Allocation 2014-2015

This document is designed to explain what Pupil Premium is, how we use it support learning and the impact it has on outcomes for our children.

In 2011, the Government introduced Pupil Premium Funding to raise achievement among disadvantaged children.  Pupil Premium Funding is allocated to children from low-income families who are currently known to be eligible for free school meals (FSM) in both mainstream and non-mainstream settings, the children who have been looked after continuously for more than six months and children whose parents service in the British Armed Forces.  In 2012-2013 eligibility for the Pupil Premium Funding was to be extended to pupils who have been eligible for FSM at any point in the last six years.

These groups of children have been identified nationally as achieving at a lower level than children from other backgrounds.  For example, national figures show that 11 year olds who are eligible for Free School Meals are approximately twice as likely not to achieve Level 4 in maths and English as other 11 year olds.

Pupil Premium at St. Edmund Campion School 2014-15
At St. Edmund Campion School, we are committed to ensuring that ALL our pupils make the best possible progress.  We track the achievement of EVERY child on an ongoing basis and do all we can to ensure each child achieves their full potential and that interventions are put into place where necessary.  Every child is given extra support if they need it and the Pupil Premium funding has allowed us to continue and extend this, particularly by increasing the one-one tuition provision and by employing a full-time Family Support Advisor.

Allocation of Pupil Premium Funding in 2014-15
The grant is to be spent on a variety of initiatives and interventions to ensure that pupils make good academic progress and also to ensure that they develop and become well-rounded, confident and happy individuals.  These initiatives will include:

  • One to one tuition
  • Booster groups
  • Free Morning Club
  • Free Homework Club
  • A variety of after school clubs
  • Residential and non-residential school trips
  • Teaching Assistant Support
  • Family Support Advisor
  • Target Setting and Feedback between teacher and pupil
  • Educational Psychologist support and advice
  • Emotional Literacy Support for pupils

Number of Children and Pupil Premium Grant (PPG)Expected 2014-15

Number   of children on role 399
Total   number of children eligible for PPG   19
Amount   of PPG received per child £   1300 x 15£   1900 x   1£     300 x   3
Total   Amount of PPG expected £22300

How we intend to spend the Pupil Premium Grant (PPG) in 2014-15

  • We will use our assessment tools, progress data and knowledge of the children to identify where the pupils may have weaknesses or gaps in their understanding so that we can provide appropriate interventions according to their individual needs e.g. provision of one-to-one tuition with a qualified teacher, provision of teaching assistant led booster groups, holding a ‘Numbers-count’ programme, using the Toe-by-Toe reading programme, small group work for reading, writing and maths;

OUTCOME – to increase attainment and confidence in reading, writing and maths

  • We will have regular meetings to ensure all staff work together to identify when a pupil may have non-academic concerns that may or may not affect their learning e.g. lunchtime staff may notice friendship / social / behavioural issues, office staff may notice financial difficulties, morning club staff may notice separation anxiety; once identified support can be provided accordingly;

OUTCOME – to increase confidence, develop and promote social and healthy development and independence

  • We will ensure our Family Support Advisor engages with as many families as possible, by holding a variety of parenting courses, attending home visits, having ‘open-door’ parent and pupil sessions, offering ongoing support where required, and liaising with groups of and individual pupils on a variety of subjects e.g. friendship / social / behaviour / family issues;

OUTCOME – to provide pupils and their parents with strategies to deal with difficult situations appropriately, to allow them to be happier, boost confidence, improve school attendance and therefore increase attainment

  • We will allocate every class teacher time to spend with their pupils on a one-to-one basis to provide feedback on their learning and set new targets for the future;

OUTCOME – children given the opportunity to act on the feedback, improve their work and increase attainment.

  • We will fund all school trips where a family may be experiencing financial difficulties;

OUTCOME – to increase social interaction, promote confidence, greater independence, better team-working, collaborative skills, to support knowledge and retention in subject areas and improve attitudes to learning

  • We will liaise with and bring in external specialists where a pupil or their family may need additional support e.g. bereavement counsellor, educational psychologist, speech therapist, behaviour support, occupational therapist, school nurse;

OUTCOME – to improve mental, physical and psychological well-being and communication skills

  • We will support our parents and carers through offering workshops and drop in sessions to talk about ways that they can support their child’s learning at home;

OUTCOME – to enable parents to support their child’s learning at home and ensure that homework is completed regularly and on-time

  • We will continue to employ an Emotional Literacy Support Assistant to work with groups of and individual children experiencing emotional or social difficulties;

OUTCOME – to promote confidence and better attendance, to improve self-esteem and positive interactions with others

  • We will introduce a programme of revision for SATs tests;

OUTCOME – increase attainment in KS2 English and maths

  • We will provide free places to morning club, homework club and extra-curricular activities held within school;

OUTCOME – improve social and healthy development, increase confidence, independence, teamwork and collaborative skills

  • We will put funding towards the refurbishment of our ICT suite and to introduce more laptops and IPADS;

OUTCOME – to improve access to ICT in the school to enable more children to use computers / tablets simultaneously in a variety of different subjects and thus, improve understanding and attainment

NB. We have used the research commissioned by the Education Endowment Fund (Sutton Trust Toolkit – http://www.cem.org/attachments/1toolkit-summary-final-r-2-.pdf) to concentrate on the ‘high / moderate impact for low cost’ interventions in order to maximise the outcomes for our pupils.

Impact

  • All PP pupils made progress in the year 2013-14.
  • In that year the Average Point Scores (APS) for READING for our Year 6 pupil premium group (2 children) was 30.  The national result was 27.5 APS. A difference of 2.5. We have closed the gap by 1.2 from 2 years ago.
  • The APS for WRITING for our Year 6 pupil premium group  was 27.  The national result was 26.2 APS. A difference of0.8. We have closed the gap by 1.4 from 2 years ago.
  • In Spelling, Punctuation and Grammar (SPAG) the Pupil premium group were in the hihest % of pupils progressing as expected, achieving at or above the average for outstanding schools.
  • In MATHS one pupil made expected progress whilst the other made better than expected progress.

As a result of the positive impact we are having on our pupil premium pupils the head teacher has been seconded to take on the role of Pupil Premium reviewer for schools in a category.

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