Pupil Premium funding targets additional money at pupils who are eligible for Free School Meals (FSM) and Look After Children (LAC). The targeted and strategic use of pupil premium will support Greenfields Academy in closing the gap in attainment, a priority for the Government and reflected in our whole school targets.
As a whole school we ensure that teaching and learning opportunities meet the needs of all of the pupils through regular tracking and review procedures. 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 through the schools team self-evaluation and tracking procedures.
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.
In the financial year 2017-2018, 75% of students were eligible for Pupil Premium funding resulting in a total of £27,500 to be devolved to the academy.
Pupil Premium in 2017-2018 was spent on the following:
Intervention/ Small Groups & 1:1 English Intervention 1:1: £5,500
Learning Resources Books: £4,000
Software packages (MyMaths, Active Teach Pearsons): £4,000
Personalised Learning Off-site vocational centre: £4,000
Pastoral Support Attendance Intervention (TIMS): £10,000
Spending Principles & Accountability
The Government believes that head teachers and school leaders should decide how to use the Pupil Premium. They are held accountable for the decisions they make through: The performance tables which show the performance of disadvantaged pupils compared with their peers.
In September of every academic year all pupils will be given a target level by each curriculum leader, which will be explained to the pupil to enable them to strive to improve. The result of spending the pupil premium funding allowance In 2017/2018 meant that 68% of pupils who received Pupil Premium funding made good progress in core subjects.
From compiling data linked with “tri termlyl’ academic trackers, we were able to compile statistics on whole school, looked after and FSM pupil progress. If pupils achieved their end of year target/national curriculum level they were deemed to have made good progress. If pupils have exceeded this they have made outstanding progress. Tri termly targets are SMART for all pupils, taking into account the less able pupils and challenging the more able.
As stated previously, Pupil Premium funding is ring fenced. It is accepted that the use of any Pupil Premium will focus on strategies that will benefit the outcomes of those entitled to Pupil Premium yet may also benefit other learners. In determining recommendations to the Governing Body, pupils personalised needs are assessed, national research and guidance is considered and then funding is apportioned to a range of strategies we wish to employ. These outline proposals are presented to the Finance & Development Committee for approval.
In 2017/2018 our pupils faced the following barriers to learning and this is how we propose to address these barriers:
1. KS3 pupils eligible for PP are likely to make less progress than non PP pupils in Maths & English Intervention programme – pupils offered 1:1 or small group work both in and outside classroom area – nominate specific co-ordinator to manage intervention programme Purchase resources for Maths & English specifically for catch up – HOD will research new materials/software for specific pupils interests Friends programme pupils will access a weekly session with pastoral staff to support them with their extreme behavioural needs
2. Mid-year admissions eligible for PP are likely to make less progress than non PP Baseline pupils within first 4 weeks of entry to the academy – will generate a personalised timetable that will include specific intervention sessions Friends programme – pupils will access a weekly session with pastoral staff to support them with their extreme behavioural needs Offer pupils opportunities to practice functional skills Maths & English within a creative curriculum e.g. motor vehicles
3. Reading levels of PP pupils are expected to be well below their chronological age. Head of English to develop an intensive intervention programme specially to raise reading levels. To purchase reading materials appropriate to the pupils interests external barriers:-
1. Current attendance for PP pupils is likely to fall below national expectations daily contact with parents via home/school liaison officer home visits to support families Work closely with outside agencies.
2. PP pupils are not likely to have made English and Maths at KS2 floor targets Baseline pupils on enTry To the academy to ascertain accurate levels Intervention programme to raise levels Re-assess at regular periods Offer an incentive via reward system if good progress is made The academy will measure the impact of PP funding through whole school progress tracking system, which includes tri-termly individual targets for each pupil, termly curriculum progress meetings and raise awareness of pupil progress via new progress tracking board for all staff within the academy. We will also analyse the number of physical management, bullying incidents and the increase in weekly certificates. SMT will contact parents/carers each term to discuss their child’s individual PP action plan and if appropriate invite parents in for meeting.
Pupil Premium funding has been reviewed in July 2018 and the next review for the academy’s pupil premium strategy will be in July 2019.