Pupil Premium

School Vision

Our vision is for learning for life at Surrey Street where the social, emotional, spiritual, physical and learning needs of every member of the school community are met.

We want our children to become independent, confident, self-motivated and enthusiastic learners, having the self-esteem to both evaluate and extend their learning to achieve their full potential, within a secure, caring, happy environment.

Principles/Aims

  • We aim to ensure that teaching and learning opportunities meet the needs of
    all the pupils.
  • We aim to 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 social disadvantaged. .
  • Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources mean that not all children receiving free school meals will be in receipt of pupil premium interventions at any one time.

Provision: Addressing Barriers to Learning

All our work through the pupil premium will be aimed at accelerating progress moving children to at least age-related expectations and/or the vast majority of eligible children achieving their individual targets set at beginning of each academic year. Pupil premium resources may therefore also be used to support eligible higher achieving children to work at greater depth within age-related expectations.

 Surrey Street Primary School, throughout 2015-16, chose the following ways to support pupil learning, using pupil premium funding, and will continue to provide support in a similar way through the academic year 2016-17.

  1.  1 to 1 or small group tuition for years 5 and 6. Learning behaviours may be a barrier to achievement. Targeted 1 to 1 or small group tuition, allows for greater focus on children’s individual learning needs and supports their progress, through careful liaison between the intervention teacher, intervention TA and the class teachers.
  2.  Inclusion team support. Late identification of SEND could be a barrier to learning and families may need support with coming to terms with identification of their child as having SEND. The inclusion team identify, implement and evaluate provision for all pupils to ensure appropriate provision is in place to secure progress for pupils eligible for pupil premium who also have SEND. 
  3. Behaviour support. Social and emotional issues can be barriers to children’s learning, and can disproportionally affect disadvantaged children. The behaviour support team support individual children’ behaviour in class to enable those children to become effective learners, and lead groups focussing on well-being, nurture, self-esteem, friendship and anger management. By focussing on children’ social and emotional needs, the children are better able to concentrate on their learning. As part of this strategy, the behaviour support team and teaching assistants also cover lunchtime duties to ensure that children have positive experiences at lunchtime and are therefore better able to access their learning in the afternoons.
  4. Trip subsidies and curriculum enhancement. Some pupils eligible for pupil premium do not have the opportunities to travel or experience a wide range of activities. We believe that these pupils need to have similar experiences and opportunities to those received by children from less disadvantaged families. This impacts on life experiences, confidence, social skills plus all curriculum areas, and enhances motivation to succeed academically.
  5. Family support. The family workers are an integral link in the chain of support that Surrey Street Primary provides for our families. By ensuring there is assistance for the issues our families may face, and by nurturing them through interventions, we provide another layer of provision for our children. A wide spectrum of support is offered including, supporting families with benefit applications, parenting courses, adult well-being, budgeting support (including a charity-run shop providing discounted household essentials), and family learning. Parents’ own experience of school could be a barrier to building positive relationships with the school. Through the range of support provided by the family workers, these relationships are strengthened and parents are better able to ensure their children are ready for learning.
  6. Attendance support. Poor attendance and punctuality affect children’s ability to access the full extent of education provided for them, and therefore represent a significant barrier to learning. The attendance officer has introduced a range of incentives to promote and encourage good attendance. In addition, the attendance officer contacts the parents (especially of children with poor attendance) immediately a child fails to arrive on time. Such contact will be by phone initially but may be followed up with a home visit. If attendance or punctuality fails to improve, staff work with families to address any barriers they face in getting their children to school.
  7. Primary Writing Project. Limited exposure to language-rich environments is a barrier to learning, which the Primary Writing Project aims to address. This project, provides a consistent framework for all staff (from EYFS to Year 6) for the teaching of literacy, enhanced by quality continued professional development for teachers and TAs. An allocation from the pupil premium grant has been used in 2016-17 to part-fund this project as analysis of the attainment of children eligible for pupil premium shows that reading and writing need to be a key focus.

Impact of Pupil Premium Expenditure

2016 outcomes for children eligible for pupil premium (PP) show the impact of pupil premium spending.

Early Years Outcomes 2016

% at or above the expected standard at the end of the EYFS

Good level of development

Reading

Writing

Mathematics

National

69%

77%

75%

77%

School - all pupils

51%

75%

57%

71%

National non-PP

72%

80%

75%

80%

PP*

80%

80%

80%

80%

*Very small group size so data less reliable.

Pupil premium children met or exceeded national percentages at the end of EYFS.

 Phonics screening check Yr1 2016

% at or above the expected standard at the end of Yr1

2015

2016

School

National

School

National

All Pupils

65%

77%

53%

81%

PP - all

71%

66%

65%

70%

PP no-SEND*

77%

83%(all no SEN)

79%

86% (all no SEN)

Other (non-PP)

61%

80%

50%

83%

Other (non-SEN)

67%

83%

53%

86% (all no SEN)

*Note the comparative National figure for disadvantaged children who have no SEND is the National figure for all no-SEND children. In 2016, 18% of the Yr1 disadvantaged pupils had SEND.

Taking into account the impact of SEND, the % of PP pupils at or above the expected standard is close to the % of non-SEND pupils at or above the expected standard nationally.

Note: Impact of children in early stages of acquisition of English has not been taken into account in analysis of this data. This group predominantly impacts on the children who are not eligible for PP.

 

End of KS1 results 2016

Analysis also includes the impact of SEND and mobility on the end of KS1 outcomes.

% at or above the expected standard at the end of KS1

Reading

Writing

Maths

School

National

School

National

School

National

All Pupils

41%

74%

41%

65%

47%

73%

PP - all

54%

78%

non-PP

50%

70%

non-PP

50%

77%

non-PP

PP no-SEND*

64%

59%

59%

PP first full year in this school:

EYFS

75%

75%

75%

Yr1**

100%

50%

0%

Yr2

33%

33%

33%

New during Yr2**

0%

0%

0%

*In 2016, 15% of the PP pupils had SEND.

** Very small group sizes so data unreliable.

The % of PP children who joined the school in EYFS and achieved the expected standard or higher is close to or above the national average for non-PP children nationally.

 

End of KS2 results 2016

Analysis also includes the impact of SEND and mobility on the end of KS2 outcomes.

% at or above the expected standard at the end of KS2

 

RWM

Reading

Writing

Maths

GPS

National -all

53%

66%

74%

70%

72%

School - all

28%

44%

30%

60%

54%

National non-PP

59%

72%

79%

76%

78%

PP

29%

39%

29%

58%

52%

PP no-SEND*

35%

46%

35%

69%

62%

Non-mobile***, no-SEND PP

40%

55%

40%**

80%

70%

School non-PP, non-mobile, no-SEND

27%

47%

33%

73%

60%

*In 2016, 16% of the PP pupils had SEND.

** The school inspection update, published 24th November 2016 states: 'Inspectors should interpret 2016 Key Stage 2 writing performance carefully, given that this is the first year of teacher assessment using a new curriculum and against the new interim framework.'

***Non-mobile: excludes data for children who joined the school after the start of Yr5.

Even after taking into account the impact of SEND and mobility on the end of KS2 outcomes, the attainment of PP pupils in reading and writing is significantly below that of non-PP children nationally. In 2016-17, the school will be continuing with the Primary Writing Project and taking part in a Grammar for Writing (Yr6) research project and a local authority run initiative (Spotlight on Standards – predominantly focussing on KS2), all of which will focus on raising standards in reading and writing.

In all key data, PP pupils’ performance exceeded that of the non-PP pupils in the school, taking into account SEND and mobility; however, care needs to be taken with such comparisons as the outcomes for the non-PP are more heavily impacted by children at the earlier stages of English acquisition, who would be expected to be working below the expected standard in reading and writing, and to a lesser extent in maths and GPS.

Ongoing measuring of impact: all teachers are aware of the contextual data, including eligibility for pupil premium, relating to all children in their class. Termly pupil progress meetings evaluate children’s progress against their expected outcomes. Following these meetings, additional targeted interventions are put in place for those children who are at risk of not meeting their targets through just quality first teaching.

 

Date of next school review of Pupil Premium strategy: June 2017

Pupil Premium Documents

pdf

Pupil Premium Spending 2016-17

Size : 54.10 kb
Date added : 2017-03-28
pdf

Pupil Premium Spending 2014-16

Size : 101.83 kb
Date added : 2017-03-28
pdf

Pupil Premium Budget 15-16

Size : 57.51 kb
Date added : 2016-06-06
pdf

Pupil Premium Budget 14-15

Size : 56.28 kb
Date added : 2016-06-06
pdf

Pupil Premium Spending 13-14

Size : 57.61 kb
Date added : 2016-06-06
pdf

Pupil Premium Spending 12-13

Size : 55.11 kb
Date added : 2016-06-06
pdf

Pupil Premium Closing the Gap 12-14

Size : 64.03 kb
Date added : 2016-06-06
pdf

Pupil Premium Policy

Size : 275.18 kb
Date added : 2016-06-06