Pupil Premium Report to Parents

Principles

At Springhead Primary School:

We ensure that teaching and learning opportunities meet the needs of all of the pupils.
We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged
We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. 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 will be allocated following a needs analysis which will identify priority classes, groups or individuals. The use of the funding will be monitored closely.

Provision

The aims of our provision are:

For all children to make progress and achieve their full potential

To use a rigorous marking system and formative assessment to identify when a target or objective is not met and provide short, sharp targeted responses to the child. The child is then assessed to show whether the intervention has worked. (Immediate Intervention)

To provide opportunities and experiences to raise pupil and parental aspirations and expectations.

To provide a wide range of enrichment experiences to develop pupils knowledge, understanding, vocabulary and learning attitude.

To provide small group opportunities with the focus on overcoming gaps in learning, concentration or social interaction skills

The range of provision the school may consider include:

1:1 support
Additional teaching and learning opportunities provided through trained Teaching Assistants or external agencies
Teaching Assistants leading Nurture groups and groups focused on developing learning skills
Acquiring effective materials aimed at raising standards, particularly in reading and mathematics.
Our work through the pupil premium will be aimed at accelerating progress moving children to at least age related expectations. Much of this will be in Literacy and Numeracy.
Pupil premium resources may also be used to target all children, including able children, to ensure they make good progress.
Pupil premium will also be used to enrich children’s learning experiences – activities such as whole class music tuition in years 3 and 5, sports coach delivering lunchtime activities and theatre groups visiting the school. In addition to enriching learning teachers will ensure that these activities are used to give maximum impact to learning within the classroom by providing, for example, a stimulus for learning.
Pupil Premium will also be used to provide enrichment activities beyond the classroom such as engagement in RSC events and projects with other schools.
The school will publish information on how they have used their Pupil Premium Grant to address the issue of ‘narrowing the gap’, for socially disadvantaged pupils.

2012/13 OFSTED report said;

Pupils eligible for the pupil premium make good progress in line with other pupils. This funding is used effectively to provide a range of support, such as training for reading volunteers to accelerate reading skills, and to pay for activities such as drama and history workshops to expand these pupils’ range of learning and worthwhile experience. The outcome of the additional support is shown in pupils’ greater confidence and achievement.

Governors are fully aware of the pupil premium and how it is used to aid these pupils’ learning with well-targeted, additional help and learning opportunities. Their understanding of data enables them to determine the impact this funding has on pupils’ progress and, consequently, governors make sure that these pupils do not fall behind and consistently achieve well.

The progress of pupils eligible for pupil premium funding is carefully tracked. In the academic year 2016/17 the average attainment of pupil premium children was broadly the same as other children Springhead and above the national average. The progress of pupil premium children was above other children in reading and maths and slightly below in writing.

In 2016/17 the school had £77000 funding.

The use of this funding included:

Teaching Assistants working in classrooms are partly paid by Pupil Premium funding to provide targeted support for the children (£36000) (25% TA time)
Whole class violin and trombone music tuition provided by the County Music Service (£4000)
Subsidising the cost of residential visits (£4000)
Purchase of educational computer programs that can target learning and allowing use at home such as Education City and Spellodrome (£4000)
Resources to develop the reading scheme and make it more appealing to the children (£1000)
Small group tuition for literacy and maths (Year 6 boosters) ( £6000)
Involvement in the RSC Learning and Performance Network to improve teachers skills in developing an active approach to learning and enhancing the children’s learning experiences this included taking children to Stratford to perform at The RSC, working with local schools and practitioners from The RSC (£4000)
Specific 1:1 or small group support for children (£4000)
Beanstalk targeted reading programme (£1500)
Resources for small group teaching (£400)
Purchase of Numicon resources to support maths teaching (£600)
Visiting musicians, theatre groups, drama workshops, author visits (£2000)
Project to develop readiness to learn (£2000)
Subsidies for trips (£1000)
Purchase of Maths Inspire Scheme with a focus to raise standards in maths and particularly increase the % of pupils learning at greater depth (£3500)
Small group intervention and nurture groups (£2000)
Forest schools (£1000)
Young Voices Choir Performance, music performances at The Vic Hall and The New Vic Theatre (£3000)
Uniform subsidy (£400)

All children at Springhead will have an equal opportunity to all that is on offer irrespective of race, gender, religion, socio-economic group or how their parents or Government fund their mid-day meal. Funding will be used to support children where there is a need.

The school will monitor and track the progress of children eligible for pupil premium.

The school will monitor the impact closely and the quality of interventions will be reviewed to see what impact they are making.

We are aiming for long term impact on children’s learning:

To get an indication of the impact we have analysed year 6 results and progress over the last 5 years:

A progress score of 100 is average.

Year	Springhead	Springhead Disadvantaged	National Disadvantaged
12-13	101.5 (sig +) – Top 25%	101.8 (sig +) Top 5%	99.8
13-14	100.4 - top 40%	100.1 - top 40%	99.7
14-15	101.7 (sig +) – Top 25%	102.0(sig +) top 5%	99.8

In 2015/16 the assessments changed:

Reaching the expected standards	Springhead	National	Sp Head Disad	Nat disadv
Rd, wr, ma combined	62% (top 30%)	54%	56% (top 30%)	38%
Reading	81% (top 20%)	67%	78% (top 20%)	55%
Writing	77% (top 50%)	74%	67% (top 50%)	64%
Maths	69% (top 50%)	75%	67% (top 40%)	59%
Grammar, punctuation, spelling	81%	72%	73%

Progress 2015/16:

	SPH	Nat	SPH Disadv	SPH disadv without SEN
Reading	2.1(top 20%)	0	2.0	4.0
Writing	1.8(Top 30%)	0	0.9	2.6
Maths	0.4(Top 40%)	0	-0.4	0.9

In 2016/17:

Reaching the expected standards	Springhead	National	Sp Head Disad	Nat disadv (2016 results)
Rd, wr, ma combined	72%	61%	70%	38%
Reading	83%	71%	80%	55%
Writing	90%	76%	70%	64%
Maths	86%	75%	90%	59%
Grammar, punctuation, spelling	83%	72%	82%

Progress 2016/17:

	SPH	Nat	SPH Disadv	SPH disadv without SEN
Reading	2.2 (top 20%)	0	4.2	3.3
Writing	3.3 (top 15%)	0	3.0	4.2
Maths	2.2 (top 20%)	0	2.6	1.7

This data shows that the progress of all children and disadvantaged children at Springhead has been consistently above the national average. In one year, where there has been a specific subject that has been lower, this has not been sustained the following year. This is an indication that our approach to using pupil premium is impacting.

In the last four years the average progress of all children and children eligible for pupil premium was above the national average level of progress, this is evidence that our use of pupil premium funding has been effective.

In addition to attainment and progress in literacy and numeracy, the strategies are impacting on the children’s motivation and readiness to learn.

Where a child has not made progress, they are targeted with additional support.

In the academic year 2017/18 the Pupil Premium funding will equal £82000. The break-down of how this will be used will be similar to the previous year. The progress of children will continually be monitored and support provided where required.