Aldryngton Primary School Pupil Premium
Our Mission Statement:
Aldryngton provides all pupils with an outstanding quality of education within the context of a happy and caring school community. By means of excellent teaching and a highly stimulating curriculum, tailored to the needs of individuals, pupils achieve exceptionally well.
Underpinned by a caring and inclusive ethos, the school uses strong teamwork and partnerships in order that pupils experience success in many different ways. We continue to be committed to high academic standards and promote maturity, independence and hard work. Pupils are encouraged to take on challenge and responsibility in developing a desire for learning that will remain with them throughout their lives.
The Pupil Premium is additional funding provided by the government to help schools close the attainment gap which often exists between children from low-income and other disadvantaged families and children from other backgrounds. The Pupil Premium is based on the number of pupils who are, and have been, entitled to Free School Meals, looked after children, previously looked after children and children of service families on roll on the annual census day.
Aldryngton Pupil Premium
|School year||Pupil premium fund||Number of children||Percentage of children|
The emphasis on how Pupil Premium monies are spent has evolved since its inception.
The priority is to spend the monies, in a targeted way, on the children who generate the funds. It is up to the school to determine exactly how to spend the funds and to also be accountable for the spending in terms of demonstrating a rise in standards, pupil progress and increased opportunities for broadening pupil experiences. Raising attainment and ensuring maximum progress remains a whole school focus for all children at the school.
The PPG is an identified and prioritised group within the school’s tracking system. Data on progress and attainment is collated, reviewed by the Senior Leadership Team, including the SEND leader, and acted upon (provision is adapted). Data is analysed in relation to the performance of whole cohorts and other priority groups so that progress in narrowing the gap is monitored.
All interventions have start and end data and specific tasks to measure progress quantitatively. Teachers, parents and pupils provide qualitative feedback both formally and informally.
PPG is a standing item on the Curriculum and Safeguarding Governor Committee where verbal feedback and progress data is analysed and discussed.
The PPG leader tracks progress of individuals and the whole group and co-ordinates the individual and group provision as a whole.
Barriers to Learning
Four of the funded children for 2018 – 2019 are now in Year Seven. For the current academic year we have fifteen children, seven of whom are previously looked after or looked after (PLAC/LAC). Seven children are on the SEND register.
Many of these have very complex needs and the school continues to work hard to prioritise needs and subsequent interventions. The complexity of need also means accessing high levels of expertise that are not available within the school’s permanent staff.
The 1:1 and small group tutoring by teachers has been further extended and almost all PPG children benefit from this provision. Nurture groups, teacher and teacher assistant intervention groups are also part of our vulnerable pupils’ support programme. Extra-curricular clubs and teams are accessed by the majority of this group and are funded where possible. We also fund some external extra-curricular activities.
Mrs Gregory (PPG leader) has regular meetings with parents where progress, attainment and priorities for additional support are discussed and agreed. Mentoring sessions proved more successful with the older children last year and we will continue to develop this aspect of provision during the current year.
Barriers to learning
50% of the PPG children are on the SEND register and have a range of learning challenges including ADHD (Attention Deficit Hyperactivity Disorder), working memory issues and SEMH (Social, Emotional and Mental Health Difficulties. Their needs are often complex and the school works hard to identify and prioritise support for them. Others, sometimes, do not have access to computers or a quiet working space at home.
Financial concerns can limit these children’s participation in extra-curricular activities and the resulting sense of achievement and belonging. Low self-esteem impacts on progress.
Provision for 2017-2018
Four children from last year’s group moved on to Year Seven and we have been joined in September by two new children in EYFS. The allocation for FSM children is £1320 and for looked after and previously looked after children it is £1900. We currently have no children from service families.
The processes by which we track and identify priorities for support and the type of provision remain largely the same. Data has identified maths as the area in which progress, and often attainment, are lower so the time spent on maths 1:1 tuition will increase for those who need it. We will continue to use external expert services to assess and analyse children’s specific needs. The resulting targets and action plans have already proved very effective in helping to accelerate progress.
The provision of 1:1 tutoring by teachers has been extended and will remain a key feature of our overall provision.
The teacher-led mentoring programme will be extended and monitored and PPG children will continue to access intervention groups for both academic and social and emotional needs.
The whole staff is engaged in helping to boost self-esteem and ensuring that these children feel valued and that their successes and efforts are noticed and important. The termly nurture courses are designed to ease some of the emotional issues that may impact negatively on performance and wellbeing.
Regular meetings between Mrs Gregory and parents have proved very useful and these will continue to be the basis on which to prioritise the individualised programme of support offered to each child.
In statutory testing at the end of KS2 all four children ( three of whom were also SEND) achieved national expectation in reading and maths, three in GPS (Grammar, Punctuation and Spelling) and one in writing.
Of these, one child, whose Ever Six status finished at Easter in Year Six and who had benefitted from PPG funding and provision for six years achieved Greater Depth Standard (GDS) in maths, reading and GPS. Unfortunately, this child’s results are therefore not recognised in the PPG statistics at school or national level. We are very proud of all these children and feel that the additional provision, including access to the extra-curricular activities and the opportunities to represent the school, given over their time at Aldryngton were important factors in their success.
In KS1 there were no PPG pupils in Year Two and of the two children in Year One, one passed the Phonics test and one did not. A similar outcome in EYFS meant that one PPG child achieved a Good Level of Development and one did not.
Progress was strongest in maths and writing in Year Four and in maths, reading and writing in Year Six. Progress by non-SEND PPG children was higher than the general school cohort in all core subjects and years apart from reading in Year Five.
Attainment in all years remains mixed with some children above national expectation and some working below their cohort.
2016 – 2017
Barriers to learning
The barriers to learning for this cohort of PPG children are varied and complex. 62% of the children are on the SEND register and have learning difficulties ranging from working memory issues, ADHD (Attention deficit hyperactivity disorder), ASD (Autistic Spectrum Disorder) , SEMH (Social, Emotional and Mental Health Difficulties), cognition and learning difficulties.
Medical conditions, low self-esteem and confidence and lack of resilience also feature. For some FSM children financial issues impact on participation in extracurricular clubs and trips and the additional learning and socialising that these facilitate.
Provision for 2016 – 2017
Each child receives a personalised package of intervention. Priorities are identified from rigorous tracking, discussion with class teachers, Mrs Gregory DH and PPG leader and parents. The children are increasingly part of the process and we will be developing a teacher led individual mentoring programme.
We will continue to prioritise provision of 1:1 tuition in English and maths, with teachers, to narrow the gap in attainment between the PPG children and the rest of the cohort. This type of intervention usually lasts a term and is highly focused to the achievement of specific targets identified by class teachers and the children.
Other provision will include small group targeted interventions by teaching assistants, priority on nurture sessions and access to the ABC to Read scheme and other learning support services.
We also help to fund enrichment activities such as school trips (including residential), extra-curricular clubs both within and external to the school, music lessons, art therapy and purchase of books. This type of provision provides equality of opportunity to participate in the wider life of the school and supports the children’s emotional wellbeing.
For the current financial year we have fifteen eligible pupils as determined by the school census in January 2015. The children range from Years 2 to 6 and six of the children are also on the SEN register.
In terms of provision we are continuing to make 1:1 tuition, with experienced teachers, in English and maths, a priority. Additional intervention groups and ‘in class’ support are also used to boost progress; the extension of the nurture programme has enabled more PPG children to benefit from these very bespoke, personalised small group series of sessions.
Access to extra-curricular school and external clubs is also an important provision and the school continues to subsidise curriculum trips and additional activities.
We would like to develop adult mentoring for the children and some parental support where needed.
Fourteen of the fifteen funded children remained at the school last year with one child moving into year seven. Of these fourteen, six were on the school’s SEND register, four at school support level and two as concerns. Excellent attendance at 97.7% meant that the children took full advantage of the additional support provided.
The one Y2 child, also on the SEND register, was teacher assessed at national standard in reading, writing and maths and also passed the phonics retake. These were significant achievements in terms of both attainment and progress.
The profile of the four year six children was mixed. The SEN child made excellent progress in maths, some progress in writing and achieved national standard in the reading test. Of the three others, two reached national standard in reading, writing and maths and the other above national standard in two out of three areas. All these children benefitted from very targeted one to one tuition with teachers during and after school.
The impact of additional tuition saw progress in writing exceed the cohort averages in four years out of five, and in reading in three out of five. Progress in maths was slower and this is an area on which we will continue to focus.
Involvement in the extra-curricular life of the school and the opportunity to attend clubs has also been a priority and almost all of the children have accessed clubs with some also representing the school in teams and performances.
Our one to one tuition sessions also offer some nurture support and a chance to talk to an adult. This is as far as our adult mentoring provision has developed so far and we are still looking into extending this type of support.