Northern Saints is the Joint National Winner of the Pupil Premium Awards 2016
Use of the Pupil Premium Income in 2015/16
The government introduced Pupil Premium with the aim of increasing social mobility, reducing the attainment gap between the highest and lowest achieving pupils nationally and enabling more students from disadvantaged backgrounds to attend top universities.
Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving FSM will be in receipt of Pupil Premium interventions at one time.
Pupil Premium is additional funding received by schools for each pupil from disadvantaged families or background. The funding brings in £1320 per pupil. It is allocated to schools, based on the number of children who come from low-income families – this is defined as any child who is known to have been eligible for free school meals at any point in the last six years. This is one of the current government’s key education policies. It is based on findings that show that, as a group, children who have been eligible for free school meals at any point in time, have consistently lower educational attainment than those who have never been eligible. It also includes children who have been looked after continuously for more than six months; and children where a parent serves in the armed forces.
Levels of deprivation at Northern Saints Church of England (VA) Primary School are considerably higher than nationally and the proportion of PP pupils is considerably higher (NS Primary 47%, national 25%). Furthermore, a significant proportion of other children in school live in families who are just above the threshold – and the Government says that these families are ‘just about managing’. Even if a pupil does not have a school dinner, it is vital for the school to know if they are entitled to a free school meal.
Schools are free to determine themselves how they spend this funding but are obliged to provide parents with information about how the money is being spent.
Whilst the Governing Body appreciate that some parents may feel they are being unfairly treated, parents should understand that this is a Government funding requirement and that all schools must choose how this money is spent on disadvantaged pupils.
We have worked hard to ensure that the maximum number of pupils benefit from this funding.
How the money was spent last year
The school was the 2016 Joint National Winner of the Pupil Premium Awards supported by the Department of Education. This is a significant achievement and demonstrates that the school gets the very best from it’s use of the pupil premium grant. It equally validates the work of the school because it is judged by an independent panel of senior educationalists and government officials.
|Expenditure of Pupil Premium Grant 2015/16||Total Grant 2015/16 £342,000|
To narrow the gap between those in receipt of the grant and others to less than the national average in KS1
To increase to a minimum of 20% the percentage of pupils who were average on entry to EYFS to exceeding national expectations
To increase the % of boys attainment, especially in reading but also in other subjects in KS1.
To ensure that the quality of reading intervention in KS1 and EYFS is improved and that all parents are engaged in supporting their children learning to read.
To reduce the gap in reading at KS2 exit but also focus on narrowing gaps specifically in Year 5 against the new national expectations.
To ensure that there is no more than 1% variance between PP/Non-PP attendance.
Overall school attendance is national average by end 2015/16
Narrow the gap between pupils so that by the end of KS1 more pupils in receipt of the grant achieve the national expectations in all subjects but particularly in reading.
To continue to ensure that the gaps close in Key Stage 2 by increasing confidence and resilience and developing a focus on learning skills and growth mindsets.
|Summary of spending actions taken:
Continue to fund higher teacher to pupil ratio in Upper KS2, KS1 and EYFS –
Continue to fund a higher adult to pupil ratio across EYFS, KS1 and Yr 6
Increase staffing in KS1 to support reading programmes
Use HLTA or family worker to progress family learning programmes particularly in reading and support in EYFS and KS1 only.
Staffing inc. on-costs £251,920 (actual)
Fund enhanced curricular activities at little or no cost to the parent – across EYFS/ KS1 / KS2 £25,000 (1/2 cost)
Continue to employ additional specialist staff to teach music and art- £10,000 (3/5 cost)
Fund additional before / after school activities – £10,000 (1/2 cost)
Fund Social worker / attendance support – £9.000 (actual)
Purchase of books / home school reading equipment for KS1 and EYFS – £8,000
Accelerated reader programme and books – £8,200
Seven Stories family/pupil reading projects – £15,200
Contribution to community project and forest school – £7,500
The Impact in 2016
- When our children have their first statutory assessment, there is clear evidence of low levels of development for many of our ‘Disadvantaged’ children. In 2016 46% of ‘Disadvantaged’ children achieved a Good Level of Development compared to 62% of all pupils. The national figure was 69%. This means that the gaps in learning at the start of our children’s time at school are much larger than average and all results are below the national expectations. We think that money would be better spent in 2016-17 addressing the gaps earlier on in our children’s lives. We have certainly seen the impact in the reduction of services for Early Years pupils through the cessation of services via the Children’s Centres.
Year 1 Phonics.
- The impact of our efforts to improve core literacy skills can be seen in the results in the Year 1 phonics test. In 2016, 82% of our ‘Disadvantaged’ children achieved the expected standard; higher than the results achieved by ‘similar’ children nationally and almost the same as all pupils at 84%.
Key Stage 1 results:
- Overall results at KS1 were too low at our school, especially for higher achievers. In 2016, although reading and mathematics were in line with national averages there were too few higher achievers in reading and writing and none in maths. The results reflect the low starting points of many of our children but also show the impact of using funding in 2015-16 to support initiatives higher up in the school. This is another reason why we think that the money should be better spent addressing needs earlier in a child’s life.
Key Stage 2 results
- In 2016 nearly half of the Year 6 children were ‘Disadvantaged’. All of these children made progress that was in line with national expectations and the progress of disadvantaged pupils was significantly above the national average. This means that the majority of gaps between disadvantaged pupils and their peers in progress have diminished and that attainment matches that of their peers. The results for those eligible for the premium were:
- 81% achieving the combined expected standard in reading, writing and mathematics with 5% achieving the combined higher standard.
- 85% reading expected level and 23% above, 90% writing expected level and 16% above. 88% maths expected level and 19% above.
Whilst the strategy to support pupils higher in the school worked, there is a need to more evenly distribute initiatives across the lower stages of the school so that pupils lower in the school make more rapid progress.
The Teaching Assistant run interventions relating to reading and writing have not made impact with higher attainers. A review of these practices needs to take place to assure progress for higher attaining eligible pupils.
Teacher led interventions and quality first teaching need tighter focus to address learning needs earlier in the school.
A new Pupil Premium Leader needs to be appointed and given time to tie together the various initiatives and ensure accountability for pupil progress especially in Early Years and Key Stage 1.
Pupil Premium Strategy 2016/17
(please click below)