupils)

£600 (2  pupils)

 

Post LAC

 

 

 

 

How do we allocate Pupil Premium at Downton Primary School?

It is our aim to ensure that teaching and learning opportunities meet the needs of all our pupils, recognising that some groups and individuals may be considered vulnerable. However, whilst making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged, and that not all pupils who are socially disadvantaged are registered or qualify for free school meals.

We also recognise that not all groups of children eligible for the PPG will be falling behind their peers.

Because of this, we reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

Pupil Premium funding is allocated following a needs analysis which will identify priority groups or individuals so not all children receiving free school meals will necessarily be receiving interventions at any one time. 

                           

How are we using Pupil Premium successfully to maximise achievements?

As a school, we have a responsibility to quantify, justify and measure the impact of our Pupil Premium spending to ensure that this additional funding is being used to support the pupils for whom it is intended.

  • We use data to analyse progress and pupil progress meetings to analyse the causes of underachievement
  • We use internal and external research evidence to support strategic decision making
  • We hold class teachers responsible for accelerating progress of their Pupil Premium Pupils
  • We use funding for additional TA/teachers to run interventions and offer support in class
  • We run small group and 1:1 intervention programmes
  • The Headteacher, Senior Leadership Team & teachers monitor and evaluate impact on pupil results
  • When we allocate the Pupil Premium Grant, our key objective is to narrow the attainment gap between groups of children. There are times, however, when tackling the identified barriers to learning for specific children, may not have a direct measurable impact on their attainment, but may have a much greater impact on the child as a whole.

What do we do for those children who are eligible for the PPG and who are not falling behind?

  • We ensure that the relevant pupils are clearly outlined on our tracking system, Wiltshire Tracke, so that evidence of their performance is clear;
  • We plan whole school initiatives which will raise attainment and progress for all and which will impact these pupils;
  • We identify curriculum enrichment activities, not directly linked to English or maths that show positive outcomes in learning;

 

Raising standards:

Quality First Teaching & CPD

To raise attainment we have invested a great deal of time and resources in raising the standard of teaching. We believe that Quality First teaching has the greatest impact on pupil outcomes, regardless of whether or not they receive the PPG.  We recognise that research (Educational Endowment Fund) shows that good results are unlikely to arise from investing in

  • An over reliance on teaching assistants if it means ‘more of the same’
  • Performance related pay for teachers
  • Grouping by ability

We have used the research to improve our provision by giving our teachers CPD which focuses on

  • Effective learning & feedback where the feedback refers to learning goals which are shared, builds the child’s self esteem and focuses on what they have achieved rather than on what they have got wrong.
  • Metacognition & self regulation where we teach our children strategies to motivate themselves and evaluate their own learning
  • Early Intervention – high quality Early Years provision, with a strong educational focus and activities which support early reading and number concepts. This has proved particularly beneficial for disadvantaged learners especially where there is a higher expectation for good quality dialogue and discussion.
  • Phonics – evidence suggests that phonics is vital to support the development of early reading skills, particularly for children from disadvantaged backgrounds. We are proud of the significant improvements we have made to our phonics provision.

Interventions and Early Identification of Gaps in Achievement

We also use PPG for specific interventions and provision which have proven impact on outcomes for disadvantaged learners:

  • One-to-one tutoring – We have found that 1:1 tuition with a very specific timeframe and focus in the summer term has been effective in KS2, especially in Year 5 & 6
  • Interventions targeted to barriers to learning – We strive to deploy practitioners who are well-trained, experienced and knowledgeable of the barriers to learning

Parental Involvement

We recognise the importance of getting parents on board so they are supporting their child – and often learning alongside them.  We listen to them when they share their concerns and interest in the curriculum and we try to keep them informed of what their children will learn. 

 

Emotional support:

  • The use of an Emotional Literacy Support Assistant (ELSA) to provide support for children in the school who are emotionally vulnerable.
  • Staffing provision within the school and the resources required for effective support of the pupils.
  • Providing Breakfast Club places and transport to improve specific children’s attendance.

 

Enhancing experiences costs:

Some of the ways we try to ensure that all Pupil Premium pupils have equality of access to opportunities with non-Pupil Premium peers are as follows:

  • Buying specific resources;
  • Subsidies for day trips, swimming lessons and residential experiences;
  • Subsidising school uniform and clubs.
  • Subsidising a range of enrichment activities such as extra-curricular music and language lessons;
  • Access to ICT based opportunities.

Parental Information:

How can parents and carers contribute to the success of the Pupil Premium scheme? If your child is eligible for free school meals, it is worth registering them even if they're not going to have the school lunches. It will have a direct impact on the funding and will maximise the support we can provide.

Please contact the office for an application form.

We use a range of data to analyse impact of spending:

  • End of Key Stage 2 Data
  • Current and tracked data for each class on Wiltshire Tracker
  • Intervention analysis – putting the interventions in place and asking ‘So what?’
  • Work scrutiny and pupil voice
  • Absence & Punctuality
  • Parent survey

Impact on Attendance

Consistent application of the attendance and absence policies has ensured that attendance of our FSM children has improved and is in line with that of non FSM children.  Closer examination of the attendance figures has shown that many unauthorised absences arise from strict application of the 10 minute rule whereby children who arrive after 9.05am are marked late.  Arrival after 9:30am is marked as absent. 

While our overall absence rate is low, and below national, as well as the rate of persistent absence, we know that the persistent absence of children eligible for PPG is higher than national averages.  This is accounted for by a very small number of pupils who have exceptional circumstances however, we are enhancing our attendance procedure this year so that persistent absence is tacked swiftly and consistently by the SENCo, the Headteacher, and the Office Staff.