How can I find out if my child is entitled to the Pupil Premium funding?
The process for applying is straightforward and confidential. You can check online using a ‘Free School Meals / Pupil Premium Service’ at www.fsm.lgfl.net. After entering essential details into the website, the online application process links to the Department for Education system for checking eligibility and gives an immediate ‘yes’ or ‘no’ response, and will notify our school. Alternatively, you can speak to Mrs Pagan, in the office, who will be able to assist you through this process. All applications will be treated in confidence.
Children in Reception and KS1 are automatically entitled to a free school lunch; however, registering your child for free meals will entitle them to additional support with the cost of school visits, PTA events and extra-curricular clubs, as well as raising additional funds for the school.
Pupil Premium Report 2018 – 2019
What is Pupil Premium?
Pupil Premium is allocated to schools for children of statutory school age from low income families who are eligible for Free School Meals(FSM), for children who are looked after by the local authority(LAC) and to children whose parents are currently serving in the Armed Forces.
Schools are able to spend the pupil premium as they see necessary to support the children who are in receipt of it. However, for accountability purposes, schools are required to show clearly how and where the money is spent.
Pupil premium strategy statement: Happisburgh CE VA Primary and Early Years School
|1. Summary information|
|School||Happisburgh CE VA Primary and Early Years School|
|Academic Year||2018/19||Total PP budget||£20,620||Date of most recent PP Review||n/a|
|Total number of pupils||92||Number of pupils eligible for PP||16||Date for next internal review of this strategy||Jan 19|
|2. Current attainment (KS2 2018)|
|Pupils eligible for PP (your school)||Pupils not eligible for PP (national average)|
|% achieving ARE in reading, writing and maths
|3. Barriers to future attainment (for pupils eligible for PP, including lower attaining pupils)|
· Some children are slower than their of peers in acquiring phonics, spelling and writing skills.
· Challenging for children to become involved in conversation and discussion resulting in low language and communication skills.
· Pupils entering school have poor speech, communication and language skills and slower development in all areas of literacy.
|B.||Development of self-confidence and social and emotional aspects of learning especially for the lower attaining and SEND pupils
· Pupils with low self-esteem find it difficult to do their best.
· There is little motivation to learn for PP pupils.
· Pupils experience emotional and attachment needs.
· Need support and guidance in interacting with peers positively.
|C.||Very Low attainment and progress of PP/SEND/LAC pupils
· Significant amount of PP children have high SEN needs.
· Need differentiation within the curriculum on a daily basis.
· Some of these children are making slow progress in core subjects.
· Some PP children are higher attaining pupils but still lack aspiration and motivation.
|External barriers (issues which also require action outside school, such as low attendance rates)|
|Low aspiration; lack of support at home, low attendance
|2.||Ruralisation and many parents who are in employment on very low paid work.|
|3.||Historic low parental engagement.|
|4.||High Percentage of Mental Health problems in children with Pupil Premium|
Desired outcomes Success criteria
|A.||Pupil premium pupils achieving EXP in maths and writing.||Ensure pupils reach national for combined PP.|
|B.||Pupil premium children to have full access to the curriculum including school trips, after school clubs, breakfast club and residential trips.||All children to be offered support to meet the cost of additional trips/clubs/residential particularly focusing on wrap around care.|
|C.||Pupil premium children to have full access to mental health support with pastoral worker.
|Referrals to be cross referenced to PP register. Children able to talk about their feelings during pastoral support.|
|D.||School to work cooperatively with parents to improve outcomes for pupils.||Parents engaged in their children’s learning.|
|4. Planned expenditure|
|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?|
|Extra challenge for fluency and reasoning in maths and increased opportunities to write through the development of ‘Speaking For Stories’.
|All children to receive quality first teaching.
|Sutton Trust found that, ‘The effects of high quality teaching are especially significant for pupils from disadvantaged backgrounds: over a school year, these pupils gain 1.5 years’ worth of learning with very effective teachers.’||Monitoring and governor monitoring of teaching and learning outcomes.||HT/English coordinator
|Yearly and within performance management cycle|
|Provide specialist interventions to close gaps in learning.||Staff trained to deliver Speech and Language interventions.
Provide pastoral support sessions on a one to one and group basis. Pastoral support for parents when needed.
|Staff will feel confident to deliver intervention programmes and fill gaps in learning.||Monitoring of interventions to ensure they are effective. Tracking and data analysis of pupils.
Pastoral support sessions will show their impact and that they are effective in raising self-esteem.
|Carefully monitor progress of children through regular pupil progress meetings.||Staff will meet with Headteacher termly to discuss and analyse the progress of vulnerable children. Appropriate support and interventions will be agreed||Staff will be fully aware of the needs of vulnerable groups and provision will be highly effective. Regular monitoring of teaching and learning through lesson observations and book scrutiny.||Parental engagement increased and becomes part of the process of agreeing and providing for vulnerable children.||HT/All class teachers||Termly|
|For PP pupils in Years R-Y6 to make (or exceed) expected progress. particularly in writing.
|Children below ARE or not making good progress to receive intervention to accelerate their learning/progress.
|All class teachers to identify all children who are below ARE or have not made enough progress since the last Key Stage. ALL Pupil Premium children identified.
Meetings with parents (at least termly) for all pupil premium children who are on SEND report and targets discussed for Pupil Profiles with parents.
Termly Pupil Progress Meetings will be used to identify pupils strengths and Barriers to learning.
|Ongoing Development of Whole Child Assessment|
|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?|
|Increased parental engagement to support children’s learning.
|Parent workshops to be delivered in relation to a range of subjects. Family learning sessions every half term.
|Evidence suggests that there is a positive correlation between parental engagement and children’s attainment. We want to increase the involvement of parents, particularly those with children in receipt of pupil premium.
|Regular invites to classroom:
Inspirational Maths Week
Termly intervention meetings
For pupils to have basic needs met to ensure they are ready physically, mentally and emotionally ready to learn.
Employment of Family pastoral worker.
For pupils to access a range of social/ cultural/ sporting experiences, visits, visitors and activities.
Subsidised daily breakfast club and increased places for PP pupils.
To build relationships with pupils/families. To provide/locate support. To liaise with relevant services.
Pupils will partake in after school clubs, residential trips, school trips and visitors from other cultures to come into school.
The EEF found that breakfast clubs that offer a free and nutritious meal before school can boost reading, writing and maths results by the equivalent of two months’ progress per year.
Research (and common sense) tells us that families and parents are critical to pupils’ attainment. Feinstein and Symons (1999) found that parental interest in their child’s education was the single greatest predictor of age 16 achievement.
Pupils’ horizons will be broadened and they will learn more about sport, culture, history and geography.
Breakfast clubs improve attendance/punctuality. Attendance will be monitored/focus on school Christian values in collective worship on weekly basis.
Feedback from parents and pupils.
Pastoral worker will report to HT
Half termly planning meetings within SLT will be used to support the delivery of a knowledge rich curriculum
Breakfast club worker
Pastoral support worker.
|Total budgeted cost: £20,620|
|Previous Academic Year:|