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

  • 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

School

Gateway Primary Free School

Academic Year

18-19

Total PP budget

£219,120 (based on £1,320 per child)

Pupil Premium Plus Funding:

  • 4 pupils: £9200

Total number of pupils

403

Number of pupils eligible for PP

 162 (40.2%)

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%)

 

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%)

 

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%)

               

 

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:

  • Aspirational in-year targets are achieved for all disadvantage pupils, including sub-groups
  • Through accelerated progress, attainment gaps between disadvantaged pupils and their peers diminishes
  • Ensure social, emotional and economic barriers are addressed by Pupil Premium grant
  • Through a rich broad and balanced curriculum, including wider opportunities and experiences, disadvantaged pupils are motivated and aspirations are raised
  • Disadvantaged pupils learn how to live a healthy lifestyle and choose to do so

 

* 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

Barriers

Pupil premium funded resource

Cost

Intended impact

Monitoring & Evaluation

Impact analysis to date

(End of Autumn 2)

  1. Social and emotional barriers to learning,  well-being and

aspirations

 

 

 

 

 

 

 

 

 

 

1a. Inclusion and support staff Salaries to strengthen pupils early development experiences and pastoral support for children and families

£60, 000

  • Barriers to learning are overcome enabling disadvantaged pupils to make accelerated progress from their starting points. In-year aspirational targets are achieved.
  • 90% of Pupils report that they feel happy, safe and ready to learn.
  • 90% of Parents report that they feel well supported by the school to break down barriers to learning that exist for their family.
  • As part of targeted intervention, identified vulnerable disadvantaged pupils are equipped with the strategies to remain in whole class learning for extended periods of time.

Data tracking & analysis

 

 

 

 

Pupil surveys

 

 

Parent surveys  

 

 

Behaviour data

 

  • Update following the completion of surveys.

 

  • Update following the completion of surveys

 

  • Behaviour data for identified vulnerable disadvantaged pupils (Eg: 16 pupils ‘high levels of vulnerability (behaviour/attitudes to learning) Reduction in the number of yellow zone visits/fixed term exclusions/Turnaround placements from ___ to ___. (JR to update)

 

 

1b. Open door counselling

 

£6000

  • Pupils report that they are happy, safe, well-supported and ready to learn.
  • Barriers to learning for pupils receiving counselling are removed enabling them to make at-least expected progress from their starting points. 

 

Surveys

 

Data tracking & analysis

 

  • Updated following the completion of surveys.

 

  • 3 disadvanataged children currently access the counselling service

 

  • 66% have made 1 step or more in reading

 

  • 66% have made 1 or more step in writing with one making 5 steps

 

  • 100%children made progress in  maths 1 step or more

 

1c. Forest schools

£6000

  • The behaviour and conduct of pupils attending Forest Schools improves enabling them to access the curriculum, to make the right choices and remain within whole class provision.
  • Barriers to learning for pupils attending forest schools are removed enabling them to make at-least expected progress from their starting points.

Behaviour data including

 

 Turnaround Centre

referrals

  • JR to evidence the impact of funding on behaviour/reduction in the number of Turnaround visits, etc.
  • JPR to get a list from JRS and to make summative statements on progress from starting points. Use SEND dashboard where required.

 

1d. STEP (Physical literacy

programme)

 

 

£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

 

  • Although the programme is in it’s infancy, can we evidence improved attitudes to learning and an impact on progress?

 

1e.Thurrock Turnaround Centre

£15,000

  • Alternative provision enables pupils to reflect upon their behaviour and receive targeted therapeutic intervention which prepares them to return to school.

 

Behaviour data

 

Number of visits to the Turnaround Centre

Exclusion data

 

  • JR to evidence a reduction in the number of visits to the Turnaround Centre for specific pupils – Make summative comments.
  • JR to make summative comments on the reduction in the number of fixed term exclusions since last year.

 

1f. You’re Awesome book by Matthew Syed

 

£500

  • Year 6 pupils improve their self-belief, confidence and resilience enabling them to thrive and achieve their potential.

 

Questionnaire

 

Key Stage 2 SATs outcomes/In-year data analysis

 

  • JP update from ‘B1’ data picture (Pixl). Make summative comments. Eg: Disadvantaged pupils are on track to achieve aspirational targets set (Include these: R/W/M/C)

 

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

  • Pupils increasingly conduct themselves in-line with The GLC code of conduct.
  • Pupils report they know how to live a fit and healthy lifestyle and do so.
  • Pupils feel empowered to make informed choices about their life.
  • Pupils recognise signs of danger and know how to keep themselves safe.

Behaviour data

 

Pupil surveys

 

 

Developed in Autumn 1/Spring 1. To be launched in Spring 2.

 

 

 

1f.Hardship fund

£1000

  • To ensure disadvantaged pupils are equipped with the resources, uniform and experiences to thrive.

Pupil attitudes

 

 

 

 

Specific Academy Development Plan Links

 

 

Develop plan links to overcome  barriers: 

  • Fully implement the 2018-19 GLC Behavior Policy [rewards and sanctions]
  • Work with Phase leaders to coordinate and assign  Key workers to targeted disadvantaged pupils to provide to targeted support
  • Implement the Mind to be kind and Character and Culture resources
  • Improve and embed the Mindfulness strategy across the school
  • Implement the Horsforth quadrant-Place, Identify, Plan, Review and use ‘You are Awesome’ book and materials with Y6

 

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.

 

 

 

2a: Part funded Educational Welfare Officer

 

£9155

  • The EWO drives a strategic plan for improving attendance and punctuality specifically for disadvantaged pupils.
  • The EWO supports & challenges the attendance officer to develop strategies to improve attendance for specific pupils.

Attendance tracking reports produced by EWO. 

  • Attendance for Disadvantaged pupils over the last three academic years was 94.8% (2016/17) rising to 95.0% (2017/18).  So far this academic year they are 95.0%.  The National Average has been 94.5%, so GPFS has been above NA consistently.

 

  • Home visits below

 

2b: Part funded attendance ambassadors

£8885

  • Pupils are safeguarded from harm and in the case of absence the school knows the pupil is safe following home visits where required.
  • Parents feel suitably supported and challenged to ensure their child attends school regularly. 

Records of home visits.

 

Attendance tracking report produced by EWO.

2c: Incentives and rewards

£2000

  • Pupils recognise the importance of good attendance because this is celebrated and rewarded (certificates/Class challenges with prizes) within the academy

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.

 

 

 

3a. 1 x LSA specifically deployed to work with pupils who require targeted speech and language support (Speech and language link)

£15, 000

 

  • Specific pupils receiving targeted intervention make accelerated progress from their starting point with speech, language and communication.

Tracking of assessment data

 

 

3b. Subscription to speech and language programmes/training:

  • Speech and Language Link
  • Language for thinking/colourful semantics (Black Sheep University Press)
  • School 21: Oracy training

 

 

 

   £2000

 

£1,500

 

 

 

 

£500

  • Specific pupils receiving targeted intervention make accelerated progress from their starting point with speech, language and communication.
  • Pupils in reception make accelerated progress from their starting point with at least 75% achieving the early learning goal for speech, language and communication enabling the GLD target to be achieved.
  • Disadvantaged pupils make good progress with their phonic knowledge enabling the aspirational target to be achieved.
  • Pupils routinely demonstrate the academy’s non-negotiables for speech, language, communication and vocabulary development

Tracking of assessment data

 

 

 

 

 

 

 

 

 

 

Half termly phonics data

 

 

 

 

Monitoring from lesson observations

 

  • JP to get update from KB – What percentage of disadvantaged pupils are working at ARE for speech, language and communication compared to on-entry data?

 

  • 71% of Year 1 dis pupils are on track to pass screening check
  • 78%of dis in Year 2 pupils are on track to pass screening check

3c. Programme to support explicit vocabulary (Part funded: Pixl)

£1000

 

  • Through explicit vocabulary teaching, pupils develop a wider range of vocabulary from their starting point enabling them to access the curriculum and perform confidently in tests because a language deficit does not prevent them from doing so.

 

Pupil progress and attainment

3d. Part funding of reading books across the academy to ensure progression & appropriate challenge

£2000

  • Pupils make rapid and sustain progress with the reading fluency and are exposed to high quality literature with appropriate pitch and challenge.

Progress & attainment of reading

 

 

3e. My Book Blog

 

£2000

  • Pupils develop a love of reading and are motivated to quiz on the books they have read.
  • Pupils develop a wider range of vocabulary.

Monitoring of engagement

86% of disadvanataged students in Year 6 have completed at least one book.

 

Specific Academy Development Plan Links

  • Implement a consistent approach to the teaching of reading skills across the GLC
  • Further develop the use of My Book Blog [MBB], reading records and strategies to garner the support of parents to ensure that Year 1-7 pupils are reading regularly;
  • Implement a peer reading scheme to support lower attaining disadvantaged pupils in each GLC academy
  • Targeted SEND and disadvantaged pupils in years 6 and 9 will read to, and with an adult each day.
  • Improve vocabulary and Oracy skills across the curriculum through planned opportunities for pupils to engage in talk [including during lessons; at play; in assemblies; when meeting dignitaries and in events such as the poetry competition and Literary Arts Festival

 

 

Barriers

Pupil premium funded resource

Cost

Intended impact

Monitoring & Evaluation

Impact analysis to date

(End of Autumn 2)

 

 4. Gaps in learning related to basic skills (reading/times tables/spelling)

Links to Barrier

  1. a-c

 

 

 

 

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

  • 80% of parents engage with pupil passports resulting in accelerated progress for disadvantaged pupils.

 

 

  • Pupils make rapid and sustained progress with basic skills with all non-SEND disadvantaged pupils securing (on-track to secure)  age-related expectations:

*Reading an age-related text at 90 (KS1)/110 (KS2) Words per minute.

-       See strategies above related to basic    

        skills.

 

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

 

4b LSA phonics training (Read, Write, Inc.)

 

£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

 

 

 

Specific Academy Development Plan Links

 

  • Implement a consistent approach to the teaching of reading skills across the GLC
  • Further develop the use of My Book Blog [MBB], reading records and strategies to garner the support of parents to ensure that Year 1-7 pupils are reading regularly;
  • Implement a peer reading scheme to support lower attaining disadvantaged pupils in each GLC academy
  • Targeted SEND and disadvantaged pupils in years 6 and 9 will read to, and with an adult each day.
  • Improve vocabulary and Oracy skills across the curriculum through planned opportunities for pupils to engage in talk [including during lessons; at play; in assemblies; when meeting dignitaries and in events such as the poetry competition and Literary Arts Festival

 

 

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

 

 

 

 

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

 

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)

 

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.

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)

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.

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.

Specific Academy Development Plan Links

Links to Intentions

5 & 6