Pupil Premium


The Pupil Premium is funding in addition to the school's budget. It was introduced in 2011 and is based on the number of pupils currently/previously entited to Free School Meals  and  Looked After from/in Care. Schools are are free to decide how to allocate this funding to best support the raising of attainment for the most vulnerable pupils.

Here at Kirkham and Wesham we are committed to ensuring that this funding is used to minimise barriers to learning and address any underlying inequalities for eligible pupils by ensuring that funding reaches the pupils who need it most.

Our commitment in this area was recognised by the Department for Education who wrote to our school in February 2016 stating that....we were  one of the most improved schools in the country in terms of attainment and progress of disadvantaged pupils since 2011. 

We continue to ensure that we analyse barriers  to learning, analyse attainment and progress and put in appropriate strategies for all our disadvantaged pupils. 

Pupil Premium expenditure for financial year 2017/18

 

Total amount of pupil premium allocated was £65,120.

 

Our key objective in using the P.P grant is to narrow the gap between pupils groups and to ensure that all children have the same opportunities to learn and achieve.
 

Some of our P.P children face challenges with:

  • punctuality/attendance
  • specific learning difficulties
  • social and emotional difficulties
  • complex home circumstances
  • low income
  • engagement in learning

 

 

Expenditure

Reason for Expenditure

Amount spent

Learning Mentor

  • to monitor and improve attendance and punctuality of key pupils
  • to address and support social, emotional and behavioural difficulties
  • to address barriers to learning as they occur, thus preventing issue preventing child progress in school
  • to liaise with parents and families providing strategies to support parents at home and sign posting them to other agencies as necessary
  • to liaise with other agencies and host multi-agency meetings and TAF meetings as required

£24,437

Specialist maths Teacher in summer term

  • to provide individual and group intervention to identified children in danger of falling behind
  • to ensure more able mathematicians are given the opportunity to achieve to their full potential

£1265

Specialist Maths T.A. Autumn and spring

  • to provide individual and group intervention to identified children in danger of falling behind
  • to ensure more able mathematicians are given the opportunity to achieve to their full potential

665

Specialist counselling service

  • to buy in to services such as CCATS to address the emotional needs of pupils that require more specialist therapy than the learning mentor can provide

£990

Educational Psychologist

  • to access specialist advice to ensure we are able to effectively meet the needs of our more vulnerable pupils

£1550

Staff training/supply cover

  • to ensure all children have access to quality first teaching

£1800

Additional teaching assistant hours

  • to enable small groups of children or individual pupils in danger of falling behind to receive intensive tuition
  • to ensure more able children are given the opportunity to reach their full potential

£20,191

Esendi Specialist S.E.N.D Services

  • to identify pupils who may have specific leaning difficulties such as dyslexia, auditory processing, or Irlam Syndrome
  • to plan targets and specific programs to meet the identified pupils needs

£4975

Speech and Language Therapy

  • to provide 1-1 speech therapy sessions on a weekly basis for children identified as having difficulties in this area

£1800

SENDCO

  • to provide SENDCO time to meet with parents and agencies as required

£1979

SEN resources

  • to purchase SEN resources required to support pupils with SEND including NESSY and Cogmed

£595

Subsidies for music lessons

  • to ensure that pupils with musical ability have the opportunity to develop their skills in line with their peers

£320

Contribution to Forest Schools session

 

 

  • increase the engagement of identified children through access to forest schools  activities

£300

Subsidies for residential visits and other visits

  • to ensure school is able to pay for board and lodgings in residential visits in line with our charging and remissions policy
  • to ensure all children have the opportunity to access the 2 residential visits offered by school
  • to ensure all children have the opportunity to take part in a wide range of visits to raise their aspirations and cultural capital

£2430

Purchase “bug online”

  • to give children access to a wider range of reading materials at home
  • to increase resources available in school to develop comprehension and reading skills

£1430

Contribution to cost of Life Education Bus

  • to increase children’s awareness of a healthy lifestyle and the impact of their decisions on their body and their health

£393

 

 

Impact of last year’s pupil premium funding was discussed at SEC committees. In summary:

  • Y6 and Y1 ~  very good progress and high levels of attainment
  • Reception achieved at least in line with non-pupil premium but this was only just achieved with a lot of extra intervention.  
  • Year 2 attainment was low and therefore we were focusing on addressing this with the pupils now in Y3. In the autumn term this was in relation to reading and phonics. In the spring term it’s writing linked to the forest school activities and in the Summer Term it will be Maths.
  • Pupil premium children are a focus for the regular termly progress meetings and included in teachers’ performance management targets.

 

OFSTED found that …. The additional funding for disadvantaged pupils is used effectively to ensure that the pupils receive support that closely matches their needs. 

 

This is on line with our school self-evaluation.

Pupil Premium expenditure for financial year 2016/17

 

Total amount of pupil premium allocated was £65,580.

Our key objective in using the P.P grant is to narrow the gap between pupils groups and to ensure that all children have the same opportunities to learn and achieve.
 

Some of our P.P children face challenges with:

  • punctuality/attendance
  • specific learning difficulties
  • social and emotional difficulties
  • complex home circumstances
  • low income
 

Expenditure

Reason for Expenditure

Amount spent

Learning Mentor

  • to monitor and improve attendance and punctuality of key pupils
  • to address and support social, emotional and behavioural difficulties
  • to address barriers to learning as they occur, thus preventing issue preventing child progress in school
  • to liaise with parents and families providing strategies to support parents at home and sign posting them to other agencies as necessary
  • to liaise with other agencies and host multi-agency meetings and TAF meetings as required

£20,908

Specialist maths teacher

  • to provide individual and group intervention to identified children in danger of falling behind
  • to ensure more able mathematicians are given the opportunity to achieve to their full potential

£1692

Specialist counselling service

  • to buy in to services such as CCATS to address the emotional needs of pupils that require more specialist therapy than the learning mentor can provide

£500

Educational Psychologist

  • to access specialist advice to ensure we are able to effectively meet the needs of our more vulnerable pupils

£1000

Staff training/supply cover

  • to ensure all children have access to quality first teaching

£2600

Additional teaching assistant hours

  • to enable small groups of children or individual pupils in danger of falling behind to receive intensive tuition
  • to ensure more able children are given the opportunity to reach their full potential

£24,985

Esendi Specialist S.E.N.D Services

  • to identify pupils who may have specific leaning difficulties such as dyslexia, auditory processing, or Irlam Syndrome
  • to plan targets and specific programs to meet the identified pupils needs

£1895

Speech and Language Therapy

  • to provide 1-1 speech therapy sessions on a weekly basis for children identified as having difficulties in this area

£2400

SENDCO

  • to provide SENDCO time to meet with parents and agencies as required

£1940

SEN resources

  • to purchase SEN resources required to support pupils with SEND including NESSY and Cogmed

£365

Additional teaching hours

  • to provide additional teaching in Year 6 for one morning per week to target the progress of a large number of P.P children within that class

£2600

Subsidies for music lessons

  • to ensure that pupils with musical ability have the opportunity to develop their skills in line with their peers

£600

Subsidies for residential visits and other visits

  • to ensure school is able to pay for board and lodgings in residential visits in line with our charging and remissions policy
  • to ensure all children have the opportunity to access the 2 residential visits offered by school
  • to ensure all children have the opportunity to take part in a wide range of visits to raise their aspirations and cultural capital

£2080

Purchase “bug online”

  • to give children access to a wider range of reading materials at home
  • to increase resources available in school to develop comprehension and reading skills

£1700

Contribution to cost of Life Education Bus

  • to increase children’s awareness of a healthy lifestyle and the impact of their decisions on their body and their health

£315

 

In 2015/16 the school received £68,524 in Pupil Premium allocations. 

In 2015/16 the pupil premium was used in a variety of ways. These included:

  • Additional support provided in Year 1 and 2 for phonics.
  • Employing a family learning mentor to support vulnerable children and families.
  • Use of family learning mentor to implement strategies to improve attendance/punctuality of our pupil premium children aiming to bring it in line with our non-pupil premium.
  • Participate in school residential holidays and educational trips.
  • Increase teacher assistant/teacher support to deliver personalised and group learning programmes particularly in Y6 to ensure that progress of our pupil premium children is at least in line with non-pupil premium. 
  • Provide specialist teacher support in Maths.
  • Increase workshop sessions available to parents. 
  • Increase provision of extra-curricular activities for children and increase participation of pupil premium children.

Examples of impact in 2015/16 includes:

  • Attainment of pupil premium children at KS1 was in line with that of none pupil premium. 
  • Progress of pupil premium children at KS2 was in line with that of none pupil premium.
  • Increase in attendance and punctuality of pupil premium children - now generally in line with non pupil premium and better than national pupil premium attendance rate. 
  • Good attendance at parent workshops and positive feedback received.
  •  
  • Disadvantaged Pupils (Pupil Premium)  Report  - based on ASP

    2015/16 Results

    KS2 SATs

    Progress of disadvantaged children

     

    Reading

    Writing

    Maths

    Progress score for non- disadvantaged pupils at KWPS

    -0.49

    +1.59

    +0.69

    Progress score for disadvantaged pupils at KWPS

    +0.37

    +0.60

    +0.53

    National average for non-disadvantaged pupils

    +0.33

    +0.12

    +0.24

    Number of non-disadvantaged children

    9

    9

    9

     

     

     

     

     

     

     

     

     

  •  

 

  • Our average progress score for disadvantaged children is greater than 0 in all 3 areas and is at least in line with the national average for non-disadvantaged children.

    Our disadvantaged pupils made greater progress in reading than our non-disadvantaged but less progress in writing.

    Although the progress of our disadvantaged pupils appears to be at least in line with the national average our attainment of our disadvantaged children is below.

    This was anticipated as 5 out of the 9 pupils were low attainers at the end of KS1 and included a statemented to pupil. However this low level of attainment is not reflective of previous results for our disadvantaged children at end of KS2. In February 16 we received a letter from DFE stating that we were amongst the highest performing schools for improvement in attainment of our disadvantaged children at the end of KS2.

    Average progress in reading by prior attainment

     

     

    Prior attainment

    Low 

    Middle 

    High 

    Group

    All

    Dis

    All

    Dis

    All

    Dis

    Number of pupils

    6

    5

    17

    3

    5

    1

    Score

    -1.84

    -1.09

    0.19

    4.58

    0.37

    -4.97

    National average

    0.00

    0.40

    0.00

    0.35

    0.00

    0.29

    Difference

    -1.84

    -1.49

    0.19

    4.23

    0.37

    -5.26

    Confidence interval 

    -6.86 to +3.18

    -6.59 to +4.41

    -2.79 to +3.17

    -2.52 to +11.68

    -5.13 to +5.87

    -17.27 to +7.33

     

  • Our more able disadvantaged pupil made the least progress (however this is based on only one pupil)

Our middle attainers made better than the national average progress

  • Average progress in writing by prior attainment

    Average progress in writing by prior attainment

    Prior attainment

    Low 

    Middle 

    High 

    Group

    All

    Dis

    All

    Dis

    All

    Dis

    Number of pupils

    6

    5

    17

    3

    5

    1

    Score

    -1.04

    -1.62

    2.75

    5.42

    -0.97

    -2.79

    National average 

    0.00

    0.34

    0.00

    0.10

    0.00

    0.10

    Difference 

    -1.04

    -1.96

    2.75

    5.32

    -0.97

    -2.89

    Confidence interval

    -6.08 to +3.99

    -7.13 to +3.89

    -0.24 to +5.74

    -1.70 to +12.54

    -6.48 to +4.55

    -15.12 to +9.54

     

  • Once again our more able disadvantaged pupil made the least progress
  • Our middle attainers made considerably better than the national average
  • Our disadvantaged low attainers made less progress than our non-disadvantaged and below national average

 

 

Average progress in maths by prior attainment

 

Prior attainment

Low 

Middle 

High 

Group

All

Dis

All

Dis

All

Dis

Number of pupils

6

5

17

3

5

1

Score

1.87

2.86

0.00

-2.34

1.34

-2.54

National average ?

0.00

0.46

0.00

0.26

0.00

0.17

Difference 

1.87

2.40

0.00

-2.60

1.34

-2.71

Confidence interval

-2.40 to +6.14

-1.82 to +7.54

-2.54 to +2.53

-8.38 to +3.69

-3.34 to +6.01

-13.00 to +7.92

 

 

  • In Maths our low attainers made the  greatest progress
  • Our middle  and low attainers considerably less than the national average

 

 

Key areas for Improvement based on KS2 Disadvantaged results

 

  • Progress of more able disadvantaged pupils in all areas.
  • Progress of our less able disadvantaged   in writing
  • Progress of disadvantaged  middle attainers in maths

 

 

 

 

Current Year 6 - 7 disadvantaged pupils

Reading              

Number of disadvantaged pupils

KS1 result

Number   on track to make at least expected progress

Number not on track to make at least expected progress and receiving intervention

1

L3

Expected to meet  greater depth and breath

 

 

5

L2A

4

 it is anticipated that 2 pupils  may make better than average  progress - meeting greater depth and breadth

1

This pupil has received intervention and it is anticipated that they will meet end of year group expectations but not score as highly as the other pupils

1

L2B

 

Although this pupil will meet end of year group expectations, despite intervention, progress may be slightly lower.  

Predicted that attainment will be higher than previous years and that average progress should be above

Writing

Number of disadvantaged pupils

KS1 result

Number   on track to make at least expected progress

Number not on track to make at least expected progress and receiving intervention

1

L3

Pupil is predicted to achieve greater breadth and depth

 

 

2

L2A

2

 

 

3

L2B

3

 

1

 

L2C

 

1 – pupil may just miss meeting  end of KS expectations

There is no differentiation in writing within the expected level so we are not able to fine tune progress in as much detail as writing and reading.

Maths  

Number of disadvantaged pupils

KS1 result

Number   on track to make at least expected progress

Number not on track to make at least expected progress and receiving intervention

1

L3

1 – predicted to  achieve greater depth and breadth

 

3

L2A

3  it is anticipated that at least  1 pupil  may make better than average and achieve greater depth and breadth

 

3

L2B

2 pupils should  achieve year group expectations but have required intervention to reach this level and overall progress may be slightly down

1 pupil will not meet year group expectations despite considerable intervention over the last two years. This is we feel a realistic reflection of her academic ability in Maths and that her hard working nature and ability to rote learn had enabled her to attain 2B at KS1.

 

Predicted that attainment will be higher than previous years and that average progress should be above

Examples of Impact in 2014/15 includes:

  • At KS1 our pupil premium children achieved higher than the Lancashire average for pupil premium in all three areas.  
  • At KS2 a higher percentage of pupil premium children achieved a Level 4 in maths, reading and writing than non - pupil premium and the percentage was higher than the Lancashire average for pupil premium children.
  • All pupil premium children were successful in their end of year 1 phonics assessment.