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Pupil Premium

 

Pupil Premium Funding

Pupil Premium is additional funding allocated to the school by the Department for Education. It is awarded to support pupils that are seen to be disadvantaged with the aim to close the achievement gap between them and their peers.

 

There are different categories under the heading of Pupil premium including Free School Meals, Ever 6 (pupils who have been entitled to Free School Meals within the last 6 years), Looked After Children, Adopted Children and Service Families.

 

At Manor Junior School we aim to allocate the funding in a fair and equitable way that benefits all pupils and the whole school community to ensure equality of opportunities and academic progress. Academic outcomes comparing groups of pupils are published annually on this website.

 

Pupil Premium Funding 2015/16

 

The school received the following allocation:

  • Free School Meals / Ever 6 pupils £143,880
  • Looked after Children £1,500
  • Post Looked after Children £3,800
  • Service Children £2,700

 

Total Pupil Premium Received 2015/16 £151,880

 

This funding was broadly allocated in the following ways:

  • Staffing for targeted learning support including boosting £79,180
  • Counselling £6,700
  • Speech and language support £14,000
  • Resources to support learning and enrichment activities £13,500
  • Staff professional development £2,000
  • School grounds / Nurture facilities £26,500
  • Individual support / subsidies £10,000

 

Impact of the expenditure:

 

Project / Funding item

Objective

Impact

Teaching and learning

Ensure vulnerable pupils / groups are identified, supported and challenged to meet expectations

Improved staff awareness of Pupil Premium Pupils (PPP). Comprehensive tracking introduced and individual / group analysis undertaken.

 

Changes implemented in teaching or Grammar, Punctuation and Spelling as well as a review of Reading practices

 

Lessons are increasingly more engaging and staff are more confident with the new curriculum and expectations – incidents of disruption due to low level behaviour in class has reduced and pupils are more engaged. Ofsted June 2016 recognised this.

 

Y6 SATs and whole school data indicated a reducing differential between the outcomes of all pupils against PPP; Y3 PPP achieved better outcomes in reading than non-PPP

 

Pupil progress in general was more consistent and work scrutiny demonstrated comparable work outcomes against all pupils in all year groups. Validated by the Ofsted inspection June 2016.

 

The introduction of Sound training raised both pupil confidence and basic spelling and reading ability (significant reading age ratio gains for all participants was noted - average reading age gain 21.6 months over the 10 week course). This initiative has been taken into 16/17.

Boosting

Prepare vulnerable pupils for SATs and address gaps in knowledge in order to demonstrate their true ability

100% attendance in KS2 SATs. Smaller group boosting support developed pupil confidence and closed gaps.

 

Parental engagement – Family Link Worker

SLT support meetings

Engage and support parents of FSM pupils in order to target future intervention more purposefully

Decreased differential of attendance rates between PPP and whole school.

 

The introduction of additional pupil progress meetings for parents of pupils entitled to FSM was beneficial in raising expectations and outcomes. Parents are more aware of the individual needs and supporting initiatives at home.

Nurture

Ensure emotional barriers do not impact on progress and attainment and pupils are ready to engage

Improved social, emotional behavioural outcomes as measured on the Boxall Profiles. Improved confidence and self-esteem and 90% of pupils successfully reintegrated back into class with improved readiness to engage. For some of the targeted pupils a noticeable reduction in the need for exclusion.

Counselling

Ensure emotional barriers do not impact on progress and attainment and pupils are ready to engage

Vulnerabilities addressed and self-esteem / self-worth improved in all targeted pupils. Improved engagement in class and demonstration of progress in books and assessment outcomes.

Speech and Language Therapist

Use specialist support to identify underlying concerns and implement programmes of targeted support

Clear identification of specific needs that have been addressed both through targeted intervention and classroom practice. Therapists have helped develop word aware across the school to raise vocabulary levels.

ELSA

Ensure emotional barriers do not impact on progress and attainment and pupils are ready to engage

Identified pupils have completed the intervention and generally are more settled in class and school. Pupils needing additional and more specialist intervention have been referred for counselling and/or nurture

Educational Psychologist

Use specialist support to identify underlying concerns and strategies for future support

Investment in Educational Psychologist input has enabled effective personal learning plans to be implemented. Outcomes demonstrate individual pupil progress and has provided evidence for statutory and implementation of 3 Education and Health Care Plans

Enrichment activities; Clubs; Homework support

Ensure pupils lead a healthy lifestyle and have access to opportunities that parents may not be able to offer; Ensure pupils are supported to complete homework and have access to appropriate resources;

Ensure pupils have a well-rounded balance of life skills and experiences

Sound training (detailed above) was very successful.

Additional clubs have motivated pupil engagement and attendance rates have improved both across the school and for PPP.

 

Targeted homework club has supported pupils struggling to undertake work at home and has supported parents. Children are generally more positive and less anxious in class. Homework expectations has been adapted across the school.

Day trips, residential activities

Ensure all pupils have the opportunity to participate in school residential and day visits to develop life experiences and social interaction

Improved self-esteem and confidence. Pupils are able to fully engage in all aspects of the curriculum. Outcome events such as assembly presentations have been fully inclusive with all pupils effectively participating.

Support materials including ICT

Ensure pupils have appropriate access to ICT facilities that support and enhance their individual learning needs

Ipads / individual laptops have been effectively used by targeted pupils. Access has provided greater motivation and ability to undertake web-based interventions. For some pupils increased independence has been noted. Equipment is also being used as a means of recording outcomes.

School grounds

Enhance playtime facilities to motivate and engage the pupils in order to develop social skills, improve physical involvement and minimise negative knock-on behaviours in class

Development of the sensory garden, timber trail, increased equipment and the lunchtime club has enabled greater participation of PPP in break-time activities and inclusion with their peers. Reduction in lunchtime issues has been noted and this subsequently impacted on a reduction of negative classroom behaviours in the afternoon.

Uniform subsidy

Ensure vulnerable pupils are not discriminated against by peers

Pupils are able to be fully included and the initiative has developed a sense of self-worth. The initiative has also broken down some of the barriers with parents.

 

Pupil Premium Funding 2016/17

 

The school received has received the following allocation for 2016/17:

  • Free School Meals / Ever 6 pupils £122,760
  • Looked after Children £1,400
  • Post Looked after Children £5,700
  • Service Children £2,700

 

Total Pupil Premium Received 2016/17 £132,5600

 

This funding has been allocated in the following ways:

  • Staffing for targeted learning support including boosting £98,160.00
  • Counselling £5,400
  • Speech and language support £12,000
  • Resources to support learning and enrichment activities £2,500
  • Staff professional development £5,000
  • School grounds / Nurture facilities £2,000
  • Individual support / subsidies £7,500

 

Key aims for 2016 /17:

Based on the school's self-evaluation from 2015/16, outcomes of the Ofsted inspection (June2016), analysis of national and school based data and liaison with county inspectorate including our 'Lead Learning Partner' and 'School Improvement Manager' our current aims are to:

  • Further reduce differential between pupil premium pupils (PPP) and all pupils in academic outcomes across all year groups

  • Improve and enhance reading outcomes; Embed the new reading practices (introduced Autumn 2016 building on from input in the previous academic year) and development of whole class texts to increase range of reading experiences, improve vocabulary and enhance comprehension

  • Ensure the funding equally supports those pupils without specific special educational needs as it does those with special educational needs

  • Implementation of the SOUND programme across Year 5 and 6 to raise self-esteem, reading ages and basic spelling skills 

 

Impact of these initiatives will be measured through:

  • Data tracking of pupil progress across school
  • National KS2 assessment data and outcomes
  • Termly PPP reviews with staff
  • Monitoring reports with external validation from county inspectors and advisors
  • Pupil conferencing
  • Parental feedback

 

Specific impact information for 2016/17 will be published early in the Autumn term 2017.  

 

Anticipated funding allocation for 2017/18

 

Anticipated Pupil Premium allocation for 2017/18 £120,220

 

Proposed allocations:

  • Staffing for targeted learning support including boosting £89,320
  • Counselling £5,400
  • Speech and language support £12,000
  • Resources to support learning and enrichment activities £1,000
  • Staff professional development £5,000
  • Individual support / subsidies £7,500

 

 

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