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Our School Aim: 'Where learning is irresistible'

Pupil Premium

Pupil Premium

 

Rationale

All children at all levels must fulfil their potential and this is fostered here at Pinewood through high expectations and high quality Learning and Teaching which is at the heart of everything we do.

 

Our curriculum is constantly reviewed and changed to ensure it meets the needs of all children, to inspire and excite learning and we believe consistently excellent teaching in the classroom is the main focus for raising attainment.

 

We believe that all children should reach their potential regardless of their background. All teachers and Teaching Assistants at Pinewood are employed to make a difference to all children, to help improve life chances and ensure all regardless of background achieve their potential. We at Pinewood have the highest expectations of ourselves and all our children.

 

Pupil Premium funding is allocated to schools based upon the number of children on roll from low income families who are currently known to be eligible for free school meals or have been eligible over the last six years. It also includes children that are ‘looked after’. The funding is provided for the specific purpose of increasing attainment and progress of these groups of children. An additional premium is provided based upon the number of pupils who have a parent working for the armed services. This service premium is designed to address the emotional and social well-being of these pupils.

 

Pupil premium is a significant amount in the budget and we are committed to ensuring maximum effect.

 

Barriers for Pupil Premium children can be here at Pinewood:

  • Weak language and communication skills
  • Poor Literacy and Numeracy skills
  • Low aspirations and less support at home
  • Troubled families
  • Lack of confidence and low self esteem
  • Behaviour difficulties
  • Poor attendance and punctuality
  • Movement between schools (service children and CLA)

 

In recent years many of our pupil premium children have entered school with attainment well below what is typical for their age. The challenges are varied and often there are individual issues. At Pinewood we look at the challenges each pupil premium child faces and we endeavour to tailor our provision to meet individual need. Not all children eligible for free school meals are low attaining. Some free school meal children are higher attaining and do not have certain barriers to learning, so we use our pupil premium funding to meet their needs in different ways. Through the use of Pupil Premium we aim to narrow the gap between pupil groups, but in particular we aim to raise attainment for all.

 

Our culture here at Pinewood believes in ALL children and that there are no excuses for under performance. All staff know who the Pupil Premium and vulnerable children are and we tailor our provision to meet the needs of all children.

 

Underachievement is tackled at all levels and children’s individual needs are carefully considered to support everyone to do their very best.

 

We will:

  • Have a collective sense of mission where all our stakeholders are committed to ensuring that every child deserves an excellent education where learning is irresistible regardless of background or barrier to learning.
  • Have clarity of purpose focusing Pupil Premium on pupil need.
  • Prioritise staff well-being as disadvantaged children are disproportionately affected by staff absence.
  • Identify individual as well as whole school barriers to learning and investigate whether individuals have multiple barriers.
  • Ensure that high quality first teaching is offered to all pupils daily.
  • Be consistent, share good practice, assess regularly and address any under-performance.
  • Where intervention is necessary, there is a culture here at Pinewood of early, focused, precise and time-limited intervention delivered by high quality teachers and teaching assistants.
  • Ensure pupil premium and the progress and needs of our children are regularly discussed at staff meetings.
  • Ensure all our teaching staff know which children in their classes are regarded as the disadvantaged.
  • Offer early morning learning and after school learning for targeted children.
  • Provide early intervention in the Early Years foundation Stage.
  • Provide individualised additional reading support (Read Praise Prompt/10 Minute Read/Comprehension skills support)
  • Small group phonics teaching.
  • Higher ability focus groups to ensure even our highest ability disadvantaged children further their attainment and educational potential with increased challenge.
  • Improve attendance and late arrivals.
  • Provide support for parents and work in partnership with them on how they can help their child.
  • Listen to the views of children and parents.

 

Pupil Premium allocation at Pinewood:

For 2015-16, our school received an allocation of £71,280 plus £7,600 for 4 Looked After Children.

For 2016-17, our school received an allocation of £69,960 plus £5,700 for 3 Looked After children and £600 for 2 service children

For 2017-18, our school received an allocation of £59,400plus £9500 for 5 Looked After children and £600 for 2 service children

 

 


Outcomes for Pupil Premium Pupils
 

 

 

Progress

School tracking shows disadvantaged pupils made accelerated progress in Reading and Writing in Year 2 2016-17, and good progress in Maths.

 

In regards to their prior attainment at the end of EYFS in 2015:

10/18 56% of disadvantaged pupils made the Expected+ level at the end of the EYFS in Reading. Out of these 10 children who were ‘expected’ at the end of the EYFS, all of them pus an additional 2 PP children reached the required standard at the end of KS1. 

10/18 56% of disadvantaged pupils made the expected level at the end of the EYFS in Writing in 2015. 1 of these 10 did not reach the required standard at the end of KS1. 

12/18 67% of disadvantaged pupils made the expected level at the end of the EYFS in Maths in 2015. Of these 12 children 2 did not reach the required standard at the end of KS1. 

Much of this can be accounted for by the shift in expectations of the new KS1 curriculum.

 

 

 

Progress

  • Progress has been at least good and mostly better than good (accelerated) in all areas of GLD over the past 3 years. Starting points have been very low for this group of pupils so attainment has been lower than national even though accelerated progress has been made. This will continue to be an area of focus for us as a school.

 

We are also interested in how our Pupil Premium children develop in terms of self-esteem, confidence, resilience and independence which the end of key stage assessment tests do not measure or demonstrate. Our 2017-18 Pupil Premium Action Plan will see considerable emphasis on supporting the emotional needs of these pupils as well as focusing work on engaging with their parents in regards to supporting learning and aspiration.