The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil as well as for Looked After Children and children of Service Families is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
Schools are free to spend the Pupil Premium as they see fit. However they will be held accountable for how they have used the additional funding. Measures are included in the performance tables that will capture the achievement of those pupils covered by the Pupil Premium.
At Cotham Gardens Primary school we assess the needs of children eligible for Pupil Premium individually, and as a group of children. This allows us to identify barriers to progress and to address these issues with targeted and group interventions. Barriers identified include lower attendance and punctuality (some of our Pupil Premium learners have to travel significant distances to get to school); not feeling calm, settled and ready to learn; lacking in confidence or resilience; limited experiences impacting on language and understanding; less developed reading habits and reading comprehension skills. Some of our children will experience more than one of these barriers to learning.
Pupil Premium Expenditure 2019-20
Pupil Premium Expenditure 2018-2019
The Impact of our Pupil Premium Provision 2018/19
In 2018-19 the school received £135,826 from central government to support Pupil Premium Learners.
Priorities identified are:
- targeting Pupil Premium Learners’ progress to ensure that they make at least good progress throughout school, and that gaps close
- improving attendance and punctuality
- helping learners feel calm, settled and ready to learn
- strengthening confidence and resilience
- increasing the range of learners’ experiences
- strengthening learners’ reading habits
What do we do?
Our approach is informed by high quality research such as the Education Endowment Foundation Teaching and Learning Toolkit.
This is an accessible summary of educational research which provides guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged learners.
Promoting the achievement of Pupil Premium learners is built into performance management arrangements for teaching staff and many support staff. It is also built into the structure of the Pupil Progress meetings that are held 3 times a year. These are strongly focussed upon the identification and removal of barriers to learning for individual children. We provide extra Teaching Assistant (TA) time, to target intervention programmes to close the gaps in the children’s learning. TAs also work under the direction of the Classteacher to support Pupil Premium learners.
Pupil Premium learners whose attendance and/or punctuality causes concern are monitored and reviewed on a regular basis by the Senior Office Administrator and Headteacher alongside the Educational Welfare Officer where appropriate. Our Learning Mentor supports in cases where there are particular emotional/health issues that impact on attendance.
Our school firmly believes that children need to feel secure and emotionally settled to learn effectively. To this end we offer various therapeutic interventions including ‘Drawing for Talking’ which helps children to develop their awareness of and ability to manage their emotions and ‘LEGO: Build to Express’ which helps children to communicate a whole range of topics that they might have felt challenging to talk about on their own.
We promote growth mindset and continuously reference the ‘ELLI animals’ to develop resilience in our learners.
We offer a fully funded place on residential camps in years 5 and 6 for all Pupil Premium learners as we believe that this is a valuable life experience that enhances confidence levels and relationships with peers. We also fully fund all school trips including the provision of a free packed lunch where requested. The vast majority of school trips are directly linked to the school’s Edison curriculum so represent valuable additional learning opportunities.
Pupil Premium readers in EYFS and KS1 are closely monitored by class teachers and LSAs. Children with less developed reading habits are given additional 1:1 sessions at school.
What is the impact?
Please see data analysis below for a full assessment of the attainment of and progress made by Pupil Premium learners.
In 2018-19 Pupil Premium attendance improved from 93.67% to 94.65%
Behaviour Log records indicate that the vast majority of Pupil Premium learners spend all their time focused on their learning. However, support is still required for some specific learners.
Even our youngest learners are aware of the ELLI animals and can articulate what they represent.
No Pupil Premium Learner has been excluded from a residential trip or day trip due to cost. Many Pupil Premium Learners attend extra-curricular clubs funded entirely by the school.
The school’s internal tracking shows that by the end of 2018-19 the proportion of Pupil Premium Learners making expected or greater progress in reading was equivalent to or exceeded the proportion of all learners in five of the year groups from Y1 to Y6. The proportion of Pupil Premium Learners making expected or greater progress in reading was equivalent to or exceeded the proportion of their non-Pupil Premium peers in four of the year groups from Y1 to Y6.
In EYFS 50% of Pupil Premium children in a cohort of six achieved a Good Level of Development compared to 85% of non-Pupil Premium children.
In the year one phonics screening check 80% of Pupil Premium children passed compared to 77% of non-Pupil Premium children.
At the end of KS1 77% of Pupil Premium children reached the Expected Standard in reading compared to 77% of their non-Pupil Premium peers. In writing 69% of Pupil Premium children reached the Expected Standard compared to 69% of their non-Pupil Premium peers and in maths 62% of Pupil Premium children reached the Expected Standard compared to 79% of their non-Pupil Premium peers.
At the end of KS2 fewer Pupil Premium children reached the Expected Standard in Reading (53%), than their non-Pupil Premium peers (89%). In writing 53% reached the expected standard as opposed to 89% of their non-Pupil Premium peers. In maths 67% reached the expected standard as opposed to 93% of their non-Pupil Premium peers.
47% of Pupil Premium children compared to 84% of their non-Pupil Premium peers achieved the expected standard or higher in Reading, Writing and Maths combined.