Pupil Premium Funding
Report to Parents: September 2015
At Sandford Primary School, we believe that all children have the right to the best
education available which includes a range of experiences that make it truly
memorable. To this end, we are allocated a small amount of money in our budget to
support our most vulnerable children. This is known as Pupil Premium funding.
What is Pupil Premium?
Pupils qualify as being eligible for Pupil Premium at Sandford if they are in Reception to
Year 6 and satisfy at least one of the following:
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They are in the care of the Local Authority
They are children of Service Personnel
Their parents receive Income Support and/or Income based job seeker’s allowance
Their parents receive income-related employment and support allowance
Their parents receive support under part VI of the Immigration and Asylum Act 1999
Their parents receive Child Tax Credit (provided you are not entitled to working tax credit unless four week run on) and have an annual income (as assessed by HM Revenue &
Customs) that does not exceed £16,190
This means that the school receives additional funding for your child.
Why do we have Pupil Premium?
Pupil Premium funding has been allocated to schools so that they can address the
achievement gap between pupils who are eligible for Pupil Premium and those who are
not. At Sandford this gap is significantly smaller than at other similar schools as a result
of our carefully targeted use of funding. Further, the average achievement of this group
of pupils is closer than ever with the remainder of their cohort and we strive to close this
gap entirely.
Number of pupils and those eligible for PP funding during 2014-2015
Total number of pupils
Total number currently eligible for PP funding
Total number in ‘ever 6’ group eligible for PP funding
TOTAL allocated Pupil Premium Funding
146
10
5
£30400
We are required to publish online information about how we have used the premium. In
deciding the nature of support, we consider the positive impact it will have on those
children and their families who are most in need.
Nature of Support (provided 2014-2015)
The funding received from Pupil Premium funding is used in the following ways:
 Increasing access for vulnerable children to engage in extra-curricular
activities
 Support with the cost of school trips / experiences
 Providing monitoring of PP pupil standards
 Providing ‘closing the gap’ intervention programmes for PP pupils
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Promotion of the PSA facility to ensure a range of targeted support for
children and families
Supporting learning through programmes delivered to individual or small
groups of children who require a boost to their learning in order to reach their
potential
Providing specialised resources for individuals/ groups of vulnerable pupils, as
recommended by specific agencies
Providing small-group tuition to support the curriculum across the school, for
both low achieving and high achieving pupils
Focus on learning in the curriculum 41%
Focus on social, emotional and behaviour 17%
Focus on enrichment beyond the curriculum 10%
Focus on families and community 29%
Monitoring of Provision
The projects/resources for which funding allows, are monitored in the following ways:
Academic Progress
 RAISE online data
 Regular 1:1/small group support intervention records
 Whole school tracking systems
 Vulnerable pupil case studies
Emotional/Behavioural Progress
 Attendance data
 Pupil questionnaires
 Parent questionnaires
 BIP (Behaviour Support Programme) data
 GL Emotional Literacy Assessment
The funding received from Pupil Premium in 2014-2015 was used in the
following ways:
Project
Cost
LSA for
1:1/small group
work
£6017
Objectives
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to offer short regular
reading and mathematics
tuition to enable learners
to close the gap with their
non-PP peers
to ensure sessions relate
to class curriculum
to ensure quality
teaching/support of
reading is given to all
pupils
to provide relevant and
targeted phonic support
to enable PP pupils to
Outcome
Average Point Score for
pupils in receipt of PP
compared to non-PP
pupils (July 2015):
Reading
Y6 – 32 points (30)
Y5 – 26 points (30)
Y4 – 24 points (26)
Y3 – 19 points (24)
Y2 – 17 points (18)
Writing
Y6 – 32 points (31)
Y5 – 23 points (28)
Y4 – 22 points (24)
meet expectation in Y1
Phonics Screening
Y3 – 20 points (22)
Y2 – 15 points (17)
Mathematics
Y6 – 31 points (30)
Y5 – 24 points (30)
Y4 – 23 points (24)
Y3 – 21 points (24)
Y2 – 18 points (17)
The gap is larger
between our Y5 pupils,
mainly due to an
unusually high number
of more able pupils,
which affects the data.
All PP pupils are ‘on
track’ for end of Key
Stage predictions,
provided by Fischer
Family Trust.
Continuing
Professional
Development
£2000
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Parent Support
Advisor
£8834.10
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to ensure all teaching is
at least ‘good’ with most
of it ‘outstanding’
to increase staff
awareness of effective
provision to support PP
pupils, including nonteaching staff
to allow designated time
for staff to carry out
assertive mentoring
sessions for target pupils
(may imply Supply costs)
to support the induction
of our NQT
to timetable INSET for
reviewing and analysing
data with all staff
(including LSAs)
to train relevant staff in
Dyscalculia
to offer early intervention,
preventative support,
guidance and advice to
improve outcomes for
children, young people
and families within a
federation context by
working in partnership
with parents, carers and
other agencies.
High standards of
teaching measured by
SLT (100% at least
good and 80%
outstanding)
Effective strategies are
researched (including
The Sutton Trust),
implemented and
evaluated.
Pupils and staff
maintain regular
dialogue about progress
and barriers to learning.
All staff have an
understanding of pupil
progress, expectations
and targets
Attendance figures
remain above 95%
Attendance figures July
2015 were at 98.3%.
Children of targeted
families make 2-3
sublevels+ progress
(Assessment
Data)
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Learning
Mentor
£4394.10
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Breakfast Club
and After
School Care
£540
£3941.20
After School
Clubs
(including
Football, Choir,
Dance,
Cooking,
Science,
Photography)
£419
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to work directly with
parents in a nonjudgemental way,
empowering them and
their families to get the
most out of the
educational opportunities
available.
to monitor attendance
across the federation and
follow up families with
poor attendance in an
appropriate manner, in
line with school policy.
to support pupils to
access strategies to
improve behaviour
to support pupils’
development of social
skills
to enable all pupils to
achieve greater
engagement in learning
to overcoming barriers –
improving attendance
and punctuality, reading
and homework
opportunities.
to allow all pupils
opportunities to engage
in physical/healthy/
creative activities to
support their well being
to encourage all pupils to
make commitments
outside of school and
socialise with children
outside of their own peer
group
BIP support has been
sought, planned and
successfully completed,
both in small groups
and on 1:1 basis. In
addition, some home
support has continued
to be carried out
effectively. This is
monitored by the PSA.
GL Assessment ‘The
Measure of Emotional
Literacy’ which monitors
pupils’ level of
empathy/motivation/selfawareness/selfregulation/social skills.
Data demonstrates that
PP pupils working with
the Learning Mentor
have made a significant
improvement in their
emotional literacy score.
2 PP pupils attended.
Children have a good
start to the school day
with a healthy breakfast
(Discussion /
Observations).
Children have a warm
and safe environment to
spend time in after
school, where
opportunities are
provided for homework
and reading to an adult.
10/15 children took part
in a range of
enrichment activities
(Discussion,
Observations,
Attendance register)
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School Trips,
Residential
Visits and
Swimming
Lessons
£521.70
£265 (res)
£140 (swim)
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Peripatetic
Music Lessons
£1798.44
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Uniform
£477
TOTAL = £29,348.14
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to allow all pupils the
opportunity to compete in
individual and team
sports, within school
teams and the local
community
to extend school hours
and build belief
to support parents with
the financial implications
of school visits
to provide PP pupils with
rich experiences beyond
the curriculum
to offer pupils important
life skills
to offer opportunities for
pupils to learn a musical
instrument
to enrich children’s
cultural awareness and
experiences
to instil a level of
commitment and
responsibility
to ensure all pupils have
access to new uniform,
as required
Increased selfconfidence
Greater independence
Better team-working
and collaborative skills.
Pupils’ life experiences
are enriched
8/15 PP children took
part in instrumental
lessons.
Children developed the
commitment and
confidence to play an
instrument. All enjoyed
the experience of this
creative art.
Children feel smart,
have self-confidence
and fit in with the school
community