The Pupil Premium
Analysis and challenge – Hillside Primary School, Ipswich
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Analysis and challenge toolkit for school leaders: primary
On the following pages are modified versions of the tables used by inspectors during the Pupil Premium survey. Schools could use
these to inform discussions between school leaders and governors, and help to shape future strategic planning for the use of the
Pupil Premium funding. The tools could also be used to aid self-evaluation and may help with preparing for a section 5 or section 8
inspection. The tables can be adapted for future use by changing the dates. They could also be adapted to focus on achievement
gaps for any other groups in the school.
Data for the pupil outcomes table for Year 6 should be taken from RAISEonline.
Data for other year groups should be available from the school’s own tracking of pupils’ attainment and progress.
Financial year
Amount of Pupil Premium funding
2012-13
2013-14
2014-15
£87,347
£150,900
£244,100
2013-14
2014-15
Percentage of FSM pupils
Number of FSM pupils eligible for the Pupil Premium
164
@£900
= £147,600
181 @ £1300 = £235300
Number of looked after pupils eligible for the Pupil Premium
2
@£900
= £1800
4
@£
Number of service children eligible for the Pupil Premium
5
@£300
= £1500
4
@ £300 = £1200
Total
2
= £7600
£244,100
Pupil Premium : analysis and challenge tools for schools
Where are the gaps (Year 6)?
Year 6: Indicator (using data from RAISEonline for 2011 and
2012, 2013 and school data for current Year 6. Definition of FSM
for this purpose is the same as RAISE – those pupils eligible for
the Pupil Premium under the ‘Ever6’ measure. LAC and service
children in later section).
2011
gap
between
FSM and
non FSM
2012
gap
between
FSM and
non FSM
2013
Gap
between
FSM and
non FSM
2014
Gap between
FSM and non
FSM
Comments/
contextual
information
Attainment - Level 4+ in English
-8%
-9%
---
-----
Most significant gap
in reading in SPAG to
Level 4+ in Reading/Expected Level
-1%
32%
Level 4+ in Writing/Expected Level
+7%
1%
Level 4+ in SPAG/Expected Level
be addressed in
upcoming cohorts.
15%
Attainment - Level 4+ in mathematics/Expected Level
-21%
-23%
+1%
19%
Achievement – expected or greater progress in English
-7%
-10%
---
----
- expected or greater progress in Writing
+6%
8%
- expected or greater progress in Reading
+3%
24%
- expected or greater progress in SPAG
Most significant gap
in reading to be
addressed in
upcoming cohorts.
----
Achievement – expected or greater progress in mathematics
-26%
-22%
+9%
1%
School Attendance – Sessions missed due to absence
+1.3%
+2%
+2%
1.1%
3
School Persistent Absence
+7.2%
+6.6%
+0.4%
TBC
School FT exclusions - % of FT excluded FSM
100%
100%
50%
TBC
Where are the gaps (other year groups)?
Year group
What does your data analysis tell you about the relative attainment and achievement of FSM and non-FSM
pupils for each year group? Are there any gaps? Is there evidence of closing gaps compared with previous
years’ data?
Current Early Years Foundation Stage
14-15
We are aware of a significant gap between Ever6 and NonEver6 pupils on entry (see data on entry
baseline). EYFS team are aware of the gap and are increasing links with Children’s Centre and creating
opportunities to narrow gap in early years (pre F2) including Share sessions, Stay and Play and family
learning. Phase Leader action plan for the autumn reflects focus on narrowing the gap.
Current Year 1 14-15 (consider whether
Low attainment against expectation (phase 4) in phonics at end EYFS. Analysis of phonics needs
refining to ensure the outcomes of Ever6 pupils are compared with NonEver6 pupils as progress is
tracked through the year. Narrow the gap targets to be set in KPIs.
Gap between Ever6 and Non Ever6 reaching GLD and expected plus in reading and writing. Fewer
Ever6 pupils exceeding expected level.
pupils are making expected progress on the
basis of their Early Years Foundation Stage
score; consider the phonics screening check)
Current Year 2 14-15 (consider predicted
Analysis of phonics needs refining to ensure the outcomes of Ever6 pupils are compared with NonEver6
pupils as progress is tracked through the year. Narrow the gap targets to be set in KPIs.
Gap exists in number of children reaching expected or exceeding expected attainment and progress in
reading, writing and maths. Most significant gap exists in the number of Ever6 pupils exceeding the
expected level in reading.
Current Year 3 14-15
Gap exists in number of children reaching expected or exceeding expected attainment and progress in
reading, writing and maths. Most significant gap exists in the number of Ever6 pupils exceeding the
expected level in reading. Ever6 readers are also not progressing at the same rate as NonEver6
end of key stage results for reading, writing and
mathematics at each sub-level, as well as
current data)
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Pupil Premium : analysis and challenge tools for schools
readers.
Current Year 4 14-15
Gap exists in number of children reaching expected or exceeding expected attainment and progress in
reading, writing and maths. Most significant gap exists in the number of Ever6 pupils exceeding the
expected level in reading. Ever6 mathematicians are also not progressing at the same rate as NonEver6
mathematicians.
Current Year 5 14-15
Gap exists in number of children reaching expected or exceeding expected attainment and progress in
reading, writing and maths. Most significant gap exists in the number of Ever6 pupils reaching
expected+ and exceeding the expected level in writing. Ever6 mathematicians are also not progressing
at the same rate as NonEver6 mathematicians.
Current Year 6 14-15
Gap exists in number of children reaching expected or exceeding expected attainment and progress in
reading, writing and maths although not to the same extent as other year groups (due to Pupil Premium
booster?) Most significant gap exists in the number of Ever6 pupils reaching expected+ and exceeding
the expected level in writing. Ever6 readers and writers are also not progressing at the same rate as
NonEver6 readers and writers (most significantly Ever6 readers’ progress).
Where are the gaps (other eligible groups)?
Group
Comment on predicted outcomes in 2014 and any gaps. Consider attainment, progress,
attendance and exclusions.
Looked after children
No pupils CLA in the school at time of analysis.
Service children
No significant gaps in this cohort with regards attainment, progress, attendance or exclusions.
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Reflective questions
To what extent are the strengths and priorities suggested by this data clearly evident in the school’s self-evaluation and
improvement plans? If any are missing, outline them below and add them to your improvement plan or use the separate planning
and evaluation outline on page 12.
Which strengths are not reflected in your self-evaluation?
Strengths of the analysis (i.e. phase leaders and class teachers being aware of the need to focus on narrowing the gap and setting
targets accordingly) are not necessarily reflected in the SEF or SDP. Although this is demonstrated in Phase Leader and Subject
Leader action plans.
Which priorities are not reflected in your school improvement plans?
The priority given to narrowing the gap is reflected in the SDP and KPIs (target setting). Narrowing the gap in reading is the top
priority this academic year while raising rates of progress and levels of attainment for all cohorts in literacy, oracy and
mathematics.
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Pupil Premium : analysis and challenge tools for schools
Planning and evaluation outline
Pupil Premium
used for:
Amount
allocated to
the
intervention /
action
(£)
Is this a new
or continued
activity/cost
centre?
Brief
summary of
the
intervention
or action,
including
details of year
groups and
pupils
involved, and
the timescale
Specific
intended
outcomes:
how will this
intervention
or action
improve
achievement
for pupils
eligible for the
Pupil
Premium?
What will it
achieve if
successful?
How will this
activity be
monitored,
when and by
whom? How
will success
be evidenced?
One to One Tuition
Summer 2014
£4200
Continuation of
previous targeted
provision due to
impact.
Targeted pupils
in Yr5 and Yr6 to
received 1:1
support in
Summer 2013
Gap in attainment
and progress
closed by end of
academic year
Learning Mentor
17104
Continued
provision due to
Various
interventions to
Priority support
given to FSM
Class teacher
and Phase
Leader to track
pupil progress
and identify
target pupils
(FSM)
Learning Mentor
and AHT
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positive impact.
Appointment to
remove barriers
to learning and
reduce ‘teaching’
staff time spent
on behavioural
issues
remove barriers
to learning
targeting social
and behavioural
issues in group
or individual.
Nurture Group
(‘Passport’ Group)
32202
Continued
provision due to
impact. Afternoon
intervention to
remove barriers
to learning and
reduce ‘teaching’
staff time spent
on behavioural
issues
Intervention in
social situation
(group)
Attendance
Champion/ Teacher
release (mentor)
- ‘Floating’
teacher
appointment
£30000
Continued
provision. To
work flexibly on
clear priorities for
the school.
Attendance
Champion to
work within
Pastoral Team
and admin team
to remove
barriers to
attendance.
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pupils.
Expectation that
attendance,
emotional and
social behaviours
(Boxall
Assessment) and
learning progress
(M, W + R)
improves and FT
exclusions fall
Priority support
given to FSM
pupils.
Expectation that
attendance,
emotional and
social behaviours
(Boxall
Assessment) and
learning progress
(M, W + R)
improves and FT
exclusions fall
Expectation that
persistent
absence (and
lateness) falls.
Progress in M, W
and R rises by
the end of the
academic year
(SENco) to track
pupil progress
and impact of
provision
AHT (SENco) to
track pupil
progress and
impact of
provision
Attendance
Champion to
track pupil
attendance with
EWO/Academy
rep. and admin
team weekly.
Class teachers,
Pupil Premium : analysis and challenge tools for schools
Mentor for Teach
First teacher
allowing release
for booster from
October.
SALT leads
provision
alongside LSAs
under the
supervision of
SENco.
SALT (Emma Ferris –
Service Level
Agreement) and
ELKLAN trained
LSAs
10640
+22393+125=
22518
Continued
provision due to
positive impact.
Achievement for All
3700
Second year of
programme (1415)
Target group
identified (Yr4/5
FSM, boy writers)
Mentor provided
by AfA.
Attendance Incentive
Scheme (contribution
from PP)
£10 per FSM
child per term.
£3000pa
Continued
provision due to
positive impact
on attendance.
Attendance
Champion to
reward parents
whose children
maintain a good
level of
attendance
with the ‘gap’
closing.
Phase Leaders,
SENco and
Headteacher to
track pupils’
academic
progress
Expectation that a AHT (SENco)
greater number of and SALT track
EYFS pupils
impact of
reach age related provision each
levels of speech
term.
and language –
priority to FSM
pupils.
Ongoing support
for target pupils in
Ks1 – priority
FSM.
Expectation that
AHT (SENco)
the attainment
and Classteacher
and progress of
to track pupil
target group rises progress.
with gap for FSM
closed by end of
academic year.
Expectation that
Attendance
parents monitor
Champion,
and improve their EWO/Academy
child’s
rep. and
attendance.
Headteacher to
track attendance
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Increased and
Improved LSA
deployment
18000
Allocation
continued in
2014 due to
improved
deployment e.g.
communication
time.
Intervention
programmes eg
Dancing Bears and
LSA time to deliver
£10000
Teaching time to
focus on Pupil
Premium Booster
Groups
Agency Autumn
term - £22500
approx.
Teacher M6
Spring and
Summer £30000
£5000
Continued
provision from
previous year
due to impact on
writing and
reading/phonics
Continued
provision from
previous year
due to impact on
writing and
maths.
Free Breakfast Club
for Ever6
Art Therapist (SLA)
10
£5000
Continued
provision due to
impact on
attendance
Continued
provision due to
positive impact.
throughout the
term
Additional time
given to LSA
deployment and
teacher/LSA
liaison to improve
targeted support
for pupil progress
(priority FSM)
LSA deployed by
AHT (SENco)
and Teacher
Teacher
deployed by
classteachers to
target Ever6
pupils who are
not progressing
as expected.
Learning Mentor
runs extensive
breakfast club –
offered free to
target group
(Ever6)
Interventions to
remove barriers
to learning
Expected that
LSAs will be
better deployed to
impact learning
progress of all
pupils – priority
FSM.
Phase leaders
and
classteachers
track pupil
progress
Gap in English
progress narrows
AHT (SENco)
and Classteacher
to track pupil
progre
Expected that the
gap in English
progress and
attainment
(Reading, writing
and SPAG) will
narroe
Attendance levels
will rise
Phase Leader
and
Classteachers to
deploy and track
progress.
Priority support
given to FSM
pupils.
AHT (SENco) to
track pupil
progress and
Attendance
champion,
Learning Mentor
and AHT
(SENco) to track
Pupil Premium : analysis and challenge tools for schools
Appointment to
remove barriers
to learning and
reduce ‘teaching’
staff time spent
on EBD issues
targeting social
and behavioural
issues in group
or individual.
Play Therapist (SLA)
£5000
Continued
provision due to
positive impact.
Appointment to
remove barriers
to learning and
reduce ‘teaching’
staff time spent
on EBD issues
Interventions to
remove barriers
to learning
targeting social
and behavioural
issues in group
or individual.
Family Learning
Sessions
£25000
Time for
Librarian, AHT,
Nursery Nurses,
Family Support
Worker and
Realising Futures
to offer sessions
for targeted
parents
Parents more
aware of how
best to support
their child’s
learning and
development
Expectation that
attendance,
emotional and
social behaviours
(Boxall
Assessment) and
learning progress
(M, W + R)
improves and FT
exclusions fall
Priority support
given to FSM
pupils.
Expectation that
attendance,
emotional and
social behaviours
(Boxall
Assessment) and
learning progress
(M, W + R)
improves and FT
exclusions fall
FSM families by
invitation.
impact of
provision
AHT (SENco) to
track pupil
progress and
impact of
provision
AHT to track
take-up and
impact on pupil
progress.
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Self-review questions for Governing Bodies
Governors’ knowledge and awareness
1. Have leaders and governors considered research and reports about what works to inform their decisions about how to
spend the Pupil Premium?
2. Do governors know how much money is allocated to the school for the Pupil Premium? Is this identified in the school’s
budget planning?
3. Is there a clearly understood and shared rationale for how this money is spent and what it should achieve? Is this
communicated to all stakeholders including parents?
4. Do governors know how the school spends this money? What improvements has the allocation brought about? How is this
measured and reported to governors and parents via the school’s website (a new requirement)?
5. If this funding is combined with other resources, can governors isolate and check on the impact of the funding and
ascertain the difference it is making?
6. Do governors know whether leaders and managers are checking that the actions are working and are of suitable quality?
Leaders and managers’ actions
1. Do the school’s improvement/action plans identify whether there are any issues in the performance of pupils who are
eligible for the Pupil Premium?
2. Do the actions noted for improving outcomes for Pupil Premium pupils:
 give details of how the resources are to be allocated?
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Pupil Premium : analysis and challenge tools for schools
 give an overview of the actions to be taken?
 give a summary of the expected outcomes?
 identify ways of monitoring the effectiveness of these actions as they are ongoing and note who will be responsible for
ensuring that this information is passed to governors?
 explain what will be evaluated at the end of the action and what measures of success will be applied?
3. Is the leader responsible for this area of the school’s work identified?
4. How do governors keep an ongoing check on these actions and ask pertinent questions about progress ahead of any
summary evaluations?
5. Are the progress and outcomes of eligible pupils identified and analysed by the school’s tracking systems? Is this
information reported to governors in a way that enables them to see clearly whether the gap in the performance of eligible
pupils and other pupils is closing?
Pupils’ progress and attainment
1. Does the summary report of RAISEonline show that there are any gaps in performance between pupils who are eligible for
free school meals and those who are not at the end of key stages? (Look at the tables on the previous pages of this
document for some indicators to consider)
2. Do the school’s systems enable governors to have a clear picture of the progress and attainment of pupils who are eligible
for the Pupil Premium in all year groups across the school, not just those at the end of key stages?
3. If there are gaps in the attainment of pupils who are eligible for the Pupil Premium and those who are not, are eligible
pupils making accelerated progress – are they progressing faster than the expected rate – in order to allow the gaps to
close? Even if all pupils make expected progress this will not necessarily make up for previous underperformance.
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4. Is the school tracking the attendance, punctuality and behaviour (particularly exclusions) of this group and taking action to
address any differences?
Overall, will governors know and be able to intervene quickly if outcomes are not improving in the way that they
want them to?
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Pupil Premium : analysis and challenge tools for schools