Cumberland Infant School 17-18

Pupil Premium Funding  

 

Pupil Premium is additional funding from the Government that is aimed at narrowing the achievement gap of potentially disadvantaged children. The money is used to accelerate the progress of these children regardless of their ability, to improve their long-term outcomes.

The school receives Pupil Premium for:

  • children whose parents are in receipt of an identified benefit or have been during their time at Cumberland. – 17/18 - 32 children – 18% of school –  Current figure for 18/19 (September ’18) – 28 children 16% of the school
  • children whose parents are in the Armed Forces -   17/18 - 10 children 5.6 % of the school   Current figure for 18/19 - (September ’18) – 12 children 7% of the school. (NB this may increase in light of the October Census)

 

 

For the financial year 2017-18 we received £27,580 in total.  For the financial year 18/19 we received - £45,660 in total

Pupil Premium is also paid for children who are in the care of the Local Authority but we currently do not have any Looked After Children on roll.

Further information about Pupil Premium can be found at http://www.education.gov.uk/schools/pupilsupport/premium

 

Aims of pupil premium spending

To narrow the gaps in attainment and progress between children for whom we receive Pupil Premium and those we do not.

To ensure that all children for whom we receive Pupil Premium Funding benefit from the same high quality teaching and broad curriculum as other pupils. In addition, children for whom the school receives this funding will have access to appropriate additional interventions or resources to enable them to make accelerated progress regardless of their ability or barriers to learning.

 

We do this by:

1. Supporting and developing basic skills.

2. Planning interventions which fill gaps or extend a child’s knowledge and understanding.

3. Providing access to resources and opportunities that support learning.

4. Developing social and emotional skills, confidence and self-esteem.

5. Addressing other barriers which may impact on the child’s learning or progress.

6. Encouraging children to continue their learning at home and facilitating parental involvement in this process.

 

How we spent the Funding in 2017-18

Targeted area

Actions

Impact

Cost

 

1. To fill gaps in the knowledge and skills of children unlikely to make at least expected progress by the end of the academic year and to accelerate the progress of the other children.

A part-time teacher is assigned to each year group to deliver 1:1 and small group interventions in Reading, Writing and Maths (RWM).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

After reviewing our outcomes for 16-17 and the barriers that stopped children reaching the Expected Standard, we worked with and Independent Advisor to develop a Mastery Curriculum in Writing, Mathematics, Geography and History, as research and best practice shows that it is vital to ensure that knowledge and skills are embedded before moving on to harder concepts and that children must have the opportunity to practise and apply what they have learned in a range of situations and across the curriculum.

 

 

 

A vast majority of disadvantaged children made at least expected progress from their starting point in reading writing and maths.  At the end of KS1 – 55% reached expected in RWM, an increase from 29% the previous year. 55% achieved Expected in Reading in line with last years, 64% in writing up from 29% last year, 73% in maths, in line with last year and 73% in science up from 57% last year.

At the end of Year R 71.4% of the children achieved a Good Level of Development, which is in line with our non-disadvantaged children.

In the Year 1 Phonic Screening Test 87.5% of our Disadvantaged children passed the test. The one child who did not achieve the expected standard in phonics also has Special Educational Needs and significant barriers to learning. Two Disadvantaged children did not retake the phonics test in Year 2 as they both had significant additional needs which meant that they were disapplied

 

 

 

 

 

 

 

 

 

Targets 1+2

£26,585.88

2. To support the social and emotional well-being of children where this is a barrier to their learning and progress.

This year we employed a Child and Family support worker for 1 day per week to work with children and their families to help them overcome barriers to learning. As part of this she worked with one of the Disadvantaged children and one of the child’s parents.

We have continued to use the part-time teacher in each year group to plan and implement 1:1 and small group interventions to support the development of targeted children in terms of their emotional and social wellbeing and attitude to learning.

The children involved developed a more positive attitude to learning and built trust in the adult who they were working with, which led to improved self-esteem and a more positive attitude to learning.

The parent working with the Child and Family Support Worker found the support very valuable, as it helped the parent and child develop strategies to use at home and school to cope with their anxieties.

3. Fulfil our statutory duty to fund school milk for children for whom we receive PPF

Ensure that parents are aware of their entitlement to free milk and that they enrol on line for their child.

Parents took up this option and children had milk each day.

£234.52

4.Enabling Disadvantaged children to

maintain good attendance 

One of the children lived well out of the catchment. The person who usually brings the child to school was ill and unable to do so for a few days and so we paid for a taxi to bring the child to school and take her home.

Child was in school, attendance maintained and no missed lessons during this time.

£15.60

5. To give the children the opportunity to read a range of books at home and develop a love of reading and reading for pleasure and by doing this improve their progress and attainment in reading.

Continue to subscribe to ‘Bugs Club’ an on-line reading web-site that the children can access independently at home.

Children that used the site enjoyed reading the books and playing the on-line games that went with them.

The children accessed a wider range of books and their confidence and reading improved.

As noted above the percentage of disadvantaged children achieving Expected in reading at KS1 was in line with last year’s results. Eighteen per cent of these pupils also achieved Greater Depth in reading. The six children who did not achieve Expected in reading at KS1 made good progress from their starting points but the additional barriers to learning experienced by these children prevented them achieving Expected despite appropriate interventions and resources provided.

 

£1138.00

 

 

 

Strategy for use of Pupil Premium 2018 – 19

 

 

Targeted area

Actions

Planned impact

Approximate Cost

1. To accelerate the progress and improve the outcomes for our lower attaining Disadvantaged children who are in danger of not reaching the expected level in Reading, Writing and Maths at the end of KS1 and ensuring that our high attaining Disadvantaged children are working at Greater depth in Reading Writing and Maths at the end of KS1

 

 

1. Continue to employ a part time teacher for each year group to carry out relevant and timely interventions for higher and lower attainers where teachers have identified gaps in knowledge or barriers to learning.

 

2. The current School Development Plan focusses on the development of a Mastery Curriculum in Writing and Mathematics, which will involve:

CPD for staff for disadvantaged children

Improving the planning and assessment of Mathematics and Writing.

 

3. In light of last year’s Reading results for disadvantaged children (55% at Expected) we will also be reviewing the support/interventions that we give those children on the cusp of achieving Expected and Greater Depth, to ensure that they target any barriers that will stop them getting to that standard.

We currently use Better Reading and Catch Up reading interventions for those children not on track to reach Expected and targeted comprehension interventions to enable children to reach Greater Depth. We have used these for several years and so intend to review to see if this is the best use of Learning Support Assistant time. Currently, these interventions are 1:1 and small group work may have the same impact.

 

 

 

 

 

Research shows that developing a mastery approach to learning will raise the attainment and accelerate the progress of all children, but particularly lower attaining children. See Education Endowment Foundation, Mastery Learning, toolkit August 2018.

The impact will be that disadvantaged children who come into Year R at a level below that expected for their age will make accelerated progress and leave Year 2 at the National Expected Level in Reading, Writing and Mathematics.

 

 

Interventions used, give disadvantaged children the very best chance of reaching the Expected and Greater Depth standards, with a higher percentage of these children making better than expected progress.

£41100

 

2. To continue to give the children the opportunity to read a range of books at home and develop a love of reading and reading for pleasure and by doing this improve their progress and attainment in reading

Continue to subscribe to ‘Bugs Club’ an on-line reading web-site that the children can access independently at home.

To narrow the gap in attainment in reading at the end of Year 2 so that a greater percentage of disadvantaged children reach the Expected standard or are working at Greater Depth

£1410

3. To continue to fund support for the social and emotional well-being of children where this is a barrier to their learning and progress.

To continue to employ our Child and Family Support Worker for one day a week, to work with children and their families where social and emotional issues are a barrier to learning and achievement.

Children and their families receive the social and emotional support they need to improve their mental well-being and improve/remove any barriers to learning.

£1,150

4. Fulfil our statutory duty to fund school milk for children for whom we receive PPF

Ensure that parents are aware of their entitlement to free milk and that they enrol on line for their child.

Disadvantaged children receive the free milk that they are entitled to.

£300

5. Enable disadvantaged children to attend Breakfast and After School Club  (BASC) and additional After School Clubs that the school provides

If needed the school will fund children to attend the BASC or the other after school clubs that we offer.

The children will have access to the BASC and to our other after school clubs. This will enable the children to be better prepared for learning during the school day and to develop their social skills and skills associated with the club  e.g. football .

£1,000

6. To ensure the best outcomes for our Service Children by supporting their emotional wellbeing

The School has joined the Portsmouth Military Kids Network (PMK). This group runs meetings half termly to share good practice within schools and to keep us updated about activities available to Military children within the city.

With our ever increasing number or children with parents in the armed forces the school needs to develop support and strategies to better support these children, particularly when parents are deployed. Joining this network will enable us to hear about good practice in other schools and for our children to attend events organised by the network i.e.  a sports afternoon in the summer term

There is no cost associated with being part of this organisation but we are allocating £200 for any supply or transport costs.

We will be carrying out an evaluation and review of our Pupil Premium funding in Summer 2019, following analysis of end of year results in all year groups and prior to allocating the use of funding in the academic year 19-20.