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Helping children to make their mark

Purpose of Pupil Premium

The Pupil Premium Grant is additional funding given to publicly-funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

For the 2017 to 2018 financial year, schools have received the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

  • £1,320 for primary-aged pupils

Schools also received £1,900 for each pupil who:

  • has been looked after for 1 day or more
  • has been adopted from care
  • has left care under: a special guardianship order, a residence order or a child arrangement order

School Context

Diversity

The school serves a diverse and rich community. 89% of pupils are from minority ethnic families.  69% of pupils speak English as an additional language.  At the time of the previous census, there were 26 different languages spoken.  The school also has a notable gender imbalance, with 56% boys and 44% girls.  We strive to ensure that the curriculum meets the need of the diverse range of pupils in the school, whilst also raising aspirations, challenging stereotypes and promoting equality of opportunity for all pupil groups.

Deprivation

The school serves a community which in-part reflects considerable social and economic challenges. The proportion of disadvantaged pupils is high: 59% of pupils eligible for free school meals (ever 6). The school’s IDACI deprivation indicator is 0.54, which is significantly higher than the national average of 0.24. Typically, at any time, more than 10% of pupils at the school have been supported historically or currently by Children’s Social Care or through other agencies as a result of an Early Help Assessment.

Start Points

Assessment on entry to the foundation stage shows that high proportions of pupils have poorly developed communication skills, and that a high proportion of those pupils enter the school with attainment which is below or well below developmental milestones for the majority of children.

Mobility

The issue of ‘low start points’ reflects the fact that the school has high mobility and is in the second from bottom quintile for stability. Some children arriving from overseas, with no English and little/no formal education.

SEN-D and Vulnerability

21% of pupils have Special Educational Needs, which is much higher than the national average. A large number of these pupils have speech and language difficulties (more than 50% of SEN pupils).  Many of these pupils are also those pupils who are eligible for Pupil Premium Funding.

We also currently have a number of pupils who have been permanently excluded at their previous school or who were at serious risk of exclusion and have transferred to Winton through the ‘Fair Access’ protocol.

Roll Numbers

Following 7 years of declining roll numbers, to as low as 189 pupils in 2013-14, the total number of pupils on roll has increased since 2014. There are currently 251 pupils on roll including nursery pupils and children in our 2-year old provision.

 

Summary of Main Barriers to Learning and Achievement

The school makes no assumptions about any individual pupil or family situation, including for those pupils eligible for the pupil premium.  We are also very aware that the context of the school means that just because pupils are not eligible to the pupil premium, they may still face significant challenges and barriers to their educational success and therefore are just as entitled to receive high levels of support in order to thrive at school and in life.   In very broad terms, we have found the following barriers are common for a large number of pupils, including those eligible for the Pupil Premium, for whom the school needs to deploy additional resources in order to ensure that they are able to fully engage in their education and achieve well over time:

 

Low starting points on entry Typically, a large proportion of pupils enter the school with skills and abilities in key area of development which are below the developmental milestones expected for their age, particularly in the areas of PSED and Language and Communication. For example: in 2015, only 44% of pupils were at the age related milestones in PSED and 59% in Communication and Language.  The proportions are much lower for those pupils who have not been in our own nursery setting.  This further reflects the fact that Speech, Language and Communication needs are also the most widespread type of SEN across the school.
Poor Attendance Attendance is an issue which requires ongoing monitoring and intervention. For many years prior to 2013, the school’s attendance was typically between 92% and 94.5%.  This has now improved significantly.   A number of families still need ongoing support and, where necessary, intervention to ensure that overall school attendance sustains the improvement and remains at least broadly in line with or above the national average.
Social and Emotional Needs, including mental health concerns, that could lead to poor behaviour We have very high standards for behaviour at Winton as seek to create a learning environment in which all pupils can thrive, including those who may require extra support due to social/ emotional difficulties, or be at risk of exclusion.   We have invested heavily in the principles of the ‘Solihull Approach’ which means we are committed to supporting pupils to create positive attachments with others and to self-regulate their behaviour.   We believe this will be essential to their success in life!  We want them to understand that, wherever possible, they are capable of solving their problems themselves and becoming resilient, confident and aspirational young people!
Lack of access to books / reading opportunities From home visits for our younger pupils we have that more than half of our pupils when they start the school have had little or no access to books and broad reading opportunities.   Inevitably, this disadvantages those pupils from an early stage, as they are typically starting school with much less confidence and interest in reading than would otherwise be the case.
Lack of broader experience and opportunities for ‘cultural capital’ Some of our pupils have had very limited experiences of the arts, places in the UK outside of London or a chance to understand many different facets of life in the UK beyond their own immediate experience. As part of our commitment to providing a broad and rich curriculum, we seek to provide our young people with experiences that they might not otherwise have the opportunity to have, for example: farm visits, school journey, visits to parliament, the opportunity to learn musical instruments.

It should be noted that these are by no means the only barriers and challenges that pupils face and school resources will be deployed as needed, based on evidence, to support pupils to succeed.

Winton’s Pupil Premium Strategy (How the Funding is Targeted):

Pupil Premium funding is used to benefit all pupil premium children and supports the more able pupils as well as those who are underachieving, by enhancing core provision as well as extending and deepening opportunities for learning beyond the core provision on offer. At Winton we will be using the indicator of those eligible for FSM to ensure that Pupil Premium Funding has the intended impact, but given the schools context, we are also mindful that we may have many pupils who are equally disadvantaged (as a result of family situations or challenging circumstances) who may not meet the criteria for pupil premium, but are just as deserving of support. Therefore, we ensure that our support mechanisms and strategies can, where required, similarly benefit whole cohorts of pupils as well as other identified vulnerable groups and individuals, to ensure all our pupils are given the best possible opportunity to achieve highly.

At Winton our high proportions of FSM pupils have meant that our pupil premium money has represented a significant proportion of our budget and we have planned our spending carefully to ensure that it has been spent to maximum effect. This has meant making informed decisions about our spending, which is targeted as follows:

 

Using specialist or specific support to improve overall provision Securing the progress of targeted learners Minimising the impact of barriers to learning and promoting cultural capital

 Initiatives to improve quality-first teaching in line with school priorities and the needs of pupils which have been established through analysis of assessment information.

Targeted support in key year groups to ensure cohorts of pupils make excellent progress to expected levels or above, including more able, underachieving and disadvantaged pupils

Additional provision and support for Y2 and Y6 to secure good or outstanding progress in preparation for National Tests.

 

Targeted interventions utilising the “Inclusion for Achievement Team” to support all vulnerable or underachieving pupils to make good or outstanding progress.

Assessment information is used effectively and regularly, through reviews of pupils’ progress, to strategically plan for provision and the deployment of skilled additional adults to provide support for targeted pupils and groups of pupils. Evaluations of interventions, including those funded by the pupil premium, consistently show that these are of a high quality and are having a very positive impact on overcoming barriers and supporting underachieving pupils to make progress.

These interventions are also those which are based on clear evidence of their effectiveness, research-based approaches and have proven impact.

 Deployment of the learning mentor and other key staff to support and raise achievement of vulnerable pupils, in particular to support improvements in attendance.

Tailored support for key vulnerable pupils, including pupils with emotional needs and with involvement from Children’s Social Care.

Opportunities for all pupils, including disadvantaged pupils, to engage in activities which enrich their experience of the arts and increase cultural capital, including: musical instrument tuition; Performing Arts Experiences (including turning school into a production company for one week each year).

 

Monitoring and Measuring the Impact of the Pupil Premium

The in-year planning of targeted interventions (based on evaluation of impact) driven by pupil level data and pupil progress review meetings which take place fortnightly. Decisions about which pupils should be subject to which interventions or additional support are made dynamically, according to need, and always on the basis of evidence.  Underachieving pupils are identified, as well as those pupils who may benefit from additional input to achieve higher levels.  This utilises both assessment information which is generated by the intervention itself as well as assessments of pupils’ progress through the school’s ‘steps’ assessment system which measures the progress of pupils in relation to age related expectations.

The effectiveness of this approach was ratified in a Local Authority School Review (Spring 2016):

“Leaders have focused on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition. Leaders have secured substantial improvement in progress for disadvantaged pupils…. The offer to disadvantage pupils is across the school and determined by performance data and the tracking of individual pupils through regular Pupil Progress Meetings and the actions of the Inclusion for Achievement Team.”

 “Central to this the school’s success is the triangulation of pupil progress meetings, performance management and appraisal of all staff, lesson observations and book looks in order to deploy staff based on the needs of pupils. There are individual timetables for each staff member which is reviewed every half term to reflect the changing needs of pupils.  Provision is under constant review and it is this rigour that allows pupils to make strong progress from their starting points.  Provision is seen in a holistic manner that results in all disadvantaged pupils being in line with their peers.”

In measuring the impact of interventions and strategies funded through the pupil premium, we always give due regard to the following basic expectations for the achievement and progress and achievement of disadvantaged (and other underachieving) pupils at our school:

  • We expect all pupils to achieve highly and to make at least good or better progress from their starting points.
  • Disadvantaged pupils are expected to make similar or better progress over time when compared with other pupils across the school.
  • Disadvantaged pupils are targeted for attainment so that they achieve at least in-line with or better than the national average attainment at the end of Key Stage 2. In other year groups, where the attainment of disadvantaged pupils is lower, challenging progress and attainment targets should be set so that the gap is closed over the time.
  • All pupils, including disadvantaged pupils, are entitled to thrive through access to a broad, balanced and rich curriculum, which supports them to understand the context of their own lives, broaden their world view, and engage in experiences which enable them to gain ‘cultural capital’ as future citizens and therefore be very well prepared for life in modern Britain. This reflects the school motto: “Helping Children to Make their Mark!”

Click here to see our Pupil Premium Review for 2016-17: Pupil Premium Strategy Review 2016-17

During 2017-18 financial year, we will be reinvesting in the most effective strategies for raising the achievement of disadvantaged pupils, including:

  • additional, experienced teaching staff;
  • specialist training for support staff to deliver focused and resourced interventions;
  • holiday booster classes;
  • one-to-one tutoring for targeted individuals;

The impact of all interventions, initiatives and strategies is evaluated in daily pupil progress meetings. Entry and exit data tracks the performance of individual pupils and groups (such as those identified as being more able), usually every 6 weeks, informing our ongoing Pupil Premium Strategy. Summative test data is also analysed in terms of groups of pupils who have attended booster classes, have been tutored or who have accessed the extended day provision or whose teachers have received specific training.

The impact of the school’s Pupil Premium strategy is monitored reviewed through daily pupil progress meetings and weekly Senior Leadership Meetings. The strategies are reviewed periodically with the School Improvement Advisor and the Governing Body. The next review point will be December 2017, when the new achievement data for Reception, Year 2 and Year 6 is validated. Outcomes for disadvantaged pupils are always compared to all pupils nationally.

For more information, please contact the School Office. The school has a designated member of staff and member of the Governing Body with responsibility for Pupil Premium.

Historical Information

Click here to view how we have used the Pupil Premium to support pupils at Winton:

Pupil Premium Summary Report 2015-16 – Winton Primary School

Pupil Premium Summary Report 2014-15

Parent Guide What is APS Progress

Winton Primary School Pupil Premium Summary Report 2013-14

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