Pupil Premium

Pupil Premium:

The government introduced the Pupil Premium Grant in April 2011. This grant is additional to the main school funding budget. The Pupil Premium Grant is allocated directly to schools and is based upon the number of children who are entitled to free school meals because their parents/carers are in receipt of the following benefits:

  • Income support
  • Income Based Job seekers allowance
  • Income Related Employment and Support Allowance
  • Child Tax Credit but who are not entitled to Working Tax Credit and have an annual income of £16,190 or less

Each school must decide how best to use the Pupil Premium to make sure that all children, what ever their needs or home backgrounds, achieve well and make good progress.

At Stonehouse Park Infant School we strive to make sure that every child has then best start to their education. We do this by providing high quality teaching, care and guidance supplemented by intervention programmes to support vulnerable learners, as and when required.

The nursery provision on our school site is now managed by our governing body. Therefore we work closely with the nursery staff team to create a seamless service for children and their families from 2 to 7 years. We begin to get to know our families and establish good relationships with them way forward they start in our YR classes. Our headteacher holds termly progress meetings with our nursery leader and our nursery SENCO and we attend multi agency meetings. We hold individual meetings with families before they start school and our staff visit every child & their family at home. We are therefore able to identify concerns and potential barriers to learning early and are then able to provide early intervention firstly through the use of Early Years Pupil Premium and then continue this approach on into school using our Pupil Premium.

We have identified that our children at Stonehouse Park may experience the following potential barriers to learning:

  • They live in a home where there is domestic violence, drug and/or alcohol abuse.
  • Their parent has a mental health or physical health problem.
  • They enter the nursery and school with development that is significantly below that expected of their chronological age e.g. still in nappies, speech and language delay.
  • Their attendance is below our school target of at least 95%.
  • They arrive at school late on a regular basis.
  • They have complex social and emotional difficulties

Our school leaders and governors monitor the impact of all spending and all intervention programmes, including Pupil Premium

During 2017-2018 we received £59,400 and our Pupil Premium was used to:

  • Provide additional support for children in their classes from teaching assistants and teachers.
  • Provide cover in classes so that teachers can meet with parents to talk about children’s learning & well-being.
  • Provide extra daily support for reading, phonics and maths.
  • Provide support for parents at home by our community family worker .
  • Subsidise the costs of trips and visits.
  • Provide milk at snack time.
  • Provide extra specialist resources.
  • Fund transport to attend specialist or hospital appointments.

We carefully monitor the progress of all individual children. Where we have concerns about a child’s progress we work with parents to plan additional support and intervention. Please refer to the table below to see the intervention programmes we run which are funded by pupil premium.

As a result of this approach all children make very good progress from their individual starting points.

The children who enter our school in YR with development in line with the age expected levels make excellent progress. All achieve a good level of development at the end of their first year in school and many exceed this. They pass the Y1 phonics test and at the end of Y2 exceed the age expected levels.

Many children come into our reception classes with development which is below the expected levels for children of that age. The majority of those children make excellent progress so by the time they leave us at the end of Y2 they have achieved the age expected levels and some exceed them.

Every year a group of children enter school with development significantly below the expected levels for their age, over 2 years below. Again the majority of these children make accelerated progress during their time here. Some will have achieved the age expected levels for the end of Y2 and others will  leave our school at the end of Y2 only just below, 3 months behind, the expected level.

The table below shows how well our pupil premium children achieved in 2017 compared to all other pupils at this school and all children nationally. (Awaiting 2018 national data)

Group Level of Good Development YR Phonics Screening Y1 Reading Y2 Writing Y2 Maths Y2 Science Y2
Pupil Premium 25% 64% 47% 53% 76% 88%
All pupils 46.6% 81% 69% 65% 76% 90%
All pupils nationally 71% 81% 76% 66% 75% 83%

 

The table below shows how well our pupil premium children achieved compared to pupil premium children across Gloucestershire. (Awaiting data for 2018)

  Our School Reading

 

Glos Schools Reading Our School Writing Glos Schools writing Our School Maths Glos Schools Maths
Pupil Premium 47% 59% 53% 47% 76% 58%

 

During 2018-2019 we have received £56,760 pupil premium.

We are continuing to provide the additional support and enhanced teaching through the strategies outlined above. In order for all children to make excellent progress and achieve their full potential we know we need to:

  • Ensure every child has positive emotional well-being and good mental health as they are unable to learn unless they are resilient and have good self-esteem.
  • Ensure every child is able to self- regulate their behaviour and manage their emotions.
  • Ensure every child understands what it is to be a good learner and talk about what they can do well and what they need to do next.
  • Ensure every child is a good communicator and can listen well as these are the foundations for all learning.
  • Ensure every child is a confident reader because once a child can read this unlocks learning in all other areas of the curriculum
  • Ensure every parent is able to support learning at home because the children who make most progress in school are those who are well supported at home.

To achieve these fundamental elements for every child we currently run the following intervention programmes, funded by pupil premium and our SEND budget.

Intervention Intended Outcome Facilitated by
Parent and family support Increased parent confidence and parent well-being Community Family Worker
Mellow Parenting 1 to 1 programme. Increased parent confidence and understanding of child development Community Family Worker
Extra Forest School Improved emotional well-being and social skills Year Group TAs
Therapeutic Play Improved emotional well-being Community Family Worker
Play Therapy Improved emotional well-being Play therapist
Time to Talk Improved emotional well-being and language development Year Group TAs
Speech and Language group Improved language and speech development SEN TA
Communication in Print Improved reading and writing SEN TA, Year Group TAs
Dancing Bears Improved reading Support TA, Year Group TAs & Lunchtime team
Individual extra reading Improved reading Volunteers, Year Group TAs & Lunchtime Team
Number Crunchers Improved Number skills Year Group TAs
Play Based Maths Improved Number skills Teachers
Sentence work Improved Writing Year Group TAs
Fizzy Improved Motor Skills Year Group TAs
Squiggles Improved Motor Skills Year Group TAs
Individual Behaviour System Improved behaviour All staff
Individual timetable Improved behaviour All staff

 

If you would like to find out more about Pupil Premium please talk to Mrs. Edwards.

If you think you may be entitled to free school meals please talk to your child’s teacher or staff in the school office.