Pupil Premium

Pupil Premium Funding Report and Impact Measures

The school will provide information on our website.  Please see the Pupil Premium Reports and Measures Impact. 

Pupil Premium Strategy 2018-19

Pupil Premium Funding Report 17-18

Pupil Premium Funding Report 16-17

Pupil Premium Funding Report 15-16Pupil Premium Funding Report 14-15

Pupil Premium Impact Measures 16-17

Pupil Premium Impact Measures 15-16

Pupil Premium at Hester’s Way Primary School

Schools in England receive Pupil Premium funding from the government for children who receive Free School Meals (FSM) or have received FSM in the last 6 years (Ever 6 Funding). The Government calls FSM/Ever 6 Pupils "Disadvantaged".

Barriers to Learning for "Disadvantaged" Children

In the Department for Education pubilcation: "Supporting the attainment of disadvantaged pupils  - Briefing for school leaders November 2015", it states that:

  • "The educational performance of pupils from disadvantaged backgrounds is much lower than their peers, and England has a relatively large achievement gap ....." 
  • "Disadvantage has a big influence on pupils’ life chances. As the Social Mobility and Child Poverty Commission’s 2014 ‘State of the Nation’ report highlights, pupils from disadvantaged backgrounds are: twice as likely to be not in education, employment or training (NEET) and at higher risk of ending up in poverty as adults."                                   
  • "Pupils of all abilities are affected. A report published by the Sutton Trust estimates that around 7,000 pupils each year who were in the top ten per cent at age 11 fail to achieve in the top 25 per cent at GCSE: boys and pupils eligible for the pupil premium are most likely to be in this ‘missing talent’ group. "
  • "Put simply, a child’s socio-economic background – things they can’t choose like the street they grew up on and how much their parents earn – have too much of an impact on how well they do at school and the choices they have later in life. "

Disadvantaged Funding 

The amount a school receives depends on the number of FSM/Ever 6 pupils they have in the school. The more pupils you have then the more money you will receive. Hester’s Way Primary School has a large number of FSM/Ever 6 pupils; we are in the highest 20% for England with around 60% identified as FSM/Ever 6.

Our Pupil Premium funding for 2013 – 2014 was £123,000.
Our Pupil Premium funding for 2014 - 2015 was £169,000.
Our Pupil Premium funding for 2015 - 2016 is £165,000.                                                                                                               Our Pupil Premium Funding for 2016-2017 is £165,000.

Accountable for Funding

The money must be used to close any ‘gaps’ in the "Disadvantaged" pupils learning in order to make sure they do as well as all the other Non-Pupil Premium children within the school. The money can also be used to increase the range of learning opportunities and experiences within the school so that the Pupil Premium children receive a broad and wide ranging curriculum.

At Hester’s Way, we use our funding in a range of ways to support the children. These are some examples: 

  • Supporting their learning in the curriculum through the employment of additional teaching staff e.e teaching assistants, intervention teachers, speech therapist and other external agencies; 
  • Providing extensive pupil and family support through the employment of a Pastoral Support Team; 
  • Quality teaching across the curriculum through the employment of specialist teachers; 
  • Planned curriculum enrichment activities to provide valuable learning experiences;
  • Our own in-house catering service to provide high quality meals and additional ‘Cookery and Food Nutrition’ learning experiences;
  • Significant levels of funding to allow for extensive visits, trips and visitors. Residential trips are heavily subsidised to allow more pupils to take part.

We have set out a ‘Provision Map’ for each class which identifies the academic initiatives and provision we have in place for Pupil Premium children. It also shows the impact and achievement in their academic work.

We also have an appointed Pupil Premium Subject Leader: Mrs Sarah Royle (AHT & Year 2 teacher).

Academic Progress

This is probably the easiest one to measure our success as we have lots of information available on the children’s achievements in their class work, teacher assessments and the termly tests that pupils complete.

To measure their academic progress we use a tracking system called "Target Tracker". This tracking is analysed every short term to tell us if the children are ‘Exceeding’ ‘On Track’ or ‘Below’ with their progress and attainment. We also analyse group data, short termly,  to address any identified needs. 

The children who are not progressing as they should will then receive additional intervention support to bring them back on track. 

The Senior Management Team and Subject Leaders spend time checking the progress of all children by looking at pupil's books, talking to them, observing their learning in lessons etc. We also have Pupil Progress Meetings with class teachers to make sure that the children have been identified correctly on the Provision Maps and that actions are put in place to address any needs quickly. 

We also focus on Pupil Premium children who do not receive any intervention and are achieving despite being "Disadvantaged". The Assistant Head Teacher/Closing the Gap Subject Lead meets with these children at Pupil Progress meetings and they set individual targets for the term. These targets are shared with the class teachers and parents/carers. A motivational reward system is in place to help these children aspire towards their target goals. If they achieve their target they will go on an Educational Visit or have funding to purchase resources. 

Pastoral Support Team

The PST are an integral part of our school provision, this has always been a great strength of the school as it supports the children and families in so many ways.  

We are able to measure the impact of our Pastoral Support provision by looking at a range of improvements, some of these may be set as targets before we start the work with the families and children, they could be: 

  • Improved routines within the home;
  • Increase in attendance levels;
  • Improvement in social skills within the classroom;
  • Improved behaviour management of children in the home;
  • Pupil’s completing more homework;
  • Contact and support with other agencies;
  • Attendance on courses etc.

School Lunches

The impact of this initiative was actually very quick and also very easy to measure. Once Natalie started as our Catering Manager our daily numbers increased from 75 – 78 per day up to 110 – 115 per day, this is around a 50% increase in a short period of time. The food is so tasy and healthy, everyone wants to eat it!

There are many other benefits through the additional learning experiences through the cookery work that she does.

Pupil Premium Budget

In April, we receive our new school budget and the money the school receives is placed into a separate cost centre so that we know that it is being spent on the ideas that we have planned, the money is not just put into the main budget with everything else. 

Governor's Responsibility

When we receive our new budget, the Senior Managment Team and Governors will discuss what the needs of the school are and decide how best to allocate the money to support these needs. We will also review the previous years use of the money to see which ideas worked well and which ones did not work so well. If an idea is not successful, it is important that we try to improve it or change it to ensure that the PP money is put to effective use.  

Reasearch Based Initiatives

With some new initiatives we just have to make a good judgement on that and believe it is the correct idea to improve what we are doing. On other occasions, we can use research or published information on what ideas worked well for other schools.

As a school, we look at a range of different documents and attend events, such as: 

  • The Sutton Trust Research;
  • OFSTED publications;
  • Oxford School Improvement ‘The Pupil Premium – Making it work in your school’
  • CAPITA Conferences Notes.

The Headteacher, Deputy Headteacher and Assistant Head Teacher also attend meetings and conferences on the subject. In Summer 2016, the AHT led a presentation and workshop group at the Local Authorities "Closing the Gap" Conference.