Arboretum Primary School
Pupil Premium Strategy 2019-2022
What is Pupil Premium?
Pupil Premium is funding allocated to schools for the specific purpose of boosting the attainment of pupils from low-income families. Funding is based on children who have registered for a free school meal at any point in the last 6 years, children who are in care or adopted, and children whose parents are currently serving in the armed forces.
The Early Years Pupil Premium (EYPP) is additional funding for early years settings to improve the education they provide for disadvantaged 3- and 4-year-olds.
Our philosophy
At Arboretum Primary School we value the abilities and achievements of all its pupils, and are committed to providing each pupil with the best possible environment for learning. We recognise that each child is unique and will have different needs, which may well vary throughout their time in the school. We have planned to spend our Pupil Premium funding to try to give them all the support that they need to “Reach for the Stars”. We believe in maximising the use of the pupil premium grant (PPG) by utilising a long-term strategy aligned to the SIP. This enables us to implement a blend of short, medium and long-term interventions, and align pupil premium use with wider school improvements and improving readiness to learn.
Overcoming barriers to learning is at the heart of our PPG use. We understand that needs and costs will differ depending on the barriers to learning being addressed. As such, we do not automatically allocate personal budgets per pupil in receipt of the PPG. Instead, we identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly.
Our priorities
Setting priorities is key to maximising the use of the PPG. Our priorities are as follows:
Barriers to future attainment
Academic barriers to attainment |
Non-academic barriers to attainment |
Low levels of literacy on entry- basic reading and writing skills – compared to the National Average |
Poor attendance- extended and persistent absentees |
Poor language and communication skills |
Poor behaviour of some children |
‘Outstanding’ teaching not present in every classroom |
Lack of parental engagement in some hard to reach families |
Lack of targeted support and staff to provide this |
Arriving at school hungry, late and not ready to learn |
Lack of school readiness |
Lack of focus and confidence due to poor mental health and wellbeing |
English is often an Additional Language at home |
School is located in an area of high deprivation |
Lack of learning materials at home e.g books |
Lack of wider experiences our children have access to |
Low levels of resilience and stamina in learning tasks |
Low levels of academic proficiency and confidence in parents |
Low maths skills on entry – basic number and calculation knowledge – compared to the National Average |
Cultural expectations and lack of importance placed on education |
Our implementation process
We believe in selecting a small number of priorities and giving them the best chance of success. We also believe in evidence-based interventions and learning from our experiences, which is why we utilise annual light-touch reviews to ensure our approach is effective and we can cease or amend interventions that are not having the intended impact.
We will:
Explore
Prepare
Deliver
Sustain
Our tiered approach
To prioritise spending, we have adopted a tiered approach to define our priorities and ensure balance. Our tiered approach comprises three categories:
Within each category, we have chosen two or three interventions. This focused approach ensures the best chance of success for each intervention.
Quality of Teaching
Good and Outstanding teaching is the most important lever schools have to improve outcomes for disadvantaged pupils. Using the PPG to improve teaching quality benefits all pupils and has a particularly positive effect on children eligible for Pupil Premium.
Our priority at Arboretum Primary School is to ensure that a highly effective teacher is in front of every class, and that every teacher is supported to keep improving.
Encouraging self-led professional development: Facilitating weekly CPD opportunities for all teaching staff.
Targeted academic support
At Arboretum Primary School we consider carefully how staff are deployed to provide specific targeted academic support either in a one to one or small group situation.
Wider strategies
At Arboretum Primary School we aim to focus on the most significant non-academic barriers to success in school, including attendance, behaviour and social/emotional support.
Our review process
Annually reviewing a one-year pupil premium plan and creating a new plan each year is time-costly and ineffective. This three-year approach allows us to dedicate more time up-front and introduce light-touch reviews annually.
During a light-touch review, we will review the success of each intervention, based on evidence, and determine the most effective approach moving forwards – adapting, expanding or ceasing the intervention as required.
Individual targets are set for each pupil in receipt of the PPG and their progress towards achieving these targets is analysed at the end of interventions.
The progress of pupils in receipt of the PPG is regularly discussed with subject teachers.
Once the three-year term has been completed, a new three-year strategy will be created in light of the lessons learned during the execution of the previous strategy, and with regard to any new guidance and evidence of best practice that becomes available. The Head Teacher is responsible for ensuring a pupil premium strategy is always in effect.
How will the school measure the impact of Pupil Premium Funding?
Accountability
Ofsted inspections will report on the attainment and progress of disadvantaged pupils in receipt of the PPG.
The school is held to account for the spending of the PPG through the focus in Ofsted inspections on the progress and attainment of the wider pupil premium eligible cohort; however, they will not look for evidence of the grant’s impact on individual pupils, or on precise interventions.
The school publishes its strategy for using the pupil premium, a link to the school and college performance tables and the schools’ performance table page on the school website.
Our funding
Funding summary: Year 1 |
||||||
Total number of pupils |
525 |
PPG received per pupil |
£1,320 |
Indicative PPG as advised in School Budget Statement |
£231,000 |
|
Number of pupils eligible for PPG |
175 |
Actual PPG budget |
£ |
|||
Projected Total Spend |
£238,939 |
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Funding estimate: Year 2 |
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Estimated pupil numbers |
525 |
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Estimated number of pupils eligible for PPG |
160 |
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Estimated funding |
£211,200 |
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Funding estimate: Year 3 |
||||||
Estimated pupil numbers |
525 |
|||||
Estimated number of pupils eligible for PPG |
150 |
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Estimated funding |
£198,000 |
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Please refer to the attached pdf for our 3-year_long-term-pupil-premium-strategy 2019.
Pupil Premium Impact Report
2018-19
What is Pupil Premium?
Pupil Premium is funding allocated to schools for the specific purpose of boosting the attainment of pupils from low-income families. Funding is based on children who have registered for a free school meal at any point in the last 6 years, children who are in care or adopted, and children whose parents are currently serving in the armed forces.
The Early Years Pupil Premium (EYPP) is additional funding for early years settings to improve the education they provide for disadvantaged 3- and 4-year-olds.
Funding Received 2018-19
Our Pupil Premium funding for the 2018-19 academic year was:
Autumn 2018 |
£79,640 |
Spring 2019 |
£59,730 |
Summer 2019 |
£96,250 |
Total |
£235,620 |
Our Early Years Pupil Premium funding for the 2018-19 academic year was: £4,181
Our Approach
At Arboretum Primary School we value the abilities and achievements of all its pupils, and are committed to providing each pupil with the best possible environment for learning. We recognise that each child is unique and will have different needs, which may well vary throughout their time in the school. We have planned to spend our Pupil Premium funding to try to give them all the support that they need to “Reach for the Stars”.
Expenditure
Total Pupil Premium funding received |
£235,620 |
Pupil Premium funding brought forward |
£11,871 |
Total Pupil Premium funding expenditure |
£270,773 |
Additional expenditure committed from school budget |
£23,282 |
Total Early Years Pupil Premium funding received |
£4,181 |
Total Early Years Pupil Premium funding expenditure |
£4,200 |
Additional expenditure committed from school budget |
£19 |
Outcomes – 2019 Data
Phonics
|
ALL |
Disadvantaged |
Other |
National |
Year One |
91% |
81% |
93% |
82% |
Year Two |
71% |
50% |
80% |
56% |
KS1 - Year Two
|
ALL |
Disadvantaged |
Other |
Reading |
73% |
65% |
76% |
Writing |
61% |
59% |
62% |
Maths |
84% |
88% |
83% |
KS2 - Year Six
Progress KS1- KS2 |
ALL |
Disadvantaged |
Other |
Reading |
-0.5 |
-2.73 |
0.18 |
Writing |
-2.3 |
-3.55 |
0.17 |
Maths |
-0.5 |
-2.46 |
0.21 |
Attainment |
ALL |
Disadvantaged |
Other |
Reading S Score |
103 |
100.5 |
105 |
Reading ex+ |
64% |
50% |
76% |
Writing ex+ |
55% |
42% |
81% |
Maths S Score |
104 |
102.3 |
105.6 |
Maths ex+ |
77% |
58% |
82% |
SPAG ex+ |
81% |
75% |
81% |
Spelling average mark |
14 |
12 |
13 |