2018-2019
Pupil Premium Statement for 2018-2019
Pupil Premium
In 2011-2012 The Government launched its' Pupil Premium funding. This money is sent to schools based on the numbers of pupils in the school who are eligible for Free School Meals [FSM]. Money is also available for children who are in care. From 2012-2013 it was expanded to include all children, who have been eligible for FSM within the last 6 years. It has also been expanded to include children of members of the armed forces. At present we are receiving funding for approximately 44% of pupils.
This money is allocated to initiatives to ensure pupils reach their full potential, both academically and socially.
If your child does not have Free School Meals, but may be eligible because of your family’s income level, please contact the school’s office (in confidence) to register them. Even if you do not wish them to have the meals, this would mean the school could still claim Pupil Premium funding that may be used to help your child. We also assure parents that all matters regarding use of the Special Fund are treated with discretion and in confidence.
For more details on the Pupil Premium, please visit: http://www.education.gov.uk/schools/pupilsupport/premium
Principles
- We aim to ensure that teaching and learning opportunities meet the individualised needs of all of the pupils.
- We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
- In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
- We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
- Pupil Premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of Pupil Premium interventions at one time.
Context of local area
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The GPFS serves an area of high deprivation; key features of which are as follows:
- The average life expectancy of pupils within Tilbury is 10 years less than those within Thurrock [Source PCT], due to factors such as smoking, poor diet and insufficient exercise.
- The 2011 Census of population indicates that the ward from which The GPFS draws the majority of its pupils has the highest percentage of overcrowded households.
- Tilbury has one of the highest teenage pregnancy rates in Europe; as a result the school has a significant group of young mothers with limited knowledge of good parenting skills - Primary Health Care Trust 2015 [PHCT].
- Obese levels are well above the national average with obese adults one of the worst in England. Together with the high levels of smoking, this makes life expectancy for women significantly below the national average and males slightly below [PHCT…2015].
- The number of children living in poverty is above the national average at 41%. [source: evidence base for draft housing strategy 2015 – 2020]. Most pupils live in the immediate ward to the school which is the most deprived in Thurrock with the deprivation indicator standing at 0.44 against national of 0.24
Chart 1: Summary information |
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School |
Gateway Primary Free School |
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Academic Year |
18-19 |
Total PP budget |
£219,120 (based on £1,320 per child) |
Pupil Premium Plus Funding:
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Total number of pupils |
403 |
Number of pupils eligible for PP |
162 (40.2%) |
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Pupil characteristics for all pupils (Year R to Year 6) All: 162 (100%) Males: 82 (51%) Females: 80 (49%) SEND: Total: 37 (22.8%) K: 34 (21%) EHCP: 3 (1.9%) Non SEND: 125 (77.2%) EAL: 17 (10%) |
Pupil characteristics for disadvantaged year 6 pupils: All: 29 (17.9%) Males: 9 (5.6%) Females: 20 (12.3%) SEND: Total: 5 (3.1%) K: 4 (2.5%) EHCP: 1 (0.6%) Non SEND: 24 (14.8%) EAL: 1 (0.6%)
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Year 5 All: 26 (16%) Males: 12 (7.4%) Females: 14 (8.6%) SEND: Total: 5 (3.1%) K: 5 (3.1%) EHCP: 0 Non SEND: 21 (13%) EAL: 3 (1.9%) |
Year 4 All: 22 (13.6%) Males: 14 (8.6%) Females: 8 (4.9%) SEND: Total: 7 (4.3%) K: 7 (4.3%) EHCP: 0 Non SEND: 15 (9.3%) EAL: 1 (0.6%) |
Year 3 All: 28 (17.3%) Males: 18 (11.1%) Females: 10 (6.2%) SEND: Total: 9 (5.6%) K: 9 (5.6%) EHCP: 0 Non SEND: 19 (11.7%) EAL: 5 (3%)
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Year 2 All: 23 (14.2%) Males: 15 (9.3%) Females: 8 (4.9%) Total: 6 (3.7%) K: 6 (3.7%) EHCP: 0 Non SEND: 17 (10.5%) EAL: 3 (1.9%) |
Year 1 All: 16 (9.9%) Males: 6 (3.7%) Females: 10 (6.2%) Total: 3 (1.9%) K: 2 (1.2%) EHCP: 1 (0.6%) Non SEND: 13 (8%) EAL: 3 (1.9%) |
Reception All: 18 (11.1%) Males: 8 (4.9%) Females: 10 (6.2%) SEND: Total: 2 (1.2%) K: 1 (0.6%) EHCP: 1 (0.6%) Non SEND: 16 (9.9%) EAL: 1 (0.6%) |
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Chart 2: Potential barriers to learning |
1. Social and emotional barriers to learning, well-being and aspirations 2. Lower levels of attendance and punctuality 3. Less developed speech, language, communication & vocabulary and attitudes to reading 4. Gaps in learning related to basic skills (reading/times tables/spelling) 5. Limited life experiences and cultural enrichment |
Chart 3: Action Plan to address Barriers to Learning and Progress for Disadvantaged Pupils 2018/19 |
Intention 2: All teachers will provide motivating, purposeful and appropriately tailored experiences that meets every child’s learning needs to ensure they make good progress |
Intention 3 :All pupils will develop a love of reading as a vehicle to acquire an increasingly broad and complex vocabulary and an ability to write effectively, and with increasing sophistication, in a broad range of genres. |
Intention 5: To continue to improve the outcomes for all pupils deemed to be disadvantaged |
Intention 6: To make significant in-roads in developing support systems and provision to eradicate social, emotional and environmental barriers so that all children are good attitudes to learning; are able to self-regulate their behavior and develop powerful metacognitive skills. |
Summary of intended impact:
* The academy uses £29,000 to part fund a deputy head’s salary who is responsible for fully implementing The Gateway Learning Community’s Disadvantaged Policy and in turn achieving the intended impact statements. |
Chart 4 |
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Barriers |
Pupil premium funded resource |
Cost |
Intended impact |
Monitoring & Evaluation |
Impact analysis to date (End of Autumn 2) |
aspirations
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1a. Inclusion and support staff Salaries to strengthen pupils early development experiences and pastoral support for children and families |
£60, 000 |
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Data tracking & analysis
Pupil surveys
Parent surveys
Behaviour data
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1b. Open door counselling
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£6000 |
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Surveys
Data tracking & analysis
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1c. Forest schools |
£6000 |
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Behaviour data including
Turnaround Centre referrals |
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1d. STEP (Physical literacy programme)
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£600 |
- Identified pupils receiving the STEP programme learn more effectively, socialise more easily and participate more positively both inside and outside the classroom. - Barriers to learning are removed and pupils make at-least expected progress from their starting points. |
Behaviour data
Surveys completed as part of the programme
Data analysis
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1e.Thurrock Turnaround Centre |
£15,000 |
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Behaviour data
Number of visits to the Turnaround Centre Exclusion data
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1f. You’re Awesome book by Matthew Syed
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£500 |
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Questionnaire
Key Stage 2 SATs outcomes/In-year data analysis
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1g. Part funded resources to develop the character, culture and personal development of all pupils (Pixl, Cambridge personal development programme, Christopher Winter Project resources) |
£1500 |
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Behaviour data
Pupil surveys
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Developed in Autumn 1/Spring 1. To be launched in Spring 2.
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1f.Hardship fund |
£1000 |
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Pupil attitudes |
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Specific Academy Development Plan Links |
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Develop plan links to overcome barriers:
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Barriers |
Pupil premium funded resource |
Cost |
Intended impact |
Monitoring & Evaluation |
Impact analysis to date (End of Autumn 2) |
2. Lower levels of attendance and punctuality.
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2a: Part funded Educational Welfare Officer
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£9155 |
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Attendance tracking reports produced by EWO. |
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2b: Part funded attendance ambassadors |
£8885 |
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Records of home visits.
Attendance tracking report produced by EWO. |
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2c: Incentives and rewards |
£2000 |
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Attendance tracking report produced by EWO |
Barriers |
Pupil premium funded resource |
Cost |
Intended impact |
Monitoring & Evaluation |
Impact analysis to date (End of Autumn 2) |
3. Less developed speech, language, communication & vocabulary and attitudes to reading.
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3a. 1 x LSA specifically deployed to work with pupils who require targeted speech and language support (Speech and language link) |
£15, 000
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Tracking of assessment data
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3b. Subscription to speech and language programmes/training:
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£2000
£1,500
£500 |
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Tracking of assessment data
Half termly phonics data
Monitoring from lesson observations
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3c. Programme to support explicit vocabulary (Part funded: Pixl) |
£1000
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Pupil progress and attainment |
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3d. Part funding of reading books across the academy to ensure progression & appropriate challenge |
£2000 |
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Progress & attainment of reading |
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3e. My Book Blog
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£2000 |
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Monitoring of engagement |
86% of disadvanataged students in Year 6 have completed at least one book.
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Specific Academy Development Plan Links |
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Barriers |
Pupil premium funded resource |
Cost |
Intended impact |
Monitoring & Evaluation |
Impact analysis to date (End of Autumn 2) |
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4. Gaps in learning related to basic skills (reading/times tables/spelling) Links to Barrier
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4a Part funding for Deputy Head salary responsible for disadvantaged pupils: Strategic planning/development of whole school approach/implementation of policy & learning passports |
£35,000 |
*Reading an age-related text at 90 (KS1)/110 (KS2) Words per minute. - See strategies above related to basic skills.
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Half termly key skills tests. Monitor the impact of universal and targeted approaches. |
R 35% are on track to achieve ARE Year 1 63% of dis pupils read regularly at home Year 2 48% of disadvanataged children are reading regularly at home 36% are on track to read at 90 WPM at end of year 41% have secured their number bonds to 20 Year 3 60% of pupils read regularly at home 59% are on track to meet ARE in fluency 55% have secured their 3 times table Year 4 66% read regualarly at home 23% are on track to meet ARE in fluency 45% of pupils have secured their 6 & 7 times tables Year 5 93% of pupils read regularly at home 46% have already met the ARE for fluency 65% have secured x6, 62% x7, 77% x9 tables Year 6 68% read regualry at home 55% read at ARE for fluency |
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4b LSA phonics training (Read, Write, Inc.)
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£5,000 |
-Pupils in reception and Key Stage 1 secure phonic knowledge in-line with age-related expectations so that aspirational targets are achieved: - Foundation: 73% (GLD) - Year 1 Phonics: 88% |
Half termly phonics assessments. |
35% of children in reception are expectation to achieve GLD
Year 1 71% dis compared to 78% non-dis on track Dis students are -17% from target Year 2 78% compared with 97% non-dis Dis students are -17% from target |
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Specific Academy Development Plan Links |
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Barriers |
Pupil premium funded resource |
Cost |
Intended impact |
Monitoring & Evaluation |
Analysis to date (End of Autumn 2) |
5. Limited life experiences and cultural enrichment
Links to Barrier 5b
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3a. Hardship fund: Shoes/Uniform/PE kit, etc. |
£2000 |
-All disadvantaged pupils take pride in their appearance and are not disadvantaged by not having the appropriate resources. |
On-going |
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5c. Swimming subsidised |
£4000 |
-80% of disadvantaged pupils can swim 25m by the end of Key Stage 2. |
Tracking swimming data |
Of the previous Year 6 cohort 88% achieved ARE (25 metres)
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5d. More able - Brilliant club & aspirational visits |
£1500 |
-5 high achieving disadvantaged pupils make rapid and sustained progress with their learning. -They achieve at-least a 2:1 when their assignment is assessed by the university. -Identified pupils raise their aspirations and know that attending university is a choice for them. |
Start date: March 2019 |
JP to liaise with SB re: impact of this incentive. |
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5e. Curriculum enrichment opportunities – Trips/Visits |
£8000 |
-All disadvantaged pupils get to experience opportunities and experiences which support a broad and balanced curriculum and broaden life experiences. |
On-going |
-Refer to SMSC document (On-going record of experiences and opportunities) |
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5f. Music service |
£4000 |
-All disadvantaged pupils experience playing a musical instrument (Year 4: Drumming) and know this is a |
On-going |
-JP to liaise with year 4 re: videoing the performance to parents. Add to website. |
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5g. Royal Opera House – Trailblazer programmes |
£2000 |
-All disadvantaged pupils experience a broad and balanced curriculum including opportunities within the arts: Music (RAP – linked to oracy), drama, dramatic literacy, puppetry, etc. |
On-going |
-See overview of ROH programme. |
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Specific Academy Development Plan Links |
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Links to Intentions 5 & 6
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