Pupil Premium

What is the Pupil Premium Grant?

In 2011 the Government introduced the Pupil Premium Grant. The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. If you have children currently eligible for free school meals or have been in the last 6 years, we will be using the Pupil Premium Grant to raise their attainment and to provide wider opportunities, where appropriate.

Who is responsible for the strategic allocation of the Pupil Premium Grant within our school?

The Pupil Premium Co-ordinator (a member of our Senior Leadership Team) is responsible for the coordination of specific provisions that are in place to support the Pupil Premium children and their individual educational requirements. The Pupil Premium Co-ordinator is contactable via the school office. The Pupil Premium coordinator will liaise with staff to frequently monitor the progress of these pupils, teach pupils and plan further interventions should progress not improve at the expected rate. Regular liaison with the SENDco is key to ensure appropriate provision is made and to  liaise with a wide range of external agencies, who are able to give more specialist advice, if needed.

Main barriers faced by disadvantaged pupils

Children entitled to free school meals (FSM) encompass the full spectrum of needs and backgrounds in the school community, including white and minority ethnic pupils, looked after children, most able pupils and those with special educational needs (SEN). Consequently, the barriers and challenges disadvantaged pupils face can be complex and varied – there is no single difficulty faced by all. Barriers can lie within schools, with learners and their families. It is, therefore, important to analyse where pupils have multiple barriers to learning to ensure a good deep understanding of children and their families. 

 How successful schools raise the attainment of disadvantaged pupils?

1. Promote an ethos of attainment for all pupils, rather than stereotyping disadvantaged pupils as a group with less potential to succeed.

2.Have an individualised approach to addressing barriers to learning and emotional support, at an early stage, rather than providing access to generic support and focusing on pupils nearing their end-of-key-stage assessments

3. Focus on high quality teaching first rather than on bolt-on strategies and activities outside school hours. 

4.Focus on outcomes for individual pupils rather than on providing strategies. 

5.Deploy the best staff to support disadvantaged pupils; develop skills and roles of teachers and Teaching Assistants, rather than using additional staff who do not know the pupils well. 

6.Make decisions based on data and respond to evidence, using frequent, rather than one-off assessment and decision points. 

7. Have clear, responsive leadership: setting ever higher aspirations and devolving responsibility for raising attainment to all staff, rather than accepting low aspirations and variable performance

8. Address behaviour and attendance and invest in individualised problem-solving and emotional support.

(From DfE publication: Supporting the attainment of disadvantaged pupils: articulating success and good practice Research report November 2015)

Our school strives to raise the attainment of disadvantaged pupils as part or our commitment to raise academic standards of all our pupils. We ensure quality teaching for all, ensure that pupils' attendance is good  and provide behaviour and emotional support to pupils - as necessary.  We make every effort to understand every pupil as an individual and tailor intervention programmes accordingly. Additionally, we monitor attainment regularly and intervene to address individual learning needs. 

 

 

Pupil Premium Progress and Attainment at the end of Key Stage 2
 For the academic year ending 2017 (based on unvalidated SATS results.  Validated results will be available February 2018 
  • 60% of our Pupil Premium Pupils met the National Standard (Scaled Score  of 100 or more) in Reading.  30% attained Higher Score (110 plus). This is above national for all pupils. 
  • The average Scaled Score in Reading for our Pupil Premium Pupils is 103.0 (National for all pupils is 104.0)
  • 60% of our Pupil Premium Pupils met the National Standard (Scaled Score  of 100 or more) in Spelling, Punctuation and Grammar.  40% attained Higher Score (110 plus).  This is above national for all pupils.
  • The average Scaled Score in Spelling, Punctuation and Grammar  for our Pupil Premium Pupils is 103.0. (National for all pupils is 106.0)
  • 70% of our Pupil Premium Pupils met the National Standard (Scaled Score  of 100 or more) in Mathematics.  30% attained Higher Score (110 plus).  This is above national for all pupils
  • The average Scaled Score in Mathematics for our Pupil Premium Pupils is 103.0. National for all pupils is 104.0
  • 70% of our Pupil Premium Pupils met the National Standard in writing. 
 For the academic year ending 2016
  • 100% of our Pupil Premium Pupils met the end of Key Stage 2 expectations in Writing and 20% were working at greater depth
  • 100% of our Pupil Premium Pupils achieved Scaled Score of 100+ in Reading
  • The average Scaled Score for Reading was 105 which was 1.1 points more than the non-PPF pupils
  • 83% pupils achieved Scaled Score of 100+ in Mathematics
  • The average Scaled Score in Mathematics was 105.3.
  • The average Scaled Score in Grammar, Punctuation and Spelling was 104.7
A detailed analysis of the impact on pupil outcomes due to the strategic allocation of the Pupil Premium Grant is detailed in the document ‘Pupil Premium Spending, Evaluation Of Impact 2015-16’.
 For the academic year ending 2015
  • Woodside was one of 20 schools in Buckinghamshire where 100% of the disadvantaged pupils made expected plus progress in Maths (out of 219 primary schools)
  • Woodside was one of 30 schools in Buckinghamshire where 100% of the disadvantaged pupils made expected plus progress in Writing (out of 219 primary schools)
  • Woodside was 5th in county for the value added measure  for disadvantaged pupils in Reading, Writing and Maths combined (VA=101.4) and our Valued Added measure was above National averages in each subject
  • The percentage of disadvantaged pupils exceeding expected progress in reading and writing was above the National average.
 A detailed analysis of the 2015 KS2 data for pupil Premium is detailed in the document 'Achievement and attainment for disadvantaged pupils 2015'