Disadvantaged Pupils' Funding

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Do you think your child is eligible for Pupil Premium?

If so please see the PDF below for more information.

Background:

Additional monies are given to schools to by the Government to support Disadvantaged Pupils. This money is linked to eligible pupils and given to the school they attend. It is distributed in addition to the school's budget. Decisions for allocation of this money link to deprivation indicators such as Free School Meals. This money is allocated to initiatives to ensure pupils reach their full potential, both academically and socially.

What level of funding is received by Audlem St James' C.E. Primary School?

2011-122012-20132013-142014-152015- 162016-17
£4,200£9,600*£14,400£16,900£23,760*£26,400

*From 2012-13, the criteria for allocating funding changed slightly and included pupils who have been in receipt of free school meals at any point in the last 6 years — increasing our numbers of eligible pupils.

*From 2014 we also receive money for children who are in the care of the local authority of who have been adopted, hence the increase.

How do we use our Disadvantaged Pupils' Money?

At Audlem St James C.E. Primary we strive to meet the individual needs of each pupil. We recognise that some pupils need additional support to achieve their full potential, others need challenge and extension. We tightly track the progress of our disadvantaged children. Based on data analysis, where we feel a child's progress could be further enhanced by one to one support, we ensure this happens. This is sometimes through the allocation of additional teaching hours and sometimes through additional teaching assistant hours, depending on the child's needs.
Funding has been used to:

  • Deliver high quality intervention and support to raise pupil achievement and narrow the gap between the achievement of vulnerable pupils and their peers; including whole staff training on attachment, use and evaluation of high quality interventions and support as part of Quality First Teaching and tracking interventions for impact.
  • We have introduced Learning Conferences for targeted children this year. These conferences are half termly one to one sessions with each child's class teacher focusing on what a child is doing well and what their next step targets should be; as well as reflecting on how they will achieve their agreed targets.
  • We have continued our work with Beanstalk, a national charity that recruits, trains and supports volunteers to work in primary schools with children who have fallen behind with their reading.
  • Targeted interventions including the use of Beanstalk Readers and Read Write Inc programmes have targeted progress in reading whilst bespoke targeted interventions have provided one to one and small group support for children identified as not on track in writing, spelling and maths.
  • We have invested in Numicon and CVA training for staff and made a further significant investment in resources for the use of Numicon to target concrete, visual and abstract approaches to Maths teaching and learning.
  • We have paid for extended programmes of therapy sessions, including animal assisted therapy, for children identified as requiring tailored specific support.
  • We have also continued to ensure staff, children and families are able to access specialist support as necessary through our Cluster SENCO as part of our membership of the Nantwich Education Partnership.
  • This is further strengthened by access to our Education Outreach Worker who provides bespoke support for families and children through our membership of the Nantwich Education Partnership.
  • Funding has also been used to subsidise residential visits and trips for Disadvantaged children to ensure they are able to access these key learning opportunities beyond the classroom.

    Details of Action Taken and Impact:

    Progress has been made in 'narrowing the gap', which is monitored through Standards Meetings every half term and evidenced to parents in reports. We strive to meet the individual needs of each pupil in school. Just as with all our pupils, we recognise that some pupils need additional support to achieve their full potential, others need challenge and extension. Some children are making strong progress without the need for additional support / opportunities. We therefore use our Disadvantaged Pupil's money to enable us to increase our provision, to ensure that each child's needs are fully met.
    At each half termly Standards Meeting, we look at the individual progress of children for whom we are in receipt of Disadvantaged Pupils' money, separately to the progress of other groups of children. Some of these children are making good or outstanding progress compared to their peers. Some children receiving Disadvantaged Funding are making less progress than their peers. In these cases we look at how we can use additional funding to meet their needs and agree actions.

    Progress Analysed for Disadvantaged Pupils

    Progress is measured using a points system. We expect children to make an average of at least 3 points each year, which equates to around 1 point progress on average each term.

    There were 23 children eligible for this funding in 2015/16. Five children are on our SENd register and currently have an individual Pupil Passport to meet their needs. These children also have specific case studies tracking smaller step progress matched to their needs.
    The average progress in T points for Disadvantaged Pupils from September 2015 to July 2016 was:

     ReadingWritingMaths
    Progress of PP children3.83.83.9
    Progress of cohort3.83.73.7
    Gap in progress0+0.1+0.2

    All gaps are either positive or there is no gap when looked at as a whole school. Whole School Disadvantaged Expected/More than expected Progress = 82% in Reading, Writing and Maths.

    In addition to these children we tracked 25 vulnerable children throughout the year and these children benefited from a range of interventions and support as part of our use of Pupil Premium. The average progress in T points for tracked vulnerable pupils from September 2015 to July 2016 was:

     ReadingWritingMaths
    Progress of tracked vulnerable children3.93.93.8
    Progress of cohort3.83.73.7
    Gap in progress+0.1+0.2+0.1

    Click on the attached pdf document under the picture to read the full HT report to Governors for 2015/16.

    Next steps 2016/17

    We will continue to focus on bespoke interventions and support for our Disadvantaged Pupils in 2016/17. To target this we will:

    • Embed and develop our successful Learning Conference work with children across school.
    • Increase the number of Teaching Assistants to provide more targeted support interventions matched to needs identified in tracking and monitoring.
    • Extend our use of 'Day in the Life' monitoring to ensure interventions and provision best match the needs of children.
    • Further develop the use of Beanstalk Reading programme to target children and further ensure accelerated progress in reading.
    • Further use of Read Write Inc to target lower achieving children in KS1 and EYFS.
    • Continue to subsidise residential visits to ensure Disadvantaged Pupils access these learning opportunities beyond the classroom.
    • Continue to engage therapy sessions and counselling as appropriate/necessary for identified children/families.
    • Continue our membership of the NEP providing access to Cluster SENCO and EOW (4 families from our school engaged with and benefitted from EOW support during 2015/16).

    Please see the attached PDF file for more information regarding our spending for 2016/17.

    If your child does not currently have Free School Meals, but you feel they may be eligible, please contact the school office (in confidence) to register them. Even if you do not wish them to have the meals, the school could still claim Pupil Premium Funding which could be used to help your child.

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    Headteacher: Rebecca Jewitt

    Audlem St. James‘ C.E. Primary School
    Heathfield Road
    Audlem, Cheshire, CW3 0HH

    Telephone: 01270 685120

    Email: Headteacher
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