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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 Strategy Statement  

 

1. Summary information

School

Manor Junior School

Academic Year

2017/18

Total PP budget

£121,420

Date of most recent PP Review

July 2017

Total number of pupils

350

Number of pupils eligible for PP

88

Date for next internal review of this strategy

December

2017

 

2. Current attainment

 

Pupils eligible for PP (your school)

Pupils eligible for PP with SEN

Pupils eligible for PP without SEN

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

57% (Nat 47%)

0% (Nat 14%)

71% (Nat 58%)

66% (Nat 67%)

% achieving ARE in reading

71% (Nat 59%)

25% (Nat 28%)

82% (Nat 70%)

77% (Nat 77%)

% achieving ARE in writing

67% (Nat 65%)

0% (Nat 25%)

82% (Nat 80%)

82% (Nat 81%)

% achieving ARE in maths

67% (Nat 63%)

50% (Nat 29%)

71% (Nat 74%)

79% (Nat 80%)

 

3. Barriers to future attainment (for pupils eligible for PP, including high ability)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.

High levels of Speech and Language needs

B.

Vocabulary and spelling

C.

Dis-engagement in reading / Development of comprehension skills including inference and deduction

D.

Fear of Failure

E.

Range of challenge

External barriers (issues which also require action outside school, such as low attendance rates)

F. 

Parental dis-engagement

4. Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

A.

For pupils to improve spelling ability

Spelling scores will show an improvement

Spelling within written work will show improvement

 

B.

To ensure that pupils have greater resilience when learning.

Learning pits will be evident in all classrooms and pupils will be able to talk about their purpose and relate to own learning.

Staff will have a greater understanding of anxiety in school and strategies to support anxious pupils.

 

C.

Identified pupils boosted to close gap in learning.

Gaps for these pupils will be closed leading to grater attainment.

 

D.

 

Non-SEN pupils boosted to achieve Age Related Expectations or Greater Depth

Data will provide evidence for this.

 

E.

Barriers to reading accurately identified and addressed successfully.

Data will provide evidence for this.

 

F.

More able PP pupils to have access to a greater range of learning opportunities and experiences.

Attendance and evaluation of able child events.

 

G.

To ensure that identified pupils who sometimes find it hard to engage in classroom learning, are supported in developing their social and academic skills.

Data for these identified pupils

Increase in the amount of work completed for these pupils

Increase in the amount of time spent productively in the classroom for these pupils.

 

H.

To ensure all pupils have equal access to residential and outdoor educational visits and uniform.

Uptake of school uniform voucher / pupils in correct uniform

PPG pupils to attend school trips and educational visits

 

I.

To support emotionally vulnerable pupils.

Boxall profile for pupils

Improvement on the 6 strands

Pupil and parent conferencing

 

J.

To increase parental engagement in school life.

Attendance at workshops / parents meetings etc.

 

 

 

 

5. Planned expenditure

Academic year

2017/18

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

For pupils to improve spelling ability

No nonsense spelling scheme adopted and all staff given training on the intervention

Advice from English advisor. Poor spelling is holding back writing scores.

Monitoring of teaching and learning

Track spelling scores for pupils and evidence of improved spelling through work scrutiny

L. Neve

Termly

To ensure that pupils have greater resilience when learning.

Learning pits – all pupils will be familiar with an understand the analogy.

 

 

Staff to have a greater understanding of anxiety and its effects on pupil progress- training from educational psychology.

Staff have visited another school where this has been successfully embedded and have seen the impact that this has on pupils within the school.

Some pupils give up very quickly when learning becomes difficult and therefore limit their own progress

 

Training on anxiety for staff identified through looking at barriers to learning for pupils with the educational psychologist.

Whole school focus and training on learning pits, anxiety in school and growth mindset.

Pupil conferencing

Staff coaching

 

 

 

Training with Educational Psychologist.

H. Martin

C.Findlay

Termly

 

 

 

 

 

 

 

 

Spring half term

Total budgeted cost

£5,500

ii. Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Identified pupils boosted to close gap in learning.

Sound training

Good results over the previous year for pupils who have accessed the intervention.

Trained staff to run the intervention. Monitoring of intervention results.

 

H. Trevor

Ternly

Non-SEN pupils boosted to achieve Age Related Expectations or Greater Depth

 

1to1 targeted catch up support for identified individual pupils

 

 

Pupils can have bespoke intervention to close the GAP quickly. Previously used successful strategy

 

 

 

 

 

Target intervention for pupils to close gaps quickly and accelerate progress.

Close tracking of data to ensure that intervention is making a measurable difference to pupil progress.

Close liaison between teacher carrying out intervention and class teacher.

S. Morgan

 

C. Findlay

At data drop points

Barriers to reading accurately identified and addressed successfully.

Reading diagnostic tool

Advice from English advisor.

Staff training to ensure that all staff use the strategy effectively.

L. Neve

At data drop points

More able PP pupils to have access to a greater range of learning opportunities and experiences.

Able child events

Previous successful events. Events often run by lead practitioners and allow greater collaboration between pupils and staff from local schools,

Attend / organise events with local cluster of schools to share ideas and expertise.

S. Torbet

Termly

To ensure that identified pupils who sometimes find it hard to engage in classroom learning, are supported in developing their social and academic skills.

Use of the ready to learn room and increased knowledge and use of the ‘six strands’

A need within the school has been identified for pupils who find the classroom difficult.

Practise within the ready to learn room closely monitored both internally and externally.

Advice and training from the Primary Behaviour Support Service.

C. Findlay

Weekly with all staff involved.

To ensure all pupils have equal access to residential and outdoor educational visits and uniform.

Parents of PPG pupils to receive a uniform voucher to exchange for a school jumper or cardigan at the beginning of the year.

Parents of PPG pupils to be supported to fund visits and residentials as needed.

Pupils benefit greatly from the experience of residential and educational visits. Learning in school often builds upon these experiences and should be available to all.

Voucher given to all PPG pupils at the start of the academic year.

Parents made aware to ask for help within letters about trips if they are experiencing financial difficulties.

 

C. La-Garde

 

C. Findlay

 

L. Hoggan

Termly

Total budgeted cost

£100,820

iii. Other approaches

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

To support emotionally vulnerable pupils.

School counsellor

Previous good outcomes for this strategy. Unless pupils are emotionally stable they are unable to concentrate and access learning.

Trained counsellor employed and well known to school. Good communication between school, parents and school counsellor.

C. Findlay

Temly

To increase parental engagement in school life.

Parent Support worker

Previous good outcomes for this strategy.

 

 

Evaluation of sessions with parents.

Teaching staff to work alongside parent support with parents to offer a range of training for parents.

L. Hoggan

Temly

Contingency

£1700 – for unknowns

 

 

 

 

Total budgeted cost

£13,400

 

6. Review of expenditure

Previous Academic Year 2016/17

 

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

Close the gap between Non-SEN PPG and all pupils

Quality first hand teaching

Year 6 data showed that the gap between non-SEN PPG and all pupils was closed in reading and writing but not in maths.

Staff are clear about who the PPG pupils are in their classes and are targeting support. Greater staff awareness of the issues for non-SEN PPG and focus on these pupils at data drop points as a sub-group.

£90,000

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

Non-SEN pupils boosted to achieve Age Related Expectations or Greater Depth

 

1to1 targeted catch up support for identified individual pupils

 

 

Gap closed for pupils with intervention. In some cases pupils were moved from being ‘not on track’ to ‘close to’ and in other cases pupils made age related expectations after boosting.

Meetings between SLT, teachers where possible and parents for those pupils not making expected progress have proved beneficial in helping to identify pupils for 1:1 targeted support.

Targeted support to continue next year – teachers and LSA’s running interventions / closing the gap to liaise closely.

£8,160

Non-SEN pupils boosted to achieve Age Related Expectations or Greater Depth

 

Speech and language support

Assessments of pupils needs carried out – sometimes this highlights adaptations / teaching that class teachers can build into lessons.

At other times interventions have been led outside of the classroom by SaLT.

Within the year 6 cohort, achievement for non-SEN PPG pupils in reading writing and maths combined exceeded the achievement of all pupils as a group. Non-SEN PPG pupils achieved above or in-line with ‘all pupils’ in both reading and writing.

 

Assessment has meant that teachers have been able to accurately identify the barriers to learning for pupils and plan to overcome these quickly.

Speech and language support to continue for the forthcoming year.

£12,000

Non-SEN pupils boosted to achieve Age Related Expectations or Greater Depth

 

Sound Training

Sound training continues to be effective. Pupils making good ratio gains on programme.

Programme to be continued for the forthcoming academic year. Training to be given to additional LSA in order to expand availability of programme.

£5,000

SEN pupils make accelerated progress (twice chronological age progress)

1to1 intervention and small group programmes including: Easyread, Phongraphix,

Ratio gains for nearly all year groups and programmes have yielded good results. This has had an impact on pupils reading, spelling and number ability. However accelerated progress produced when carrying out an intervention programme is not always being transferred into pupils school work.

Skills developed as a result of intervention programmes need to be transferred back into class work by pupils, LSA’s and teachers can support this by showing pupils explicitly where their new learning fits into lessons. Non-negotiables to be drawn up for pupils so they know there is an expectation that they use the skills learned outside of the classroom.

Part of the £90,000 staffing allocation

£2,500 on support resources

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

To support emotionally vulnerable pupils.

Counselling

Pupils supported have reported positively about counselling intervention. Counselling has allowed some pupils to focus within the classroom more fully and therefore

Counselling to continue for vulnerable pupils

£5,400

 

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

 

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