Eligibility and funding amounts:- The pupil premium grant is funding provided to schools to close the attainment gap between disadvantaged pupils and their peers. All schools receive an amount of money for each pupil of compulsory school age who fits the eligibility criteria.
Allocation:- The grant is allocated in line with the financial year, which begins in April. Each year’s allocations are based on data from the previous January’s census. If an eligible pupil joins after the January census, the school will not receive pupil premium funding for his/her until the following year. Maintained schools receive the pupil premium grant through their local authority, in quarterly instalments. Pupil premium funding for looked-after children is not allocated to schools but to the virtual school head in the local authority, who will work with the school to decide how it will be spent.
Barriers to Educational Achievement :- The barriers identified by Hawkhurst CEP School cover aspects such as :-
- Low Attendance
- Late Arrivals
- Having Special Educational Needs
- Some Low Income Families
- Lack of Parental Literacy/Language Skills
Spending the grant:- The grant can be spent as each school sees fit, as long as it is used to demonstrably improve the attainment of eligible pupils. Schools do not need to spend an equal amount on each pupil, or use the money for interventions that benefit only eligible pupils. The grant should not be used to fund free school meals, as schools already receive funding for this through the dedicated schools grant.
At Hawkhurst C.E. Primary School the allocated grant for the year 2016/2017 was £78,180.
The impact of the Pupil Premium is measured through tracking procedures that encompass SEND provision and whole class progress and attainment.
The Pupil Premium Strategy will be reviewed by December 2017
Thirty five per cent of pupils (68 pupils), in the census of January 2017, have been identified as eligible for this grant. The school has a high turnover of pupils and it is necessary to quickly discover the strengths and difficulties of new arrivals, hence the need for short term interventions and one-to-one tuition. Pupil well – being is essential for all pupils and so the school offers a Breakfast Club.
|How the money was used||Cost||Rationale for expenditure||Impact|
|Part of salary for Family Liaison Officer.||£8,000||To co-ordinate pastoral aspects in school – Early Help, School Nurse referrals, Citizens Advice Bureau etc.||Children and families feel secure. Advice is given and families are signposted to other agencies, leading to additional help and support.|
|Contribution towards salaries of Breakfast Club supervisors||£5,000||To provide a calm and secure start to the day on a regular basis throughout the week.||This has been of great benefit to many children and has helped settle those who find ‘parting from parents’ difficult.|
|Provision of free Breakfast Club places||£1,850||To alleviate morning difficulties for some parents and children.||Pupils are able to start their school day on time and without emotional stress.|
|Purchase of daily milk for pupils||£106||Eligibility through Pupil Premium.||Better concentration in class.|
|Forest School work at Bedgebury with Kent High Weald Partnership (cost of six day sessions, plus supply cover).||£2,000||To raise pupils’ self-esteem and improve their social interaction with other pupils and to enable them to gain confidence to work more independently.||Fewer incidents of poor behaviour at playtime, according to records held in school. Only one fixed term exclusion for poor behaviour since March 2016.|
|Small group maths interventions from specialist teacher||£20,000||Implementation of personalised interventions for accelerated progress in learning.||Year 6 – prediction for expected end of year progress for disadvantaged pupils from end KS1 in Reading/Writing/Maths combined, will be 100% Non-disadvantaged pupil progress in RWM is predicted to be 89%.|
|Purchase of screening assessments.||£504||Screening highlights areas that will be specified on the Provision Maps for intervention work.||Personalised interventions assist pupil self-esteem and develop good learning behaviours and this is reflected in their progress.|
|To provide one to one counselling for pupils||£2,125||Some pupils have issues that form barriers to their progress in learning.||Pupils are helped to manage those emotions which impact upon learning.|
|Contribution towards the cost of the Educational Psychologist’s work in school.||£2,000||To identify specific areas of need and enable appropriate interventions to be implemented according to need.||The gap between disadvantaged and non-disadvantaged pupils has lessened – in Years 1 & 5, the gap for combined Reading Writing and Mathematics at expected levels has closed by 10% since June 2016.|
|Small group tuition in English and Maths in Year 4||£18,000||To assess for gaps in understanding and to teach to the gaps to raise standards.||The gap in writing has closed by 21% and the gap in mathematics has closed by 14% since June 2016.|
|Additional Teaching Assistant in the Reception class, to provide targeted support.||£9,000||To improve basic language skills, build vocabulary, use Language Link effectively, resulting in closing the gap between disadvantaged pupils and non-disadvantaged pupils.||Results from Language Link are used to provide language activities to increase the % of pupils achieving a Good Level of Development in the EYFS (to be assessed in June 2017).
Results from 2016:
% achieving a good level of development – 75.9% (all pupils)
% achieving a good level of development – 54.5% (free school meal pupils)
|Part costs of employment of additional teaching assistant in Year 2.||£8,000||To support individual pupils at the teacher’s discretion in order to ensure accelerated progress from EYFS to KS1 statutory results.||To increase the percentage of pupils working above the expected level (0% in June 2016) in each of Reading, Writing and Mathematics, to 9% by the end of KS1.|
|Additional hours for Senco – individual and small group support.||£1,595||To support pupils, either on a 1:1 basis or through small groups according to the interventions highlighted on the Provision Maps.||The success of interventions is measured termly and indicates an improvement in the % of successful interventions.|