PUPIL PREMIUM GRANT
The Pupil Premium Grant is additional funding given to schools and academies to:
raise the attainment of disadvantaged pupils and close the gap between them and their peers.
support children and young people with parents in the regular armed forces.
It was first introduced in April 2011. Since then the amount schools and academies receive has increased. Schools and academies will receive funding based on the number of pupils who have been eligible for free school meals at any point in the last 6 years (Ever6).
FUNDING ALLOCATION FOR 2016 – 2017 - this has not changed for 2017 - 2018
£1,320 for each eligible primary aged pupil
£1,900 for each Looked After Child
£300 for each Service Child
The Department for Education has clear expectations how the Pupil Premium Grant may be spent;
for the purposes of the school ie; for the educational benefit of pupils registered at that school
for the benefit of pupils registered at other maintained schools or academies
on community facilities eg; services whose provision furthers any charitable purpose for the benefit of pupils at the school or their families, or people who live or work in the locality in which the school is situated
The grant does not have to be completely spent by schools in the financial year beginning 1 April 2017; some or all of it may be carried forward to future financial years.
KEY PRINCIPLES FOR USING THE PUPIL PREMIUM GRANT AT HIGHLEES PRIMARY SCHOOL:
- Highlees has an academy wide commitment to raise achievement for pupils who are eligible for Pupil Premium and knows these pupils must make faster progress than non-eligible pupils and is determined to achieve this.
- Highlees never confuses eligible pupils with low ability and strives to ‘bring out the best’ in this group of pupils and support them to achieve the highest levels.
- Highlees creates an overall package of support aimed to tackle the range of barriers including; attendance, behaviour, external factors, professional development focussing on improving outcomes for eligible pupils, improving the quality of teaching and learning, language acquisition, parental engagement, opportunities for first hand experiences and development of literacy and numeracy skills.
- Highlees uses assessment systems to track and enable thorough analysis of data (Reading, Writing and Maths) to identify pupils who are underachieving and why.
- Highlees directs resources and interventions to accelerate progress of eligible pupils in order to strive to diminish the difference in the gap in attainment with non-eligible pupils.
- Highlees uses data to carefully track the impact of targeted spending (interventions, projects or pedagogy) on attainment and progress of eligible pupils.
- Senior Leaders have a clear overview of how funding is allocated and the difference it is making to the outcomes of pupils termly.
- Highlees ensures class teachers, phase leaders and subject leaders know which pupils are eligible for Pupil Premium so they can take responsibility for accelerating progress and accountability is shared across the academy.
- The Local Governing Body is ambitious for pupils and closely monitors the academy’s effectiveness in closing the gap between different groups of pupils.
Highlees is a diverse primary school with 46% of pupils being eligible for the Pupil Premium Funding. 10% of our eligible pupils have a Special Educational Need. 66% have English as an additional language compared to 31% White British pupils (September 2017).
The school has identified the following barriers:
We believe a multi-faceted approach offers the best opportunity for eligible pupils to succeed and the gap between eligible and non-eligible pupils closes. We believe the key to narrowing the gap between the highest and lowest achieving pupils is thorough QFT. The school regularly monitors the impact of actions and interventions through observations, pupil interviews, work scrutiny as well as tracking of pupil attainment and progress.
SCHOOL PROFILE FOR ELIGIBLE PUPILS - September 2017
SUMMARY OF END OF KS1 PERFORMANCE IN 2016 – 2017 (UNVALIDATED DATA)
SUMMARY OF END OF KS2 PERFORMANCE IN 2016 – 2017 (UNVALIDATED DATA)
ATTENDANCE DATA 2016 - 2017
Results from 2017 Statutory Assessment at the end of Key Stage 2 (unvalidated data) shows an overall decline in the percentage of eligible pupils achieving the expected standard in Reading, Writing and Maths combined. The picture at the end of KS1 follows the same trend as KS2. Phonics data at the end of Year 1 shows a significant improvement in 2016 (20% for disadvantaged) and the difference has reduced from 11% to 7%. Cumulative data in 2016 is an improving picture with the percentage of disadvantaged pupils achieving the expected standard exceeding all pupils. 2017 school data for Phonics indicate pupils eligible for pupil premium have continued to show an improving picture.