Pupil Premium
The Pupil Premium: Using it to make a difference at Meath Green Junior 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 is eligible for free school meals (FSM) at any point over the past 6 years or has been looked after for one day or more (Child Looked After) the school receives an amount per head within their budget.
A provision is also made for children who have a parent in the armed services
Meath Green Junior School is committed to ensuring maximum progress for all groups of children and strives to close any gaps in achievement.
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 an identified governor having responsibility for Pupil Premium, Joint Headteachers and a Deputy Head Teacher leading the development plan and a coordinated senior leadership approach to implementing plans. All matters relating to the Pupil Premium are reported back to the Governors, ensuring that the school is held to account for the impact of spending.
Pupil Premium Strategy Statement: Intended Spend for 2018-19
This year we are predicting that we will receive approximately £69,960 in Pupil Premium funding. This is based on the fact that at the last update at the beginning of September 2018, we had 53 pupils on roll currently registered as being eligible for this funding and we are well aware that this number may deviate slightly throughout the course of the school year.
The areas in which we focus our Pupil Premium spend are:
- Ensuring excellent academic progress e.g. Specific literacy and numeracy interventions
- Enabling wider engagement and participation e.g. Support for residential trips and educational visits
- Promoting personal wellbeing and attendance e.g. Funding of School Pupil Mentor and ELSA’s
The most common barriers to learning for our Pupil Premium eligible children are:
- Emotional and personal wellbeing which impact on learning progress;
- specific support with speech and language
- literacy difficulties
- parental engagement
We tackle the academic progress aspects through the range of interventions we put in place for specific children, groups of children depending on individual needs. These interventions are monitored and reviewed for effectiveness (by the SENCo) to ensure pupil premium funding is spent in the most appropriate way.
We support our children with speech and language needs through employing a trained Speech and Language teaching assistant to work 10 hours per week to provide individual/group support to these children, as well as ensuring that they are supported effectively within class. Teaching staff and teaching assistants are trained at high levels to ensure all needs of our children are addressed and supported e.g. Autism, ADHD awareness, behaviour support programmes. We aim to tackle the need to develop positive relationships with families again through our Home School Link Worker and our Pupil Mentor. Through our Achievement for All (AfA) programme (2017 to 2019), we will have termly ‘learning conversations’ with parents of pupil premium children in the year 4,5 and 6 cohorts (2018 to 19)
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Teaching and learning 2018-2019 |
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Desired outcome |
Action required |
Resources required |
Lead person /others involved |
How impact will be measured |
Impact |
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To close the gap in attainment for non-PP and PP pupils in maths |
Small group support for maths for PP eligible children in order to personalise the curriculum to address the gaps in their attainment. |
TA support |
HL (Y3) JC (Y4) AA (Y5) RN (Y6) |
Target Tracker data, learning walks and lesson observations |
Children to be closer to peers in terms of attainment (aim rate: average gains from starting point to be 2/3 times normal rate of progress). |
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To provide targeted catch-up support for specific pupils |
One-to-one and small group tuition |
One-to-one tutor salaries
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Intervention staff |
Through Target Tracker data (monitored and evaluated termly, by SENCo) |
Pupils who receive targeted catch-up support to be in-line with their peers (aim rate: average gains from starting point to be 2/3 times normal rate of progress). |
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To provide targeted catch-up support for specific pupils |
Targeted support for differentiation/assessment as required from SENCo (Numbers Count teacher). Also, additional maths provision, phonics provision |
Teacher and TA’s
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SC |
Through Target Tracker data (monitored and evaluated termly, by SENCo) |
Pupils who receive targeted catch-up support to be in-line with their peers (aim rate: average gains from starting point to be 2/3 times normal rate of progress). |
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To provide targeted support for disadvantaged and low achieving readers |
Targeted Reading Intervention TA’s for Project X Code and Rapid Reading |
TA – 4 afternoons per week |
SC, DP, |
Through Target Tracker data (monitored and evaluated termly, by SENCo) |
Children have increased confidence and progress made in reading age in years and months (aim rate: average gains from starting point to be 3 times normal rate of progress). |
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To provide home/school reading programme for older aged children (in Yrs 5 and 6) to support progress |
Targeted support for children who are really struggling with reading. Purchase of ‘Phonic Books’. Reading scheme for home use. Meeting with SENCo, Class teacher and parent. Home/school reading log set up. Monitored. (Also, parent packs of books to support children in year 3).
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£500 purchase of books, workbook activities, phonic card games. |
SC |
Assessment, reading log. |
Children to work through reading scheme, at consistent pace and supported by parents with SENCo/CT support and encouragement. |
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Addressing emotional barriers to learning 2018 – 2019 |
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Desired outcome |
Action required |
Resources required |
Lead person /others involved |
How impact will be measured |
Impact |
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To support the needs of emotionally vulnerable pupils |
Pupils to be referred to the HSLW / 2 x ELSA for targeted support. HSLW to provide targeted support to families, signposting vulnerable groups to relevant services for support |
HSLW / ELSA (£17,000) |
SC/TS/PA/SB MOD/BM |
Through evaluating the ELSA and HSLW reports. |
Families receive support needed which will impact positively in learning |
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To support the needs of emotionally vulnerable pupils |
Vulnerable pupils referred to School Pupil Mentor for more targeted specialist emotional support. |
School Pupil Mentor |
MO’D |
Through half-termly termly meetings (monitored and evaluated termly, by SENCo) |
Increased confidence in pupils, reduced anxiety in the classroom and with assessments and SATs. |
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To provide targeted support for pupils with SLCN |
Targeted support 10 hours per week provided by trained TA in Speech and Language where appropriate. |
Speech and Language trained TA’s |
SC and BH |
Through Target Tracker monitoring of the evidence of interventions (monitored and evaluated termly, by SENCo). |
Improvements in: communication and interaction in class, ability to follow instructions, expanded vocabulary, understanding idioms. |
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Developing positive relationships with families 2018 – 2019 |
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Desired outcome |
Action required |
Resources required |
Lead person /others involved |
How impact will be measured |
Impact |
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To develop strategies to engage with hard to reach parents |
Achievement for All – learning conversations with parents on a termly basis. Staff training on developing effective strategies that may help to engage hard to reach parents. Meetings with SENCo – for advisory support, recommendations, outside agency involvement. |
Staff Meetings |
PA/SB/SC |
Through parent questionnaires, attendance at curriculum meetings and attendance at parent consultation evenings
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Support for families and children i.e. advisory, referrals, parenting and with resources. |
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Increased attendance for targeted children |
HSLW to liaise regularly with targeted families. PA and SB to closely monitor attendance and flag concerns to the EWO where necessary. |
SIMs, registers. |
TS
PA/SB |
Through half termly meetings with EWO, HSLW, PA/SB and NW |
Early intervention, parental contact, meetings to support pupils improve attendance. |
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Disadvantaged pupils to be able to access the wider curriculum |
Ensure that PP children are able to access all trips / learning experiences. Ensure that all PP children are appropriately dressed in school uniform and have the equipment that they need. Ensure that PP children have equal access to extra-curricular clubs and music lessons.
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Sporting/Activities Breakfast Club/Transport School Trips /Forest Schools/Multi-sporting activities
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PA/SB |
Participation in trips.
Tracking of attendance at clubs and sports fixtures. |
Children to have correct uniform. Attending clubs allows pupils to widen their experience of activities, to socialize with their peers and feel part of the wider school community. |
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Leadership and Management of Pupil Premium throughout the school 2018 – 2019 |
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Desired outcome |
Action required |
Resources required |
Lead person /others involved |
How impact will be measured |
Impact |
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To ensure that all disadvantaged/ pupil premium pupils are targeted for support that will ensure they make accelerated progress |
Early Pupil Progress Meetings, focusing solely on disadvantaged pupils PP leader to perform book scrutiny of PP children in autumn term to ensure that progress is being made. Pupil Progress Meetings to take place at the end of each term or more regularly if necessary. |
Release time for teachers and SLT members.
Release time for teachers and SLT members. |
SC / PA / SB and class teachers.
SB/Year Group Leaders.
Class teachers. |
PiXL, Target Tracker data. |
The gap between Pupil Premium and non-Pupil premium narrowed. |
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Training for staff on specific interventions/ barriers to learning (i.e. Social, Emotional and Mental Health, SEMH) |
Training opportunities planned for as identified needs arise (i.e. Specialist Teachers’ courses on Social and Emotional difficulties). |
Release time for staff members and course fees. (£2,750) |
SC/SB/PA |
Through PiXL, Target Tracker data and Pupil Progress Meetings |
More trained staff allowing more children to access ELSAs and improve well-being in school. |
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