Pupil Premium Statement (based on 2015-2016)

At Quinton Primary School we are committed to offering our pupils the highest possible quality of education.  We want our children to:

  • Develop imagination and creativity
  • Acquire skills and abilities
  • Have a love of learning and become independent learners.

Through respect, teamwork and partnerships, we will work together to ensure that all children achieve, succeed and become responsible and well mannered members of our community.

Principles

Every child with his/her individual needs is unique and special. All members of staff, governors and teaching assistants accept responsibility for, ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring environment. As with every child in our care, a child who is considered to be ‘socially disadvantaged’ is valued, respected and entitled to develop to his/her full potential, irrespective of need.

Background

The pupil premium is a Government initiative that targets extra money at pupils from deprived backgrounds, which research shows underachieve compared to their non-deprived peers. The premium is provided in order to support these pupils in reaching their potential. The Government have used pupils entitled to Free School meals as an indicator for deprivation, and have deployed money to schools, based on the number of pupils registered for Free School meals over the last six years. In-line with the government policy, Quinton Primary School will be using the indicator of those eligible for Free School meals as our target children regarding attainment.

The Government are not dictating how schools should spend this money, but are clear that schools will need to employ the strategies that they know will support their pupils to increase their attainment and reach ARE. Schools will be accountable for this and school performance tables will include new measures that show the attainment of pupils who receive the pupil premium compare with their peers. In school we closely monitor the attainment and progress of every child, including all vulnerable groups. Our detailed Provision Map is reviewed at least every half-term, after our Pupil Progress Data meetings and we have the flexibility in our systems to make immediate changes to provision, if needed.

Provision

In order to meet the above requirements, the Governing Body of Quinton Primary School will ensure that provision is made which secures the teaching and learning opportunities that meet the needs of all pupils. Our priority will be focused on those pupils not on track to achieve ARE by the end of the year. As part of the additional provision made for pupils who belong to vulnerable groups, the Governors of the school will ensure that the needs of socially disadvantaged pupils are adequately assessed and addressed through half-termly targets and pupil progress meetings. In making provision for socially disadvantaged pupils, the Governors of the school recognise that not all pupils who receive free school meals will be socially disadvantaged. The Governors also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. The school and the Governors reserve the right to allocate the Pupil Premium funding to support any pupil of groups of pupils the school has legitimately identified as being socially disadvantaged. In many instances, a whole school initiative which benefits every child may be funded through Pupil Premium money, e.g sports coaches, improvement of library/reading facilities.

The Range of Provision

The, Inclusion Manager in conjunction with the SENCo, will maintain an ongoing provision map of support for socially disadvantaged pupils.  The school is also developing the range of expertise for more precise intervention, by:

  • Facilitating pupils’ access to education
  • Facilitating pupils access to the curriculum
  • Providing additional teaching and learning opportunities
  • Ensuring that all children take part in at least one educational trip/visit per year
  • Using specialist coaches for P.E. and extra-curricular clubs
  • Developing/training staff in-house for specific areas,( e.g Speech and Language; EAL, maths, handwriting) to work across age ranges with individuals and small groups.
  • Part-funding a full-time Inclusion Manager dedicated to co-ordinating/delivering intervention and support and working with external agencies;
  • Continuing to develop our phonics programme.
  • Continuing to develop strategies to improve Spelling, Punctuation and Grammar.
  • Using graded mental maths booklets for homework and three ability based “mathletics” sessions 3 mornings per week.
  • Funding a maths specialist for intervention work and training across the whole school, for 2 mornings per week.
  • Working closely with any parents and external agencies when necessary.
  • Buying resources (e.g. phonics play; espresso; reading and maths materials)
  • Using TA’s to work 121/small groups when needed.

At Quinton school we will ensure that rigorous assessment and monitoring (half-termly Pupil Progress Data Meetings) allows all pupils to make the best progress they possibly can.  We continue to review our assessment procedures and adjust in order to make them more effective – for September 2018 we have made changes that will help teacher make more accurate assessments.  Our key focus will always be on:

  • Reading
  • Writing (including Spelling, Punctuation and Grammar)
  • Use of number

And the school will intervene to support pupils who fall behind in these core skills using any appropriate strategies that are necessary.

Reporting

It will be the responsibility of the Inclusion Manager/SENCO, to produce an annual report for the Governor’s on:

  • The progress made, by year group, for socially disadvantaged pupils.
  • An outline of the provision that was made during the term since the last meeting.
  • An evaluation of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support.

It will be the responsibility of the head teacher to report to the Governing body to give an outline of the school’s progress towards achieving ARE for socially disadvantaged pupils on a termly basis. The Governing Body will consider the information

Success Criteria

The evaluation of the school’s intervention strategies is based on how well the school can help socially disadvantaged pupils to reach ARE and compete on a level playing field with their peers. The success criteria for Pupil Premium are:

  • Early intervention and support for socially disadvantaged children
  • The vast majority of socially disadvantaged children will meet their individual targets.
  • Effective parental pupil school support.
  • Having an effective system for identifying, assessing and monitoring pupils.
  • Having a whole-school approach.
  • Create a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing confident and independent learners.

Effective parental pupil school support

Having an effective system for identifying, assessing and monitoring pupils.

Having a whole-school approach

Create a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing confident and independent learners.

Impact

The impact can be seen in school on many levels:

Our data shows how well the children are attaining and progressing;

The improved confidence of children who have been receiving extra support is then used in all areas of school life;

With confident children comes self-belief and happiness;

This builds on the key priorities of the school – to have happy and high-achieving children and a positive working ethos, where every child is proud of what they are doing.  Healthy minds and bodies are key in our success and the value and impact of the sports coaches cannot be underestimated.

Every day in school we see those “Wow!” moments in all areas as a result of the systems we have in place.

Our Inclusion Manager’s work with external agencies to support whole families has resulted in improvements in quality of life for both children and parents.

The quality of all external providers is scrutinised and we constantly look for the best possible provider for the maximum impact on the children.

Three DSL (Designated Safeguarding Leads) in school have made sure that our systems are both precise and effective.

Visible academic progress in books and improvements in attitudes.

How we spend our Pupil Premium money
Pupil Premium funding In 2016- 2017: £31,980.00
Part funding of Onside Coaching: £7,471.00
Dyslexia specialist: £200.00
Life Space mentoring service: £633.00
WCC DSL safeguarding training: £460.00
WCC Child Protection: £115.00
WCC Educational Psychologist six sessions @ £253.00 each: £1,518.00
Inclusion Manager and specialist maths support staff: £18,556.24
Part funding of Teaching Assistants extra support (5 hours per week @ £15.00 per hour including on costs): £2,925.00

 

Total: £31,878.00

 

Any resources or extra support that is needed based on recommendations from any of the above staff, are paid for out of the school budget.  The 5 hours per week of Teaching Assistant support is only a small amount of what takes place in the school.