Pupil Premium

Overview 

The Government gives money to schools to help children from lower income families do their vary best – this funding is called Pupil Premium.  It is based on the number of pupils who are eligible for Free School Meals. It also includes pupils who have been eligible for free school meals within the last six years. 

This money is allocated to initiatives to ensure all pupils reach their full potential both academically and socially.  Further details about how this money is spent are outlined in the Pupil Premium Strategy document below. 

 

School Allocation 

For the financial year 2020 - 2021, Sutton Primary Schools' allocation was £64040 

For the financial year 2021 - 2022, Sutton Primary Schools' allocation is £50,350

 

The documents below detail how we intend to spend the Pupil Premium money this academic year and details about the impact of our previous spending are below. 

 

Impact Statement 

We have high aspirations for all our pupils and are determined to provide an education that enables all to achieve academically and socially. As a staff, it is our shared belief, that social disadvantage should not be a barrier to learning and through the use of pupil premium funding we are working to reduce these barriers, accelerate progress and narrow the attainment gap. 

 

 When Ofsted inspected the school in March 2019, they reported that:  

  • Teaching and learning for disadvantaged pupils have strengthened. There have been measurable improvements in their attendance and attainment. 

  • Developments such as extra support in the nurture room for pupils with social and emotional needs and specific training for teaching assistants are improving provision for pupils... 

  • Since the last inspection, there has been a stronger focus on the needs of disadvantaged pupils.  

  • The school has appointed a dedicated lead for this group of pupils and a ‘champion’ to act as their advocate. This team has ensured that pupil premium funding is used more effectively to provide support and ensure equality of opportunity for disadvantaged pupils.  

 

 

Our plan last year had the following aims:  

  • Disadvantaged learners make better progress in Reading, Writing and Maths with a particular focus on Middle and High Prior Attaining pupils, as well as those with SEND; 

  • Increase the numbers of disadvantaged pupils achieving the Expected Standards, closing gaps with their Non-Disadvantaged peers. 

  • Improve attendance for PP pupils, reducing numbers of Persistent Absentees; 

  • Meeting the Social, Emotional and Mental Health needs of disadvantaged learners and their families;  

  • Increase the number of disadvantaged pupils accessing a wider range of curriculum enrichment opportunities. 

  • Increase parental engagement of PP families

 

Our targeted work and expenditure had the following effect on eligible and other pupils. 

 

Pupil Achievement:  

Due to the small numbers of pupils (less than 13) in receipt of the Pupil Premium in each year group, we are unable to report on the results of Pupil Premium vs non Pupil Premium pupils as this risks identification of individual pupils.   

Discussion with teachers in Pupil Progress Meetings showed that teachers were targeting PP pupils with additional support. 

Our pupil premium children in Year 5/ 6 have engaged in Scribe Tribe - Planned carefully by our Pupil Premium Champion, Mrs McCulloch to close the gap in writing.

Due to COVID lockdown there were no assessments in Summer 2020. The most accurate data measure of progress are therefore Autumn 1 2020 compared to Autumn 2 2020. 

 

Reading

Table 1: Children achieving expected standard (who are at ARE or above)

All PP Children

SEND PP children

Not SEND PP children

49% (21/43)

12% (2/17)

73% (19/26)


Table 2: Children who have made expected progress (maintaining ARE or GD OR made accelerated progress towards ARE)

All PP Children

SEND pp children

Not SEND PP children

52% (22/42)

18% (3/16)

73% (19/26)


Table 3: Children who have made accelerated progress

All PP children

SEND PP children

Not SEND children

24% (10/42)

18% (3/16)

27% (7/26)




Writing

Table 1: Children who are at ARE or above

All PP Children

SEND PP children

Not SEND PP children

37% (16/43)

12% (2/17)

54% (14/26)


Table 2: Children who have made expected progress (maintaining ARE or GD OR made accelerated progress towards ARE)

All PP Children

SEND pp children

Not SEND PP children

45% (19/42)

18% (3/16)

62% (16/26)


Table 3: Children who have made accelerated progress

All PP children

SEND PP children

Not SEND children

21% (9/42)

18% (3/16)

23% (6/26)


Maths

Table 1: Children who are at ARE or above

All PP Children

SEND PP children

Not SEND PP children

37% (16/43)

12% (2/17)

54% (14/26)


Table 2: Children who have made expected progress (maintaining ARE or GD OR made accelerated progress towards ARE)

All PP Children

SEND pp children

Not SEND PP children

41% (17/41)

13% (2/15)

58% (15/26)


Table 3: Children who have made accelerated progress

All PP children

SEND PP children

Not SEND children

5% (2/41)

7% (1/15)

4% (1/26)


Attendance: 

Attendance data for PP children was 92.5% for the first half of the year (prior to lockdown) in 2019/20, in comparison with non-disadvantaged pupils where the figure was 95.6%. Our targets was to bring PP attendance up to 96% which we did!


In Autumn Term 2020 Pupil premium attendance was  96.3%, compared to Non PP - 97.79%


Ofsted said: "Improved dialogue with the parents of disadvantaged pupils has resulted in attendance for this group increasing considerably. The rate of persistent non-attendance has also decreased and is now more closely aligned with national figures." 

We will be undertaking further work this year that attendance of PP pupils improves further in 2020-21 and the figures are in line with National averages. 

  

Social, Emotional & Mental Health (SEMH): 

We continue to invest in SEMH support, delivering the following:  

  • Training for all teachers and TAs in preventative support strategies - such as training on supporting angry children, zones of regulation, dyslexia training, and PSHE

  • Investment in a SEMH and ELSA TA;  

 As a result:  

  • Improved behaviour and attitudes to learning

  • Improved punctuality, achievement and attendance

 

Curriculum enrichment: 

  • We funded music tuition for 10 pupils, providing piano and recorder lessons as well as access to examinations; 

  • We have newspapers available to enrich guided reading teaching

  • Due to COVID we were unable to offer the clubs,trips, swimming and residential support planned

Increased Engagement of Pupil Premium Families

  • All families are connected to the teacher via dojo

  • Support was provided for all PP families in need of devices during lockdown

 

Summary 

Overall, we are pleased with the impact of our PP spending in 2020-2021, however our work is not yet finished and we continue to build on what we started last year. 

 

Ofsted said:  

"The enhanced provision, which includes additional in-class support, nurture and booster teaching, is continuously assessed with leaders targeting improved progress for disadvantaged pupils. The school’s strategies are bearing fruit, with current assessments showing that in Year 6, all disadvantaged pupils are making better progress from their starting points." 

 

Future Plans 

Our work in 2021-2022 is going to target:  

  • Increasing the number of PP pupils that achieve the Expected Standards in reading, writing, maths and all three core Subjects (combined) 

  • Focusing on accelerated progress for disadvantaged learners through early identification and interventions

  • Raise the self esteem os PP children so they are ready to learn, working in partnership with parents

  • To continue the rising trend in data in phonics.(69% in 2020) Measure the effectiveness of phonics interventions and use these to target children who have not met expectations in phonics beyond Year 1 at each checkpoint.

  • To develop children’s resilience, ability to problem solve and reason.

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