Pupil Premium at Coddington Primary School
Pupil Champion L Penn
What is Pupil Premium?
The Government has started a scheme named Pupil Premium. This Pupil Premium is allocated to local authorities and schools with pupils on roll in January 2012 that are known to have been eligible for free school meals at any time in the last six years, also children who have been Looked After for more than 6 months and those children who are from Service families. Since December 2013 this has now been extended to children who are post looked after children and are now adopted, part of a residential order or under special guardianship.
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
What is the intended impact?
Pupil’s progress is closely tracked and monitored to ensure that the next stages of learning are catered for. A suitable intervention, consolidation work or next steps to learning program is then put in place. Once the individual pupil has met the age related or above target they should be able to access their learning at a much better rate.
How is it used?
Schools have the freedom to spend the Premium, which is additional to the underlying schools budget, in a way they think will best support the raising of attainment for these pupils.
|Number of pupils in school||64|
|Proportion (%) of pupil premium eligible pupils||17%|
|Pupil premium funding allocation this academic year||£51,110|
|Recovery premium funding allocation this academic year||£12400|
|Pupil premium funding carried forward from previous years (enter £0 if not applicable)|
|Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year
Our ultimate objectives are:
- All children to have access to high-quality teaching as this has been shown to have the greatest impact on closing the gap.
- All children, regardless of their background and challenges, make good progress and achieve in all areas.
- All pupils can read fluently and with good understanding to enable them to access the breadth of the curriculum.
- All pupils have confidence and self-esteem.
- All pupils to be given the skills to look after their social and emotional wellbeing and to develop resilience.
- All children to become self-motivated, enthusiastic, and creative learners keen to achieve their full potential.
- All pupils will learn independently and collaboratively.
- All children to be self-aware, sensitive, caring individuals with respect for others and the environment.
- All children should be able to form and express ideas and questions and communicate effectively.
- All pupils enjoy their learning, experience success and be proud of their achievements.
- All pupils have the personal and social skills to be able to play an active and constructive role in society.
- All disadvantage children, including the high attainers, have access to targeted interventions in maths and reading.
Our Pupil Premium strategy forms part of our plans for education recovery across the school.
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|Challenge number||Detail of challenge|
|1||Some children, including disadvantage pupils, need not pass the phonics screening in Y1 and Y2. This impacts on their progress in reading in Key Stage 2.|
40% of our PP children were below age related in reading at the start of this year.
26% of all children were below age related at the beginning of this term.
10% of our PP were exceeding expectation at the beginning of this year.
16% of our children were exceeding at the start of the year.
Our formative and summative assessments and observations indicate that attainment in reading for our disadvantage pupils is below our non-disadvantage.
2020 outcomes for Year 6 in Reading were 88% at or above. 80% of FSM children were at or above. FSM6 86% were at or above.
2021 baseline assessments in Reading for Year 6 were 67% of PP are below. 69% of the year group are on track. A lack of engagement with home learning during Lockdown. PP assessments in Reading is below the National for 2021.
41% of our PP children were below age related at the beginning of the academic year.
26% of all children were below age related at the beginning of the school year.
6% of our PP children were exceeding at the start of the year.
14% of our children were exceeding at the start of the school year.
Our formative and summative assessments and observations indicate that attainment in maths for disadvantage pupils is below our non-disadvantage.
2020 outcomes for Y6 in Maths were 76% were at or above. FSM 40% were at or above. Only 57% of FSM6 were age related and above.
|4||Writing has also been identified as an issue for disadvantage children in Y3.
|5||Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantage pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantage pupils than their peers.|
|6||Teachers have completed a barrier to learning audit, completed observations, and had discussions with parents where they have identified some children with an emotional and social need.
|7||Teachers have noted that some PP children have had issues with accessing technology to complete homework tasks.
During lockdown PP were the least likely to particate in Zoom / online learning. Lockdown brought up issues around the lack of technology in the home. Children didn’t have the devices to complete their homework tasks.
Our times tables and spelling homework is online through TTRockstars and Spelling Shed.
Through a staff survey and through looking at our data attendance and lateness were highlighted as a concern in several of our disadvantage pupils.
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
|Intended outcome||Success criteria|
|Improved phonic knowledge in KS2.||Observation of Fresh Start lessons across KS2 and records kept show that these lessons take place regularly. Assessment shows an improvement in phonic levels and reading and writing shows improvement in phonic skills being used.
Phonic levels are regularly assessed to check progress.
|Improved reading attainment for disadvantage pupils.||NFER tests each term monitor progression.
By 2023 to 2024
KS1 and KS2 reading levels for disadvantage children are closer to National expectations.
|Improved maths attainment for disadvantage pupils.||Regular interventions are taking place across school and termly assessments are being used to monitor and evaluate progress.
By 2023-2024 KS1 and KS2 maths levels for disadvantage pupils are now closer to National expectations.
|Improve writing attainment for disadvantage pupils.||There is evidence of interventions and tutoring taking place and these lead to an improvement in writing levels for disadvantage pupils, so they are closer to school expectations.|
|Improved oral language across Foundation Stage and children are identified and the programme is assessed and monitored.||NELI has been implemented in Foundation Stage and in Nursery and the children’s progress in this area has been monitored.
There are records of SALT interventions to show an improvement in oracy.
|To achieve and sustain improved wellbeing for our disadvantage children.||Pupil questionnaires and parent consultations show well being has improved. Evidence shows that enrichment activities have taken place.
|Children to have access to technology so that they can complete their homework.||Children are accessing the homework clubs and have completed their tasks (TimesTablesRockstars and Spelling Shed).
Laptops are available for some children to use at home and school, and these are being used to complete set tasks.
Maths’s homework club takes place and PP children are attending and growing in confidence.
|Attendance for disadvantage pupils has improved. Children also arrive on time to their lessons.||Breakfast clubs should help improve punctuality.
Work with parents to improve attendance.
|Tutoring programme established across school to look at individual needs.||Tutoring programme will lead to attainment and progress in targeted groups, such as with Year 3 writing.|
Provision maps are recorded every term to ensure the provisions in place are relevant and measurable. Parents/carers are invited in for formal parents evening twice a year and informally once a year. Parents and Carers are encouraged to contact their class teacher if they have concerns and similarly the class teacher will contact parents if they are concerned that the expected levels of progress are not being made.
Mrs Penn is the Pupil Premium champion who can offer more support if it is felt necessary by parents/carers and class teachers. (firstname.lastname@example.org)