Pupil Premium

What is Pupil Premium?

In 2011, the government introduced a Pupil Premium. This is in addition to schools main funding and is allocated to schools on the basis of children who are eligible for free school meals, children whose parents are employed by the British forces and anyone who has ever been in local authority care.

This money can be used in a variety ways to help schools close the attainment gap for these children.

At Low Furness we have high aspirations and ambitions for all our children and we believe that no child should be left behind. We are determined to ensure that our children are given every chance to realise their full potential.

Although we only receive a small amount of pupil premium, we are committed to ensure that it is spent to maximum effect.

How have we used the Pupil Premium funding?

Our key objective in using the pupil premium grant is to narrow the gap between pupil groups.

During the previous academic year (2016/17) we received £8,960,

We base our spending of this valuable financial resource on the thorough evaluation of the impact of the funding on our children the previous year and the requirements of each child in the coming year. We also take into account a range of research and Ofsted findings on strategies for raising the attainment of pupils from disadvantaged backgrounds and the potential impact each one has on attainment. 

The children for whom the funding is intended for are clearly identified on the school tracking system.Their individual progress is closely monitored by the Headteacher and the senior managers and reported to governors.

As we are committed to the impact quality early years’ education gives our children ensuring they are confident and ready to learn we will continue to put the majority of this money into extra staffing 

Prior Academic Year 2015 - 2016

 Please click here to view the analysis of the impact of Pupil Premium funding.

Prior Academic Year 2016 - 2017

Please click here to view the analysis of the Impact of Pupil Premium Funding.

Pupil Premium  2017 - 2018

Impact of Pupil Premium grant 2017-2018

Total Pupil Premium allocation:   £12100.34           

(FSM/Ever6 £6800.34 )

(Forces children: £1,500)

(Adopted from care: £3,800)

Pupil Premium Coordinator – Tracey Tracey

Pupil Premium Link Governor – Pam Robertson

Last reviewed – 8th March 2018

Next review – May 2018

 

The number of children eligible for Pupil Premium at Low Furness is lower than national. The information on this document refers to the progress and attainment as an average of eligible pupils within the year group to prevent individual pupils being identified.

Eligible Pupils

Early Years

Key Stage 1

Lower Key Stage 2

Upper Key Stage 2

FSM

1

1

 

2

CLA/previously CLA

 

 

1

1

FORCES

 

2

1

2

 

External Barriers to Learning

  • Lack of family resources which impact on life experiences
  • Punctuality of particular families reduces their school hours and cause them to fall behind academically

In-School Barriers to Learning

  • Communication and language skills are lower for some children in Key Stage 1. This slows reading and writing progress in subsequent years.
  • Low self-esteem has an impact on pupils motivation to learn
  • Some children who receive PP are very able need to be challenged and extended appropriately to reach beyond age related expectations
  • Incidents of some PP children with  identified Special Needs

Provision

Objective (s)

Desired Outcomes for Pupils

Success Criteria

Staff lead

Review dates

Speech therapy and communication group with TA.

To ensure progress of pupil in communication and language is at least in line with their peers.

Improve oral language skills for pupils eligible for PP

To ensure progress of pupil in communication and language is at least in line with their peers.

Teaching Assistant / SENDCO

May 2018

July 2018

Additional Reading with TA.

To increase pupil’s attainment to make expected progress.

Supported in class by a teaching assistant as and when required, additional support is given during assembly times if necessary.

PP children will make at least good progress in reading

Teaching Assistant / SENDCO

May 2018

July 2018

Focus phonics session

To ensure pupil makes progress through the phases.

Improved grasp of phonics to develop literacy skills.

To pass the Phonics Screening check at the end of Year 1 or 2

Teaching Assistant / SENDCO

May 2018

July 2018

Additional guided reading group.

 

 

To accelerate progress in reading to ensure pupil progresses and achieves above national expectations.

Additional guided reading was provided by the Reading Co-ordinator where particular focus was given to developing specific advanced reading skills to de-code and comprehend using inference and deduction.

PP children will make at least good progress in reading

 

Reading Coordinator

May 2018

July 2018

Multi-sensory program (IDL) purchased to target reading and spelling difficulties.

Every lunchtime at registration

To improve word recognition, phonics and keyboard skills (recognising lower and upper case letters)

Encourages reading aloud as they read back what they have typed.

Improved grasp of reading and spelling to develop literacy skills.

Completed IDL daily overseen by a teaching assistant.  No Nonsense spelling was purchased and being used within her class.  On at least 5 days each 2 weeks.

Teaching Assistant / SENDCO

May 2018

 

July 2018

Spelling support.

Given differentiated number of spellings related to the whole class spelling pattern. 

Supported in class by a teaching assistant as and when required.

Improved grasp of spelling to develop writing skills.

PP children will make at least good progress in spelling

Teaching Assistant / SENDCO

May 2018

July 2018

Daily maths support.

Work in a small targeted group where work will be segmented into smaller, achievable targets.

Supported in class by a teaching assistant as and when required, additional support is given during assembly times if necessary.

PP children will make at least good progress in Mathematics

Teaching Assistant / SENDCO

May 2018

July 2018

Daily literacy support.

TA support given to support imagination and consistency of thought flow in writing.

Supported in class by a teaching assistant as and when required, additional support is given during assembly times if necessary.

PP children will make at least good progress in writing

Teaching Assistant / SENDCO

May 2018

July 2018

 

Extended opportunities beyond school hours.

To develop self-esteem and sporting prowess. The children are signposted to extracurricular opportunities and residential visits.

 

Financial support is given where necessary.

All extended educational provision has been funded through pupil premium money, this has enabled the child  to participate in and benefit from extracurricular activities

Pupils who accessed this support will have improved relationships with their peers developing confidence and self-esteem in school

 

Headteacher / SENDCO

May 2018

 

 

July 2018

To take advantage of opportunities for gifted and talented activities.

To accelerate progress in maths/writing/reading to ensure pupil achieves at greater depth.

 

To ensure pupils have the capacity to be self-motivated learners and extend themselves across the curriculum.

Access provided to extracurricular activities and accelerated learning opportunities.  Providing visits to other educational establishments to work alongside likeminded children. 

Headteacher / SENDCO

May 2018

July 2018

Low self-esteem has an impact on pupils motivation to learn

 

Outside agencies to be sourced and funded to provide counselling and emotional support.

Weekly sessions with SERIS worker.

Raised self-esteemed helping individuals have the motivation to learn.

PP pupils will be motivated and supported in their learning ensuring they make good or better than good progress

Headteacher / SERIS Worker / SENDCO

May 2018

 

July 2018

Punctuality of particular families reduces their school hours and cause them to fall behind academically

TA support given a the start of the day to ensure children settle quickly then at assembly and break times to ‘catch up’ on areas missed.

Families whose punctuality is poor will have focused support to prevent them from falling behind academically.

PP children who are frequently late for school will make at least good or better than good progress.

Headteacher / Teaching Assistants

May 2018

July 2018