Pupil Premium is allocated to schools to work with pupils who have been registered for Free School Meals at any point in the last six years. Schools also receive funding for children who have been looked after under local authority care for 1 day or more. The DfE has indicated that Head Teachers can decide how to use the Pupil Premium. They will be held accountable for the decisions they make through:
- The Performance Tables which show the performance of disadvantaged pupils compared with their peers.
- The New Ofsted Framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil Premium
In 2016/17 Acacias received pupil premium funding of £144,170 for 103 children out of a total roll of 484 pupils. In 2017/18 Acacias will receive approximately £136,824.
The main barriers to attainment for our pupils eligible for Pupil Premium funding include:
- low baseline attainment
- narrow experience of life outside of school
- limited access to language
- English as an additional language
- low self-esteem
- social and emotional difficulties
- specific learning needs
- poor attendance and punctuality
- difficulties in developing and maintaining relationships
- low expectations and aspirations
What do we provide with the funding?
- Targeted interventions led by teachers and teaching assistants, including, but not limited to, additional teachers for Maths teaching in Years 1 - 6, additional teachers to support Guided Reading, Writing booster sessions and EAL support for children who are new to English or at an early acquisition stage.
- Support by specialist SpLD trained teacher and the provision of one to one sessions over an extended period
- Support by specialist Numbers Count trained teacher and the provision of one to one sessions over an extended period
- Social & emotional support/interventions to improve attendance and behaviour
- A range of after school activities for children, with pupil premium children prioritised
- Targeted lunchtime activities for vulnerable children with a friendship group to encourage them to build relationships, and to support positive mental health and self-esteem.
- Ensuring good attendance through regular contact from parental engagement staff and attendance officer.
- Embedding of Big Maths and evaluation of impact to inform further training required around this, enabling pupils to raise attainment levels in maths.
- Engaging parents and carers with the learning taking place in school, through parent learning events, a range of support workshops and shared learning sessions.
- Seeking support from external agencies, where necessary, to enable pupils’ needs to be fully understood.
- Use of sensory resources and room at specialist setting to support pupils within EYFS with their development.
- Purchasing additional reading resources to encourage and promote a love of reading, enhance our guided reading provision and to raise attainment levels in reading.
- Training for specific staff in key areas of learning, including Phonics, Improving Reading at KS2, Engaging Able Writers and supporting More Able learners, to ensure impact across the school.
- Additional TA support within EYFS to support language development and continuous provision.
- Play therapy
- Subsidising enrichment activities to support the taught curriculum, including trips and residentials..
Impact - 2016/2017
The Year 1 phonics data shows a gap of 7% between pupil premium children and all children. The Manchester gap was 9% and the national gap was 13% so the gap in attainment is lower than that shown in Manchester and nationally. The overall attainment of 73% is below national attainment in 2017, which was 81%. 8 children are on the SEN register and of those 8, 5 are at a significant level with Educational Psychologist involvement.
Key Stage 1 data shows that disadvantaged pupils performed significantly below the overall attainment of their year group in reading and maths, with the gap between pupil premium children and all children being 15% in reading and 13% in maths. In writing, the gap between pupil premium children and all children was 3%, with the disadvantaged pupils attaining below their peers. 67% of the Year 2 cohort has EAL and although EAL does not significantly impact on attainment in the phonics screening check it does impact significantly in reading comprehension which also impacts on the maths outcomes. The gap between the attainment of EAL learners and non EAL learners in reading is 8% and in maths is 3%.
Key Stage 2 data shows that disadvantaged pupils achieved better than non disadvantaged pupils in all areas, with this especially apparent in reading and writing. However, the progress of disadvantaged children was not as good as that of non-disadvantaged pupils but in writing and maths disadvantaged pupils at Acacias did better than disadvantaged pupils nationally.