Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding. Please note, given the nature of Pupil Premium, these are working documents, that are updated termly to show the evidence of impact of the funding. 

 

Pupil Premium Statement 2019/2020

An Overview

September 2019

Pupil Premium funding:                           £18,480
Proportion of cohort:                                  12.6%
Number of disadvantage pupils:             14
Pupil Premium Lead:                                 Mrs D. Bleach
Date of next strategy review:                    Spring 2020

 

The Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and to "close the gap" between them and their peers.  It was introduced in April 2011.  

 

Children currently eligible to receive Pupil Premium funding are:

 

• Pupils in year groups EYFS (Early Years Foundation Stage) to Year 6 - recorded as "Ever 6;"
• Looked after children (LAC) defined in the Children Act 1989 as children who are in the care of or provided with accommodation by an English local authority;
• 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 arrangement order or a residence order;
• Pupils in year groups Reception to Year 11 recorded as an Ever 6 service child or somebody in receipt of a child pension from the Ministry of Defence. 

 

Why do we focus on this area?

 

At Canewdon CofE our core values of Respect, Responsibility and Integrity are at the heart of everything that we do. They underpin our teaching and learning, and provide an environment which prepares our pupils as confident, happy citizens.  We firmly believe that every child should be given opportunities to experience the cultural capital which will enable them to have fulfilling lives. 

 

The three school values which underpin everything that we work to achieve are based on the following definitions:

 

Respect. We respect all learners’ beliefs and different needs and work to meet these.

 

Responsibly. We ensure that all members of the school take pride in their work and know what they need to do in order to move the learning on for all members of the school community.

 

Integrity. We work to ensure that all members of the school community are honest and build strong moral principles.

 

 

Understanding barriers

 

At Canewdon CofE Primary school, and as a Federation that works collaboratively, we understand that challenging socio-economic circumstances can create additional barriers that may hinder children in their learning. However, we believe that these barriers can be overcome. In order to do so, we believe that excellent teachers can inspire and move all pupils' learning forward. Through the use of professional development, sharing outstanding practice and collaboration with other teachers, our teachers continue to grow and help children overcome their own barriers to learning. We believe that all children need to have opportunity to take part in a variety of different experiences.

  

To meet the different needs of all children, we have identified a range of different and individual barriers to learning.  We work with pupils, parents, teachers and families to identify these individual barriers to learning and success which we then address.  It would be inappropriate to comment on these individual barriers as they are personal to individuals.  However, there are several that have become a whole school focus.  These are:

 

• Attendance and knowledge gaps – when a child is unable to attend school, they miss out on important lessons that move on their knowledge.  Similarly, some children have limited access to resources and support that will enable them to thrive.  
• Speech, language and vocabulary skills, specifically those linked directly to curriculum areas such as maths and many foundation subjects where a lack of quality vocabulary and access to a wide cultural capital experience alongside obstacles related to ability to manipulate language effectively impacts on learning and outcomes. 
• Personal barriers that relate to self study.  Examples of this would be when trying to engage in extra curricular learning in the environment outside of school.  Children say they are easily distracted, at times, and when it is noisy when they are trying to do their homework or reading, they find it hard to concentrate.  Several pupils also noted that self organisational skills hinder their ability to make progress and settle to learning. As previously stated, the pupils, staff and families have noted different individual barriers.  The examples, above, relate to barriers that have been discussed/identified on more than one occasion. 

 

Strategy (2019- 2020)

 

Our strategy is reviewed as part of our ongoing school improvement cycle at least termly.  Our strategy is focused on the individual pupil.

 

Our strategy will:

 

• Ensure that the provision for pupils in receipt Pupil Premium is clearly identified by all as a whole school priority (and development plan) and monitored, as such, by staff and Governors effectively and that the resources of the Federation as a whole are used effectively, when necessary, to do this.
  • The school development and improvement plans and processes will clearly identify the strategy and improvements being implemented across the school.  Staff will be able to articulate what Pupil Premium provision is, what the school has implanted, which children are in receipt of Pupil Premium funding and the impact of the strategy at the end of the assessment period.

 

• Focus on the individual.  Where opportunities and good practice identify areas whereby resources may be “pooled,” this will be done
  • Passports will be used by teachers, pupils and families to provide tailored support, where appropriate.  Where resources have been “pooled” the impact will note how the intervention has benefited all relevant pupils.  This includes academic and other measures.

 

• Continue to embed opportunities whereby work with pupils, families and staff identifies barriers to learning, achievement and well-being (in school and external to school). This strategy will ensure that the needs of the pupils is considered at all times
  • Passports will clearly indicate barriers to learning and how these have been addressed.  They will demonstrate that a clear rationale and process has been developed for each individual child, considering the needs of the child alongside best practice.  Where it is considered that adaptations to provision are needed, this will be clearly indicated along with the reasons why.
• Continue to embed the systems whereby individual need is addressed and reviewed regularly,
  • Passports will clearly indicate barriers to learning and how these have been addressed.  They will clearly identify how the spending allocated to each pupil has been used alongside the impact of the intervention for each pupil and, where appropriate, all pupils.  Passports will identify regular review meetings have taken place and appropriate actions have been followed. 

 

• Provide appropriate support and intervention focused on closing gaps in learning.  This will, in turn, enable pupils in receipt of Pupil Premium funding to close the gap between the outcomes that they achieve and the outcomes that all other pupils nationally achieve. 
  • Pupils will make good progress (using school progress criteria) and a significantly higher proportion will achieve age related expectations or above at the end of the academic year in all areas of the curriculum, but specifically those in which pupils in receipt of Pupil Premium have talents or interests. 

 

• Enable staff to access high quality, tailored, CPD (continual professional development) and support that enables them to ensure that Quality First Teaching, rather than a reliance on intervention, results in good progress and outcomes (using school performance and external, end of Key Stage measures as well as Ofsted and SIAMS criteria)
  • Teaching and learning in all areas will be 100% good or better (using OfSTED criteria) for pupils in receipt of Pupil Premium and for all pupils (what is good for a child in receipt of Pupil Premium is good for all children).  Monitoring and triangulation of evidence (including data) will prove that pupils have experienced high quality teaching and achieve outcomes that are at least in line with similar pupils nationally (where there are additional barriers/needs) and where there are no additional barriers (such as Special Needs), pupils will achieve in line with their peers nationally.

 

• Provide opportunities for pupils in receipt of Pupil Premium funding to access educational and cultural experiences that enable them to develop their skills, understanding and knowledge
  • The number of pupils experiencing extra-curricular experiences and accessing out of school provision will improve.  Pupils will be clear about their local and national heritage and will use the knowledge and understanding that they gain from these experiences to enhance their work and behaviour.

 

Accountability (2019-2020)

 

Headteachers and governors are responsible for deciding how to best allocate the funds. 

The progress and outcomes of pupils that receive Pupil Premium funding is closely monitored and tracked to ensure that we are working to close the gap between these pupils and all other pupils.

 

The leadership team will regularly and rigorously monitor, evaluate and review the strategies that are put into place and report to the governing body about the impact of spending, the progress of pupils in receipt of Pupil Premium and the outcomes.

 

The leaders will use a variety of mechanisms to monitor, review and evaluate the provision it offers.  These include, but are not limited to:

 

• Data analysis

 

• Pupil progress meetings

 

• Challenge and Support Meetings

 

• Regular moderation meetings

 

• Learning Walks

 

• Book reviews

 

• Discussions with the children with regards to their work

 

• Observations

 

• SMT meetings looking at impact and data

 

• School improvement plan written by staff, pupils and governors

 

• External review

 

The Governing Body in turn, will use a variety of systems and processes (including, where necessary, external review) to review the reports and to hold the school to account.

 

The Pupil Premium provision is reviewed annually in the Autumn Term and monitored termly thereafter. The data and the development plan are also reviewed termly.

 

The next full internal review is due at the start of the Spring Term 2020.

 

What if I believe my child is entitle to Free School Meals and, therefore Pupil Premium?

 

Your child may be eligible for free schools meals if you are receiving any of the following:

 

• Income support
   
• Income-based Jobseeker’s Allowance
   
• Child Tax Credit (not Working Tax Credit), with an annual income below £16,190
   
• Pension Guarantee Credit
   
• Employment and Support Allowance, income related
   
• Support under part 6 of the Immigration and Asylum Act, 1999
   
• Working Tax Credit run-on, paid for 4 weeks after you stop qualifying for working Tax Credit
   
• Universal Credit, with a household income of £7,4000 or less (after tax and not including any benefits you get)

 

Please click on the link to the Essex County Council Website which gives you further information on how to apply:

 

https://www.essex.gov.uk/free-school-meals