Pupil Premium

Pupil Premium and Pupil Premium+ Funding

Aspirations, Allocation and Impact for 2016-2018

Rationale

Pupil Premium Funding was introduced in 2011 to improve outcomes for disadvantaged learners, and to close the attainment gap between them and their peers.

In 2013, the DfE introduced pupil premium plus funding for looked after and previously looked after children. This was in recognition of the part schools played in supporting children who have had a difficult start in life.

Pupil premium funding is allocated to support children from the following groups:

Children from families with low income and who are eligible for free school meals;
Children who have been subject to a residency order or been adopted after being in care since 2005;
Children with parents in the armed forces

The Pupil Premium Lead at Meridian is The Headteacher. A Higher Level Teaching Assistant acts as the Pupil Premium Champion.

The allocation and monitoring of Pupil Premium Funding is the responsibility of the Headteacher and the Inclusion link Governor.

At Meridian Primary, the Pupil Premium Funding facilitates access to the curriculum, provide additional teaching and learning opportunities and additional support and intervention. Our aim is to support children’s social and emotional well-being; and improve their progress and attainment in English and maths so that we narrow the gap between disadvantaged children and their peers.

Statistical Information

	No. of Children on roll	No. of Children receiving Pupil Premium	% of All Children receiving Pupil Premium	Total Pupil Premium Funding received
2014-2015 Financial Year	213	21	9.9%	£26,100
2015-2016 Financial Year	211	21	10.0%	£30,640
2016-2017 Financial Year	217	21	9.7%	£29,460
2017-2018 Financial Year	199	20	10.05%	£26,000

Pupil voice

A summary of a recent monitoring survey with some of the children highlighted that…

Children were all keen to talk about their learning and were happy to make mistakes.

They were all able to articulate one thing they felt they needed to improve on.

Outcomes from 2016-2017	Impact
Attainment improves for Pupils in receipt of Pupil Premium	Attainment has improved in Y6 SATs outcomes for pupil premium children. Most achieved expected in all areas at Y6. 100% of Children in receipt of pupil premium obtained a good level of development in EYFS. 50% of pupil premium children met the phonics threshold in Y1. 100% of our Pupil Premium children obtained KS1 reading and 50% obtained writing and maths.
2. Expected or better progress for children in receipt of PP funding	All pupil premium children in all year groups Rec – Y6: Progress measured from their Autumn 1 2016 starting points to July 2017. All children made progress; we have been measuring a good standard of progress per year groups. Reading: 83.4% good or better progress in reading Writing: 55% good or better progress in reading Maths: 50% good or better progress in maths
3. Higher rate of progress made by higher attaining children in receipt of Pupil Premium Funding.	In Y6, one child made accelerated progress in English, particularly in the reading SAT paper (compared to KS1 outcomes). The score of 110, was above the standard of the expected (average) scaled score. Gaps were identified and provision was in place to enable good progress by all our Y6 children from their starting points.
1,2,3 Total Expenditure:	£22,800 Teaching Assistant support, interventions + HLTA Champion release time, data training
4. Improvement in Attendance, Enjoyment, Life Skills, Equipment for school for children in receipt of Pupil Premium funding.	Attendance has improved for children eligible for pupil premium funding. There has been close monitoring and tracking of attendance. Annual attendance in July 2017 was 94.5%. This has improved. Pupil Premium children confident to perform in school music festival alongside peers.
4,Total Expenditure:	£3000 school items and equipment, financial support to access school trips and clubs/music lessons, staff training, developing PSHE curriculum, The Learning Bus (healthy lifestyles)

End of Year Performance of Pupil Premium Children compared to All Children at Meridian and national figures

End of Early Years Foundation Stage June 2017

	Achieving Good Level of Development				Achieving Expected in Reading		Achieving Expected in Writing		Achieving Expected in Number
	National GLD	All	PP	Non PP	All	PP	All	PP	All	PP
Reception	71%	73%	100%	77.4%	88%	100%	79%	100%	82%	100%

End of Year 1 and Year 2 Phonics Screening Check June 2017

Y1	Achieving Expected Standard				Average Mark
	National	All at Meridian	Pupil Premium only	Non- pupil premium only	All	PP only
Phonics by Year 1	81%	81%	50%	76%	36.9	33.7
Phonics by Year 2	67%	67%	none	67%	32.7	N/A

Year 2 SATs 2017

Y2	Working At Age Related Expectations				Working at Greater Depth or Higher Standard
	National %	All Y2 at Meridian	pupil premium only	Non- pupil premium only	National %	All	PP
Reading	75.5%	84%	100%	78.6%	25.2%	29%	0%
Writing	68.2%	74%	50%	75%	15.6%	3%	0%
Maths	75.7%	81%	50%	78.6%	20.5%	10%	0%
Combined reading, writing, maths	63.7%	71%	0%	71.4%	10.9%	0%	0%

Year 6 SATs 2017

Y6	Working At Age Related Expectations				Working at Greater Depth or Higher Standard
	National %	All Y6 at Meridian	Non- PP	Pupil Premium	National %	All	PP
Reading	71%	87%	93%	67%	25%	58%	33%
Writing	76%	84%	86%	67%	18%	29%	0%
Maths	75%	81%	82%	67%	23%	39%	0%
Grammar, punctuation, spellings	76%	84%	86%	67%	31%	42%	0%
Combined reading, writing, maths	61%	81%	82%	67%	9%	16%	0%

Pupil Premium Plan 2017-18

What are the barriers to learning for our children with allocated Pupil Premium funding for 2017-18?

Low starting points when joining the school against the rest of the cohort
Core skills in phonics and maths
Need support to plan writing (developing planning structures)
Immature social and emotional development
The ability to form strong friendships
Confidence, and encouragement needed for public speaking tasks
Organisational skills
Mental health and wellbeing

Plan of action to support children in receipt of pupil premium funding for 2017-2018

Intended Outcomes for 2017-2018

Low starting points, improve core skills:

Differentiation through quality planning ensuring all children are able to access the curriculum alongside their peers – ensuring a range of mixed pairing and group activities for children to communicate in different ways.
Additional phonics intervention alongside reading tasks; tracking intervention in KS1 (teacher lead).
Termly pupil progress meetings on how we are addressing core skills in maths at KS2 and writing frames at KS1 specifically in Autumn term and Spring 1.

Attainment improves so more children in receipt of pupil premium obtain expected standards in reading, writing, maths and phonics.

Progress rates on track throughout the year: Evidence of improvements in phonics and core maths skills throughout the year.

Organisational, planning for writing:

Teachers to teach explicitly how to plan a piece of writing using a variety of self help guides/structures.
Teachers to plan in Success Criteria checklists for writing and self assessments for writing.
Purchase resources - talking cards for children to rehearse and organise their writing through talking through their sentences.
Visual timetable in every classroom, checklists for what equipment is necessary for different lessons.

Improvement in the quality and quantity of extended writing tasks

Children well prepared for lessons

Resources being used effectively to support quality writing

Developing quality friendships,

improve social and emotional development, support mental health

and wellbeing, develop confidence

Provide a quality PSHE curriculum for every class throughout the year facilitating friendships through a buddy scheme.
Provide more calm zones centrally within the school to share a book/activity with a friend
Provide children with a trusted adult to provide encouragement and support friendship issues.
Provide external advice and precision work from 'Blue Smile' or through the Local Authority 'Early Intervention Family Workers' to support social and emotional development and encourage confidence.
Ensure children are attending school
Provide additional activities during lunchtimes (a lunchtime structure where necessary).
Provide access to interactive sports (via clubs) held at school for pupils who need support in this area.

Children are happy to come to school and have good and improved attendance rates.

Children improve in confidence to speak to a group or a larger audience.

Children have good playtimes and can name a good consistent friend.

Access to sports and activities in lunchtime and after school supports friendly and improved interaction.

2018 - 2019 Pupil Premium Action Plan including the 2017-2018 Review.