Pupil Premium and Pupil Premium+ Funding
Aspirations, Allocation and Impact for 2016-2018
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:
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.
|
|
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 |
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 |
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) |
|
|
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% |
|
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 |
|
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% |
|
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?
|
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:
|
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:
|
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
|
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. |