Our School Aim: To make learning irresistible
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 and that Learning and Teaching in the classroom is the main focus for raising attainment.
We believe that no child should be left behind and that it is not about where you come from but your passion, determination and aspiration to get where you want to be.
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:
- Low aspirations
- Lack of confidence
- Low self esteem
- Behaviour difficulties
- Less support at home
- Troubled families
- Poor attendance and punctuality
- Weak language and communication skills
- Movement between schools (service children and CLA)
- Poor Literacy skills
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. Through the use of Pupil Premium we aim to narrow the gap between pupil groups.
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.
- 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 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 £3,280 for two Looked After Children.
For 2016-17, our school received an allocation of £60,690 plus £5,700 for 3 Looked After children.
Outcomes for Pupil Premium Pupils
- The 2015 cohort of Pupil Premium children made good progress from their starting points in Key stage 1 in Reading, Writing and Maths based on APS and curriculum levels.
- School tracking shows the 2016 cohort of Pupil Premium children made good progress from their starting points in Key stage 1 in Writing and Maths and broadly in line with good.
- In regards to their prior attainment at the end of EYFS in 2014:
45% of disadvantaged pupils made the Expected+ level at the end of the EYFS in Reading. Out of these 12 children who were ‘expected’ at the end of the EYFS, 3 of them did not reach required standard at the end of KS1.
32% of disadvantaged pupils made the expected level at the end of the EYFS in Writing in 2014. Of these 4 out of the 9 children did not reach the required standard at the end of KS1.
41% of disadvantaged pupils made the expected level at the end of the EYFS in Maths in 2014. Of these 6 out of the 13 children 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.
- The 2015 cohort of Pupil Premium children made good and often better than good progress from their starting points in Foundation in all areas of GLD.
- The 2016 cohort of Pupil Premium children made good and often better than good progress from their starting points in Foundation in all areas of GLD.
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. Also please note that all the 2016 KS1 disadvantaged pupils entered the EYFS well below age related expectations.