Get in touch

Contact Details

Social Media

Can’t find what your looking for ?

Translate / Traduire / Übersetzen / Tłumaczyć / Išversti / Tulkot / Traducir

 

Pupil Premium

  Pupil Premium funding at Robert Bakewell School 2018 - 2019

The Pupil Premium is additional funding given to schools so that they can support their disadvantaged pupils.  All students identified as being in the Pupil Premium cohort will benefit from additional academic support and encouragement to ensure that they have a positive and successful learning experience. We aim to close any gap in attainment and achievement between them and their non-Pupil Premium peers. This money is allocated to schools based on the number of pupils who are eligible for Free School Meals (FSM).

Please see information from LCC to see if you quailfy for FSM.

 

18.3% (62 children) of Robert Bakewell children fulfil the criteria for this funding. In 2018-2019 this year pupil premium funding at Robert Bakewell School is likely to be £115780.

 

 

 

 

Pupil Premium spending at Robert Bakewell School 2017 - 2018

Pupil Premium is additional funding given to state–funded schools in England to raise attainment of disadvantaged pupils and to close the gap between those receiving funding and all other pupils. Schools receive Pupil Premium funding for each child who is currently eligible for Free School Meal (FSM) or has been eligible for a FSM at any time in the last six years. This funding is £1,320 per pupil for 2017-18 in reception to year 6. Children who are looked after or children from service personnel are also allocated Pupil Premium funding. There are 87 children who receive Pupil Premium funding at Robert Bakewell in 2017-18. This represents 26% of children at Robert Bakewell. Total Pupil Premium funding received for 2017-18 was £115,235 .

 

 This is how we spent the money in 2017 – 2018:

64%(£74021.10) of the money was spent on teaching and learning: This included an extra teacher in the EYFS providing outstanding outdoor provision;Release time for DH to working with small groups of pupil premium children and on one to one; Additional ‘reading champion’ teacher (outstanding reading and phonics practitioner);Input from the Special Educational Needs Co-ordinator for children in receipt of pupil premium who are also on the SEN register;Cover for teachers to meet with Head Teacher to discuss pupil progress and support;

26%(£29821.90) on support staff: Three Teaching Assistants to read 1-1 daily with targeted pupils in key stage one and lower key stage two;Additional teaching assistant groups;Behaviour support staff to work with children who receive pupil premium and who also have challenging behaviour;A Welfare Worker to support families one day a week;

4.5% (£4787.25)on curriculum: After school catch-up clubs for pupil premium children in year six;Free piano, guitar or steel pans tuition;Subsiding school trips including the Year 6 residential(eligible children pay (at most) half price on school trips. 

5.5%(£6604.80) on welfare:Additional Educational Psychologist time to pay for early assessments of children receiving pupil premium who are on the SEN register. (We pay for this separately through pupil premium, so that other children’s appointments are not put back.) Counselling sessions; School meals;Free milk;Breakfast club for targeted children;School uniform – eligible children receive free school uniform at the beginning of every year.

 

 

What is the impact of Pupil Premium funding?

Early Years

67% Pupil Premium children achieved a Good Level of Development

(In 2018 Nationally 74 % of all children achieved a GLD).  This gap to national is within 1 pupil.

 

Phonics

75% of Pupil Premium Children achieved the expected standard in phonics. (Nationally 85% of all children achieved the expected standard in phonics in 2018).  The gap to national is the equivalent of just over 1 pupil not achieving with a group of 12 disadvantaged pupils in Year 1.

 

Key Stage 1

Pupils achieving at least the expected standard in writing is below the national standard by 17% this is the equivalent of just over 2 pupils from the 14 disadvantaged not achieving EXS

 

EXS+

Pupil Premium (nat)

EXS+

All pupils (nat)

Reading

79% (79%)

84% (75%)

Writing

57% (74%)

75% (70%)

Maths

79% (80%)

84% (76%)

 

Key Stage 2

In Year 6 there were 13 pupil premium children.  Although the gaps between pupil premium in school and national are 16%-29%, this equates to a gap of 2 pupils in reading, maths, EGPS, and Combined. The gap is largest in writing (4 pupils). 

The progress made from KS1-2 is significantly stronger in reading and maths for pupil premium pupils as a result of interventions and targeted supports provided throughout KS2.

 

EXS+

Pupil Premium (nat)

EXS+

All pupils (nat)

PROGRESS KS1-2

PUPIL PREMIUM

PROGRESS KS1-2 ALL PUPILS

Reading

62% (80%)

64% (75%)

-0.72

-2.40

Writing(TA)

54% (83%

77% (78%)

-0.34

+0.78

Maths

62% (81%)

74% (76%)

-0.01

-0.39

EGPS

54% (82%)

72% (78%)

 

 

Combined

54% (70%)

62% (64%)

 

 

 

What is the impact of Pupil Premium intervention?

 

 

Nature of support/ intervention

Cost

Impact

Small group intervention work with teachers and Learning Support Assistants to reduce the gaps in learning between PP and non-PP children, ensuring good progress and attainment for PP pupils, particularly in years 2, 4 and 6

 

 Impact of interventions monitored by

o             Entry and exit assessment

o             Pupil Progress meetings – evidence of moderation

Focus on meta-cognition and self- regulation ensuring helping learners to think about their own learning more explicitly – setting goals to allow pupils to monitor and evaluate their own development.

 

 P4C to improve oracy and reasoning.

 

Oracy – talking at home, fluency, key vocabulary.

Subsidy for Year 6 residential trip to develop further opportunities and engagement with the curriculum.

 

Pupil Premium children attended the year 6 residential. Allowed full engagement with the curriculum post residential, as well as providing enrichment activities.

Free wider opportunities (trips, instruments, clubs) enhace pupil participation and enjoyment

Subsidy for school visits.

 

All PP children attended school visits at all Key Stages.

Free school uniform

 

All PP children attend school appropriately dressed.

Access to instrumental tuition.

 

Free lessons to learn an instrument provided to a number of PP children helping to remove barriers and promote aspiration.

Additional learning support to facilitate early intervention.

 

Considerable investment in intervention and support in the Early Years has had a significant impact on outcomes for PP children. Support included additional focussed Speech and Language and Ed Psychologist intervention.67%  of PP children achieved a GLD.

Welfare officer/welfare team

Behaviours being barriers for learning (Demographic challenges).

 

 

Liaised between school and home to address issues and problems

Accessing additional therapies and sources of support available through outside agencies including additional Ed Psych visits, Behaviour Support, Speech & Language and Play Therapy

 

Detailed provision mapping of PP children allows monitoring of additional SEND, behavioural and emotional needs of PP children, ensuring targeted intervention and support. This provision has supported improved access to learning

Further support to be provided through mentors to encourage holistic learning and help reduce potential barriers to learning.

 

Investment in 1:1 support for a number of PP children resulted in improved access to the curriculum and well-being.

Easter Holiday Booster group intervention for year 6 led by experienced Learning Support Assistants and Year 6 teachers.

 

Easter holiday sessions provided teaching and learning for a targeted group including a number of Pupil Premium children. Included was group intervention work and 1:1 sessions providing an opportunity for effective and focussed feedback.

Attendance monitoring – office staff

 

Continued and targeted focus on individuals’ attendance and punctuality, as well as rigorous monitoring of PP attendance, has led to improved attendance for a number of PP children.

 

 

 

                         

7 0 3 8 5 Visitors
Top