Navigation
Home Page

Pupil Premium

Pupil Premium Plan 2018-19 (updated October 2018)

 

Financial Year

Amount of Pupil Premium Funding
includes primary pupil premium, service children, LAC and early years pupil premium)

2016-17

£16,600

2017-18

£19,823

2018-19 £15,733

 

 

Number of Disadvantaged pupils, LAC or children from Armed Services Families

 

 

2016

16

2017 (April – Sept)

17 (8.9% of school)

2017 (Sept - April 2018)

12 (6.3% of school)

2018 (April - Sept 2018) 16 (8.2% of school)

 

 

What is the Pupil Premium?

The Pupil Premium is additional funding to help schools close the attainment gap between children from low-income and other disadvantaged families and their peers. If a child has been eligible for free school meals, (FSM), at any point, they attract funding for 6 years. If a child has been in local authority care for a day or more (LAC) the school receives an amount per head within their budget. Pupil Premium has risen each year to the current amount of £1320 per pupil for those pupils who are or have been on FSM and £1,900 for LAC pupils. A provision of £300 is also made for children who have a parent in the armed services.

 

Muskham Primary School is committed to ensuring maximum progress for all groups of children and strive to close any gaps. We have a clear, strategic approach to the use of specific Pupil Premium funding and plans are integrated into wider school support and improvement systems. These are monitored and evaluated regularly and in depth data analysis ensures that the correct support and strategies are identified to maximise progress.

 

Strong leadership systems ensure that Pupil Premium funding has the necessary impact. This includes the Headteacher and SENDCO leading the development plan and coordinated strategic leadership approach to implementing plans. All matters relating to Pupil Premium are reported back to Governors via the Strategic committee, ensuring that the school is held to account for the impact of spending.

 

 

Key Priority

To close the gap in attainment of Pupil Premium pupils by addressing inequalities.

 

What we expect to see:

Targeted additional support strategies which result in every pupil, however disadvantaged, being able to have full access to our curriculum and all our extra-curricular experiences. All students in the target group who are currently underperforming because of the impact of their disadvantaged background will make improved progress leading to the narrowing of any attainment gaps.
 

Attainment & progress (2017- 2018):

During 2017 – 18, 6% (12 pupils) were in receipt of pupil premium. Of these, 58% (9 pupils) achieved at or above age related expectations in reading, writing and maths, compared to 72% of non-pupil premium pupils. 16 % of the Pupil Premium children had SEN. The Pupil Premium gap for Muskham Primary was 14%. (Nottinghamshire’s Pupil Premium gap for 2016-17 was 24.1%)

In 2017-18, 100% of PP children made expected/accelerated progress in maths and reading; 83% in writing.

 

 

Attendance (2017-18):

In 2017-18 Pupil Premium pupil attendance was 97.53% (of which 1.75% were late before registration / 0% were late after registration and 1.75% were authorised absences).
This compares to Non Pupil Premium attendance of 96.22%
(of which 0.10% were late before registration / 0% were late after registration and 2.65% were authorised absences).

 

Pupil premium strategy statement (primary)

  1. Summary information

School

Muskham Primary School

Academic Year

2018/2019

Total PP budget

16,086

(2018-19 Financial yr)

Date of most recent PP Review

September 2018

Total number of pupils

196

Number of pupils eligible for PP:

 

16

Date for next internal review of this strategy

September 2019

 

  1. Current attainment – whole school (2017-18)

 

Pupils eligible for PP

(Based on 12 children)

Pupils not eligible for PP

(Based on 182 children)

% achieving in reading, writing and maths

58%

72%

% making progress in reading

100%

83%

% making progress in writing

83%

89%

% making progress in maths

100%

83%

 

  1. Barriers to future attainment (for pupils eligible for PP, including high ability)

In-school barriers (issues to be addressed in school, such as poor oral language skills)

  1.  

Progress is similar or above to non-PP children in maths, reading and writing, but there are individuals who are making less than expected progress due to poor language skills and fine motor skills.

  1.  

Low self-esteem

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Funds to access extra-curricular activities which raise self-esteem, promote mental well-being and stimulate the mind.

 

Funds to dress well affecting attendance and self-esteem

 

Family trauma

  1. Desired outcomes

 

 

Desired outcomes and how they will be measured

Success criteria

 

  1.  

Improve language and fine motor skills

PP pupils to continue to make accelerated progress across FS2, KS1 and KS2 in reading and writing.

 

  1.  

Raise self-esteem and mental well-being

Children demonstrate confidence and resilience

 

  1.  

Greater breadth of knowledge and experience

PP children to take part in all school visits and residential visits/extra-curricular lessons/clubs

 

         
 

 

  1. Planned expenditure

Academic year

2018/2019

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

  1. Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

High –quality, bespoke training for T.A’s and teachers in relation to the needs of our children is provided

Utilise services of a family SENDCo

 

SENDCo to train for NASENCo Award

DFE Nov 2015 ‘Supporting attainment of disadvantaged pupils’:

Successful schools develop the skills and roles of existing teachers and T.A’s to enable them to understand every pupil and tailor their programmes accordingly.

 

Audit of children’s needs and staff’s expertise to identify training.

 

Monitor SENDCo’s progress in achieving award and impact of her role through appraisal

AC & EA

Annually

The language and writing skills of all children is developed

 

 

Implement the ‘Talk for Writing’ strategy’ across the whole school

DFE Nov 2015 ‘Supporting attainment of disadvantaged pupils’:

Successful schools prioritise quality teaching for all ….. improving literacy and numeracy skills for all.

INSET day to deliver training

 

Robust monitoring and evaluation through lesson observations, book scrutinies and analysis of data.

 

 

AC & LS

Termly

The ‘Switch on Reading programme’ is further developed to enhance good practice and sustain/ build upon results.

 

Provide further training

 

Invest in further resources (ie reading books)

DFE Nov 2015 ‘Supporting attainment of disadvantaged pupils’:

Successful schools identify individual pupils’ needs for targeted intervention

 

Switch-On Reading training was completed by all staff last year. The end of year data showed that all children on the programme made good progress.

100% of PP children made expected/good progress in reading in 2017-18

Observations and analysis of data

 

Identify good practitioners to share expertise

LS & KT

Termly

Standards in the teaching and learning of reading is developed at all levels.

Review and develop good practice of whole classroom teaching

 

Training in Inference for Upper KS2 teaching staff and teaching assistants

 

Deploy teaching assistants for Guided Reading sessions

DFE Nov 2015 ‘Supporting attainment of disadvantaged pupils’:

Successful schools develop the skills and roles of existing teachers and T.A’s;

 

Successful schools prioritise quality teaching for all ….. improving literacy and numeracy skills for all.

 

 

Adopt good practice through collaboration with other schools.

 

Access training provided by LA

 

Cascade training

Robust monitoring and evaluation

 

 

LS

Termly

To raise standards in maths and writing

Deploy teaching assistants in all maths and English lessons

DFE Nov 2015 ‘Supporting attainment of disadvantaged pupils’:

Successful schools link teaching and learning interventions to classroom work.

 

Through TA’s being present in the lessons the interventions are able to respond to and link to the work in the classroom .It is also ensuring that we are deploying the best, highly trained staff to support pupils.

Robust monitoring and evaluation

AC

Termly

Total budgeted cost

£17,000

  1. Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

To effectively support LAC children

Termly LAC engagement meetings with staff, carers and outside providers.

 

This is a continuation of provision due to its positive impact: written commendation from Virtual School regarding provision, 100% attendance and good progress made in all three core areas.

One day release of LAC Leader

KM

Annually

To respond to children’s specific needs, academically and socially

Timetabled small group and 1:1 interventions

DFE Nov 2015 ‘Supporting attainment of disadvantaged pupils’: Successful schools identify individual pupils’ needs for targeted intervention. The best staff are also deployed to support the pupils using existing well trained staff, linking the intervention work to the work in the classroom.

 

 

 

Pupil progress meetings

 

Feedback from

AC & KT

Termly

Total budgeted cost

£5, 660

  1. Other approaches

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

To raise self-esteem and attendance

Purchase of school uniform if required

Responding to discussion with parents in relation to barriers to accessing school life on an equal footing to other children

Through regular meetings with parents

AC

Annually

To raise self-esteem and attainment through extra- curricular activities

Subsidy of visits and residential trips;

Free access to all after school activities; free access to drum tutoring during the school day

ISC research (2009) found that participation in extra-curricular activities raised self- esteem.

Educationalists recognise the importance of children’s self-esteem and how this impacts aspirations and ultimately attainment. (Taylor & Francis 2018)

Educationalists also recognise the effect that playing a musical instrument has on brain development. (Professor Susan Hallam.)

Analysis of pupils’ engagement with the activities.

Discussion with parents about its impact.

AC

Annually

Total budgeted cost

£1550

 

 

 

HM Armed Forces

For parents or carers who are members of HM Armed Forces, Muskham Primary School is happy to offer parent-teacher meetings via Skype.  An appointment can be arranged directly with your child's teacher using the email form on their class webpage

Are your children eligible for Pupil Premium Funding?

Pupil Premium money is used to directly fund additional teaching of individual pupils.  The criteria for funding are that parents must receive one of the following benefits:

  • income support
  • income based jobseeker’s allowance
  • income related employment support allowance
  • support under Part VI of the Immigration and Asylum Act 1999
  • child tax credit, provided you are not entitled to working tax credit and have an annual income (as assessed by HM Revenue & Customs) that does not exceed £16,190
  • guarantee element of state pension credit

 

You can apply directly using the link below.  This is the same form as for Free School Meals.  If you are already registered for Free School Meals you do not need to re-complete the form for Pupil Premium. 

Are your children eligible for Free School Meals?

Children who are adopted from public care, in care, under a special guardianship arrangement and children of HM Armed Forces also qualify.  Parents or carers of children in these circumstances should speak to Mrs Crossland for more information. 


Top