The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.
Financial year 2018 to 2019
In the 2018 to 2019 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:
- £1,320 for pupils in reception year to year 6
- £935 for pupils in year 7 to year 11
Schools will also receive £2,300 for each pupil identified in the spring school census as having left local-authority care because of 1 of the following:
- a special guardianship order
- a child arrangements order
- a residence order
If a pupil has been registered as eligible for free school meals and has also left local-authority care for any of the reasons above, they will attract the £2,300 rate.
Children who have been in local-authority care for 1 day or more also attract £2,300 of pupil premium funding. Funding for these pupils is managed by the virtual school head (VSH) in the local authority that looks after the child.
Schools will receive £300 for each pupil aged 4 and over in year groups reception to year 11, who is either Ever 6 service child or in receipt of pensions under the Armed Forces Compensation Scheme (AFCS) and the War Pensions Scheme (WPS)
2018-2019 Pupil Premium Allocation for Kells Lane Primary School
Summary of main barriers to educational achievement faced by eligible pupils
|· Underdeveloped fine and gross motor skills
· Underdeveloped social skills
· Underdeveloped literacy skills
· Underdeveloped maths skills
· Access to language to further develop English
· Access to educational resources and experiences
· Behaviour – pupils with specific social and emotional needs which affect their learning
How we will spend our allocated amount to address these barriers and why
|· In class learning support from teaching assistants. This is an inclusive approach that targets individual support and enables pupils to ask questions and make better progress during lessons.
· 1:1 intervention planned by teachers and delivered by HLTAs (higher level teaching assistants) dependent on individual needs including reading, spelling and handwriting intervention.
· Various social skills groups to help pupils develop friendships, build confidence and self-esteem.
· Access to equipment and resources to enrich curriculum.
· Investment into PSHE scheme to ensure emotional and social needs are being supported.
How we measure the impact of these strategies at Kells Lane
|· All teachers track pupil progress on a daily basis and the school’s Senior Leadership Team regularly check how much progress pupils make; this is done by observing lessons and checking progress in workbooks.
· All teachers produce termly reports on the progress of all pupils in their class and have a follow up meeting with Mrs Whistler to discuss what can be done to support any pupil falling behind.
· We evaluate how well pupils entitled to the pupil premium funding achieve in their SATS (Standardised Assessment Tests) at the end of Year 2 and Year 6 as well as those pupil premium children who achieve a GLD at the end of EY
· We evaluate how well pupils entitled to the funding are doing in order to achieve age related standards in all year groups.
How often we check we are doing the right things to support our pupils
|· September 2018 – individual action plans are written to outline how the funding for each pupil will be spent in the coming academic year.
· The impact of expenditure for each pupil is reviewed termly at pupil progress meetings.
· Pupil progress is reported to Governors and there is a Governor designated to monitor the progress of pupils entitled to pupil premium funding.
· January 2019 – action plans are reviewed
· May 2019 – actions plans reviewed
· July 2019 – Pupil Premium Strategy Review and planning for 2019/20
2017-2018 Pupil Premium Allocation for Kells Lane Primary School
How we spent our allocated amount to address barriers
|In class learning support from teaching assistants. This is an inclusive approach that targets individual support and enables pupils to ask questions and make better progress during lessons.
1:1 intervention planned by teachers and delivered by HLTAs (higher level teaching assistants) dependent on individual needs including reading, spelling and handwriting intervention.
Various social skills groups to help pupils develop friendships, build confidence and self-esteem.
Access to the ‘Kidsafe’ programme: this is child friendly safeguarding programme designed to give pupils strategies to stay safe online and in real life situations.
Access to school trips and residential visits
Access to equipment and resources to enrich curriculum
Attainment at the end of EYFS – Good Level of Development
|Pupil Premium (0 pupils)||N/A|
Attainment at the Year One Phonics Screening test
|Pupil Premium (4 pupils)||100%|
Attainment at the end of Key Stage 1 data- Expected Standard
|Pupil Premium (0 pupils)||N/A||N/A||N/A|
Attainment at the end of Key Stage 2 data- Expected Standard
|Pupil Premium (3 pupils)||66%||66%||33%|
Please contact school to speak to Mrs Whistler, the Headteacher, or Mrs Heath, the school business manager, if you think your child may qualify.