Pupil Premium Information 2018-2020

Pupil Premium is additional to main school funding and is allocated to schools for children who have been registered for free school meals at any time in the last 6 years, have been looked after for one day or more, are adopted from care or leave care under a Special Guardianship or Residence Order or whose parents have served in the armed forces in any of the previous 4 years. 

The aim of the funding is to help address the current inequalities which exist between these children and their peers by raising achievement and improving outcomes. High quality teaching and learning is important to all children, regardless of their background or situation; this is what we strive to provide at Abbeyfields and all staff are committed to this. 

It is important to note that not all children eligible for free school meals are low attaining or making poor progress. The individual needs of each cohort in any particular academic year will be assessed and planned for appropriately.

Click here to read our Pupil Premium Strategy Statement.

Impact of Pupil Premium 2018-2019

Pupil Premium Expenditure for 2018 – 2019 was £39,520.

Impact can be seen in terms of attainment and progress of pupils as the result of quality first teaching, targeted interventions, wider support and broad experiences/opportunities.

July 2019 outcomes

 Early Years

Good level of development

Cohort

 All Pupils

80%

59

 Pupil Premium

83%

6

 

 Phonics Check

Year 1

Phonics Check

Cohort

 All Pupils

80% 

60

 Pupil Premium

40%

10

Year 2

 All Pupils

92%

11

 Pupil Premium

0

1

 

 Key Stage 1

Reading

% expected +

Cohort

 All Pupils

88%

60

 Pupil Premium

50%

2

Writing

 All Pupils

80%

60

 Pupil Premium

50%

2

Maths

 All Pupils

89%

60

 Pupil Premium

50%

2

 

 Year 4

Reading

% expected +

Cohort

 All Pupils

86%

55

 Pupil Premium

50%

4

Writing

 All Pupils

80%

55

 Pupil Premium

50%

4

Maths

 All Pupils

83%

55

 Pupil Premium

25%

1

Expected Pupil Premium Income for 2019-2020: £35,140 

Planned Expenditure: £35,266

Year group (total)

Number of pupil premium children

Percentage of cohort

Nursery (41)

5

12%

Reception (53)

8

15%

Year 1 (60)

6

10%

Year 2 (60)

10

17%

Year 3 (63)

2

3%

Year 4 (61)

7

11%

Whole School % of disadvantaged pupils is 11% (38 out of 338 pupils)

 

 Barriers to future attainment for pupils eligible for pupil premium funding in 2019-2020

 A.   An increasing number of pupil premium children also have additional needs e.g. academic, social, emotional, concentration.
 B.  Some children are not able to complete homework tasks e.g. set homework, spelling, reading and times tables practice.
 C.  An increasing number of children require additional speech and language support and development of vocabulary.
 D.  Low self-esteem and low aspirations of some pupil premium children.

We will target the attainment and progress of this group in the following ways and spend our allocation as described below, taken from EEF-based strategies. 

Title

What we will do

Intended outcomes

Anticipated costs

Teaching Professional development:

  • Great North Maths Hub Teacher Research Group (mastery approach)
  • Early Reading – review and actions, focus on teaching of reading for lowest attaining pupils. 
  • Oracy – continue to develop high quality articulacy and comprehension
  • Thrive training – whole school approaches to supporting emotional and social development
  • Subject leadership – training with SIP and collaborative work with the Morpeth Partnership to strengthen leadership and knowledge of the curriculum (and provision)

Recruitment and retention:

  • Two newly recruited teachers to KS1 and KS2. Support for early years teachers will be accessed through the local authority, Three Rivers, Chartered College of Teaching, internal school mentors (key stage leaders)
Improved academic and personal outcomes for children in all areas of the curriculum:

  • academic
  • social
  • emotional

“All teachers are teachers of reading.”

The children will be able to be a fluent reader by the end of key stage 1 and use a variety of words – (Three Tiers – high frequency, academic words and technical specific vocabulary)

Increased knowledge and skills of subject leaders will lead to stronger provision across the school for all pupils.

Quality first teaching will have a positive impact and newly qualified teachers will feel empowered, supported and accountable.

Resources: £300 Thrive Training & Resources: £2,000. 

Employment of fixed term TA to concentrate on behaviour and emotional & social development: £8,598

Recruitment of additional 0.6 FTE KS2 teacher to release DHT to further support quality first teaching initiatives across school: £19,288

 

Targeted academic support Quality First Teaching

  • Move towards whole class teaching (e.g. maths mastery approach) to support mixed ability pupils, reorganisation of English provision (increased lesson time and balance of phonics/English)
  • Focus on Reading -, love of reading, early reading skills, phonic programme and progress, lower and higher attainers, application of skills, comprehension
  • Plan for local context and hidden curriculum to support and enhance current cohort provision e.g. raising aspirations and self-esteem 

Structured interventions and/or 1:1 support:

  • Teaching staff and support staff will work together to provide targeted academic support linking all intervention to quality classroom teaching e.g. speech and language intervention, nurture
  • Ensure any homework that is set in school is accessible to all or that certain pupils are given alternative opportunities within school time
Improved academic and personal outcomes for children in all areas of the curriculum:

  • academic
  • social
  • emotional
Wider strategies
  • Pastoral Lead will work with Academy Council on an Emotional Health and Well-being strategy for pupils and staff
  • The use of the Golden Room will be utilised to support pupils appropriately with social and emotional development
  • Providing external coaches (sport, music) and experiences such as visits and events to all pupils  – accessible to all
  • Promoting independence and resilience through taking responsibility and problem-solving
Attendance and punctuality will be at least Good.

Self-esteem and aspirations will have improved and have a positive impact on learning.

Lunchtime cover of Golden Room: £5,080

Lisa Shooter – Pupil Premium Lead