WHAT IS THE PUPIL PREMIUM GRANT?
The Pupil Premium Grant (PPG) is a government grant in addition to the main school funding that schools receive in their annual budgets. We believe that appropriate use of this money is the best way to close the gap in educational inequalities between children in school.
Pupil Premium Funds are received for every child who qualifies for Free School Meals (FSM) currently, or has qualified in the past 6 years - £1345 per eligible pupil.
Eligibility for funding has also been extended to all children who:
- Have been looked after for one day or more
- Were adopted from care on or after 30th December 2005 left care
- Had a Special Guardianship Order on or after 30th December 2005
- Had a Residence Order on or after 14th October 1991.
Looked After Children (LAC) and Post-Looked After Children, who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order are entitled to receive £2345 of PPG.
Children from families serving in the Armed Forces or those families in receipt of a Minister of Defence Pension are also entitled to receive £300 PPG.
The Early Years Pupil Premium (EYPP) is additional funding for early years settings to improve the education they provide for disadvantaged 3- and 4-year-olds.
Children must receive free early education in order to attract EYPP funding. They do not have to take up the full 570 hours of early education they are entitled to in order to get EYPP. Children become eligible for free early education at different points in the year depending on when they turn 3. Please note that 4-year-olds in primary school reception classes who already receive the school-age pupil premium are not eligible for EYPP funding. This means that in the financial year 2018 to 2019, providers received £300 for each eligible child who takes up the full 570 hours of state-funded early education they are entitled to.
Schools are free to allocate and spend the Pupil Premium Grant in the way they deem most appropriate, however Abercrombie Primary School is accountable for ensuring this grant is deployed effectively to progress the learning of eligible pupils. The senior leadership team, staff and governors rigorously evaluate how Pupil Premium money is spent and the impact targeted interventions are having on pupils' attainment, closing gaps and addressing barriers to learning. Vulnerable groups are identified early and appropriate interventions are put in place, funded by the Pupil Premium. The school tracks the progress and attainment of all children.
WHAT IS UNIQUE AND DISTINCTIVE ABOUT OUR SCHOOL?
Pupils development on entry is below the expectation for their age when assessed using the expectations set out in ‘EYFS Development Matters’ and our own baseline assessments.
RAISE online and other data in 2018 shows:
- The number of children receiving FSM is slightly less than the National average (approximately 24%)
- Abercrombie is in the 60th to 80th percentile for school deprivation suggesting that the school catchment area has higher deprivation than other schools nationally. In Derbyshire, Abercrombie School ranks in the highest sixth most deprived schools We are number 40 out of 297 schools in Derbyshire (Number 1 being the most deprived in Derbyshire)
- The ethnic minority mix of the school is largely in line with the national percentage but Abercrombie is particularly diverse when compared with other schools in Chesterfield and the surrounding area.
- In 2017, by the end of KS2, 88% of Pupil Premium children achieved the expected standard or above in Reading, Writing and Maths at Abercrombie compared to 77% of Non PP children. 25% of PP children achieved the higher standard in Reading, Writing Maths combined at Abercrombie compared to 17% of Non PP children. Both percentages for the disadvantaged group were significantly above the National figure. Maths at the Greater depth standard was 25% compared to 27% nationally.
- This trend continued into 2018 with PP children achieving above the national average at ARE in all subjects: Maths: 88% compared to 81% nationally; Reading: 88% compared to 80% nationally; Writing: 88% compared to 83% nationally. Disadvantaged were also above the national average at Greater Depth in both Reading (38% Abercrombie to 33% nationally) and Writing (38% Abercrombie compared to 24% nationally).
- Progress in 2017 to 2018: Reading was 0.1 for PP group which was in line with National figure. The PP group made greater progress than other children at Abercrombie (-2.1). Writing was 1.0. This was slightly above the National average for disadvantaged children and again was above all other children at Abercrombie (-0.1). Disadvantaged children did not make as much progress as others in Maths in 2018. (-2.2)
- Currently, the numbers of SEN children who are also in receipt of PPG is 29%. This is significant.
- Persistent Absentees have increased in the 2016 to 2017 period and the school is slightly above the national percentage. (School 9.5%/ National 8.7%). However, the percentage of persistent PPG absentees was over 2% less than the national figure.
We have a nursery and provide extended provision. There are currently 248 pupils on roll. The children are from a wide social mix with 48 children in receipt of pupil premium funding. Currently, 18 children are entitled to free school meals. Ofsted recognised in 2017 that “The senior leaders are increasingly effective at assessing the impact of the pupil premium on the outcomes for disadvantaged pupils. Following an external review of the school’s use of the pupil premium, the senior leaders check the progress and achievement of disadvantaged pupils much more closely. This has enabled the leaders to be better at planning and monitoring the use of these additional funds to meet the needs of individual disadvantaged pupils.”
Each child within the school is seen as an individual with something unique and positive to offer. Our aim is to guide each child to fulfil their potential in a structured, caring and stimulating environment in order to provide the best possible education for the children of Abercrombie School. We aim to ensure that the school is orderly and hardworking and that children are prepared through a rich broad and balanced curriculum for life in modern British society. Ofsted said “The school’s broad and balanced curriculum ensures that pupils’ spiritual, moral, social and cultural education is very effective. Enrichment activities and extra-curricular clubs equip pupils well, socially and emotionally, for their life in modern Britain. The fundamental British values of respect, tolerance, service to others and democracy are ever present and evident in even the youngest of pupils.”
WHAT IS DISTINCTIVE ABOUT OUR PUPIL PREMIUM OFFER?
- There is a whole school priority and commitment to raising standards, closing gaps and addressing barriers to learning - we are committed to ‘Closing the Gap’ between vulnerable pupils and the rest of the school population – the progress these groups in school make are at the heart of school improvement.
- We know that all our children and families are different and have different needs and use our knowledge to allocate spending for best value and need; If we feel that a child would benefit from additional, personalised support, we will invest pupil premium and support that child in a bespoke way.
- Barriers to learning are identified for all pupils and individual support by class teachers is offered to groups and individuals through high quality teaching and learning. Additional interventions are led by qualified teachers and highly-skilled teaching assistants. Provision for intervention can be 1:1 or small groups but it is always personalised and designed to close gaps in learning and target individuals to accelerate progress across the school.
- The school has a Pupil Premium Champion to oversee pupil premium spending and impact across the school. This is the Deputy head teacher
- The governor responsible for overseeing Pupil Premium is Mr Chris Auton, a teacher with a secure knowledge of PP agenda, further reflecting the school’s commitment and priority given to disadvantaged pupils and their families.
- Regular meetings and reports on the progress of pupils supported by Pupil Premium are given to the Pupil premium Governor, the Performance and Standards committee and the full Governing Body Governing Body. Meetings regularly discuss strategies and their impact.
- Early intervention is a priority.
- Spending is evaluated and reviewed regularly to address any additional barriers to learning to ensure interventions have maximum impact on closing any gaps in attainment/progress between the disadvantaged and non-disadvantaged cohorts both in school and when compared to all children nationally - the leadership team including the pupil premium champion and governors analyse attainment and progress of children in receipt of PP to ensure that interventions are effective.
- Extended learning out of school hours via Breakfast Club and After School Club and an extensive programme of enrichment and engagement clubs after school is offered to PP children funded by the PPG. The Love to learn club enables all PP children to complete homework and additional tasks.
- Providing weekly access to ICT.
- Daily access to library facilities to promote reading and research.
- Class teachers assess the performance of PP pupils as a vulnerable group within their class and report to SLT during pupil progress meetings specifically. The progress made by this cohort in school is linked to appraisal outcomes for all teaching staff.
- Attendance has a high priority in school. When attendance is an issue, children and their families are supported by the HT, the school nurse; the Educational Welfare Officer and the Multi Agency Team to ensure children are in school and ready to learn.
- Emotional, social and wellbeing support is offered by the school to all children through Positive Play, Nurture Group, Lego Therapy
- ‘Able disadvantaged’ children are tracked specifically and planned for to ensure they continue to progress and achieve their potential.
HOW DO WE DECIDE HOW TO SPEND THE FUNDING?
The school has appointed the Deputy Head teacher as ‘Pupil Premium Champion’ to oversee and report on the effectiveness and impact of the spending of the PPG. At Abercrombie our key objective in using the Pupil Premium Grant is to close the gap in attainment between pupil groups as historically, levels of attainment nationally for FSM pupils (those eligible for free school meals), in terms of learning and progress is lower than that of non-FSM.
We have robust systems in place at school to track and monitor progress. This data is used alongside our detailed knowledge of the children and their families to target intervention, support and enrichment across the whole school that will work towards eliminating barriers to learning and progress or developing able pupils further. In doing so, we allow each pupil to thrive and make progress to work within or above national year group expectations.
At Abercrombie we also recognise that the children in our school may face additional challenges or complex situations that result in barriers to their learning or ability to flourish as individuals. These may be linked to confidence and self-esteem, behaviour difficulties, attendance, SEN, communication skills or less support received from home. Some of the interventions we provide are put in place to develop children’s social and emotional well-being or behaviour which we know can be a significant barrier to learning.
For children who start school with low attainment on entry, our aim is to ensure they make accelerated progression in order to reach / exceed age-related expectations as they move through the school.
To inform our decision-making regarding spending of the Pupil Premium Grant, a range of evidence, research and guidance is used. This includes a termly analysis of progress data for all children by all class teachers – the findings of which are shared with the headteacher and Governing Board, reading of good practice documents in using Pupil Premium Funding, analysis of RAISEonline and FFT data, staff attendance at training, actively sharing good practice within local schools, using the Sutton Trust Toolkit, listening to and acting upon pupil and parental voice and our knowledge and understanding of the children and their families.
As so many individual projects and interventions are provided at Abercrombie, it is essential that the impact of these in terms of ‘closing the gap’ is closely monitored, recorded and reported to ensure that the PPG is used to provide the best interventions and enrichment opportunities possible to address the individual needs of our children.
HOW IS THE IMPACT OF SPENDING RECORDED, REPORTED, MONITORED AND REVIEWED?
The school’s evaluation of its own performance is rigorous. Tracking over time is thorough so we can quickly identify any dips in performance and target intervention and support to promote improvement. Intervention is recorded in detail in the school’s Raising Achievement Plans.
A PPG Champion has been appointed to oversee the tracking of pupils who are eligible to benefit from the PPG. It is their responsibility to observe pupils regularly in their classes, discuss their progress with teachers and teaching assistants, monitor the impact of interventions offered and ensure children are accessing the wide range of additional enrichment activities. It is also the role of the PPG Champion to monitor attendance and punctuality alongside the Head teacher and report on the progress in attainment and quality of provision provided in terms of having an impact on the children to the head teacher, governors and parents. Tracking and monitoring is undertaken 4 times a year alongside all staff. At these points in the year, actions and interventions are evaluated and modified to ensure funding is being spent where it is most needed – to close any gaps in attainment, to enrich experiences, address barriers to learning and to raise aspirations.
The Pupil Premium Champion is part of the school’s leadership team and tracks the spending and impact of spending throughout the year. The school evaluates performance, especially in-year progress, rigorously. School leaders can identify any dips in performance and target intervention and support to promote improvement. Intervention is recorded in detail on the EduKey Provision Mapping System and also in Progress Reviews. The Edukey provision map will be updated after Pupil Progress Reviews, after analysis of data or pupil/ familiy observations.
The Pupil Premium Strategy will be reviewed in April 2019.
The updated strategy for the year 2018/19 will be published on the website in April 2018.
At the beginning of each Summer term, a strategic review of the Pupil Premium Offer and impact of spending’ will be completed by the Pupil Premium Champion and reported to the Governing Body. Decisions are then made collectively with staff, school leaders and governors about spending allocation for the next academic year.
Reports are easily accessible and are clear and transparent for all parents / staff / governors and external bodies