Pupil Premium Grant
The 'Pupil Premium' is additional funding given to publicly funded schools in England to raise the attainment of disadvantage children of all abilities and to close the gaps between them and their peers. (www.gov.uk)
Schools can choose how to spend their Pupil Premium money, identifying what would be of most benefit to the children who are eligible. The money that is received by schools is based on the number of children in their school who;
- Have qualified for free school meals at any point in the past six years ~ £1320
- Have been looked after under local authority care for more than one day ~ £1900
- Are currently from a Service family ~ £300
Some of the common ways in which schools spend their pupil premium include;
- Extra one-to-one or small group support for children within classrooms
- Employing extra teaching assistants to work with classes
- Running catch up sessions before or after school, for example for children who need extra help with maths or literacy.
- Running a school breakfast club to improve attendance.
- Providing extra tuition for able children who receive the pupil premium, for example in preparation
- Providing music lessons for children whose families would be unable to pay for them.
- Funding educational trips and visits.
- Paying for additional help such as speech and language therapy or family therapy.
- Funding English classes for children who speak another language at home.
- Investing in resources that boost children’s learning, such as laptops or tablets.
In the Financial Year 2022/23 our school spending of the Pupil Premium Grant £46,985.00 consisted of
- £3,726.00 subscription to Child First, many schools subscribe to Child First in order to get support with Speech and Language, Family Support, Counselling as we are unable to get the support from NHS, CAMHS, Family Solutions, Social Care etc
- £32,580.00 allocated to staffing for pupil support in school
- £9,500 further classroom support
- £80 for Attendance Officer
- £490 for STEAM Club for children eligible for PPG
- £280 supporting specific children and families with residential costs.
In the Financial Year 2021/22 our school spending of the Pupil Premium Grant £44,280 consisted of
- £3,744.00 subscription to Child First, many schools subscribe to Child First in order to get support with Speech and Language, Family Support, Counselling as we are unable to get the support from NHS, CAMHS, Family Solutions, Social Care etc
- £37,320.00 allocated to staffing for pupil support in school
- £16,770 further classroom support/reallocation of PPG
- £120 for Attendance Officer
- £189 Supporting children eligible for PPG to attend Breakfast Club
- £700 for STEAM Club for children eligible for PPG
- £1,035 costs for support to targetted pupils
- £399 to subscribe to Marvellous Me
SCHOOL OVERVIEW 2021/22 ~ setting the Pupil Premium Strategy Plan 2021-2025
|School Name||Old Heath Community Primary|
|Number of Pupils||208|
|Proportion of Pupil Premium Eligible Pupils||17.6%|
|Academic Years that our current pupil premium strategy plan covers||2021/2022 to 2024/2025|
|Date this statement originally published||December 2021|
|Date on which it will be reviewed||Annually in the Autumn Term|
|Statement authorised by||Amanda Mitchelson, Headteacher|
|Disadvantaged Lead||Helen Ford, Deputy Headteacher|
|Disadvantaged Governor Lead||David Watkins|
|Pupil Premium funding allocation academic year 2021/22||£44,280|
|Recovery premium funding allocation academic year 2021/22||£ 5,365|
|Pupil premium funding carried forward from previous years||0|
|Total budget for academic year 2021/22||£49,645|
Part A: Pupil Premium Strategy Plan
Statement of Intent
As a school, Old Heath Community Primary School, recognises all our children as individuals who can achieve from whatever their starting point! We aim for all children make good progress and achieve high attainment across all subject areas. The focus of our Pupil Premium Strategy is to support our disadvantaged children to achieve that goal, including progress for those who are already high attainers.
At Old Heath we recognise that our children can face challenges in many different ways; financial, social, mental health, housing, family structures etc. and that this can impact in readiness to learn, access to wider experiences, attendance in school or pre-school experiences and their own mental well-being. All staff are made aware of their role in supporting our disadvantaged children.
As a whole school community, which includes our Governing Body, we will secure a collective ownership and commitment to addressing disadvantage across the school.
By ensuring all staff have the highest expectations of all children we will be raising and addressing the issues of conscious and subconscious bias by tackling the use of limiting language and labelling of groups of children.
At Old Heath we understand that high-quality teaching is the key to challenging disadvantage. Research has shown unequivocally that it has the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged children in our school with a focus on areas in which individual disadvantaged children require the most support.
Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
We acknowledge that all interactions in the school impact on children’s ability to learn, their well-being and sense of belonging to Old Heath. Encouraging positive interactions and relationships with child to child, staff to child, staff to staff will be a corner stone of our work. This also includes the continued building of positive relationships with our families.
Recent research by Graeme Nuthall and Marc Rowland clearly signposts for schools that the key areas for schools to address are
- Language, language, language
- Development of TAs
- Early Intervention
In light of this at Old Heath our focus is on Language and reading first and foremost based upon on our assessments (not assumption!) We know that being able to read is the gateway to learning and therefore it has to be our first area of challenge to tackle.
In this and future years we want to build and embed successful strategies that support improved attainment, raised expectations and readiness for life & learning for all our children.
We are very aware that our financial projections will exceed the budget we receive for PPG and that we will need to further fund our projects using our main school budget.
Assessment of Need
The Pupil Premium Strategy template advises that a long term version of three years is allocated here. However, Marc Rowland (Addressing Educational Disadvantage) and the expert leading Essex schools on this route with Disadvantage Champion initiative is advising schools to pick a couple of things and do them really well. At Old Heath the key challenges to achievement are currently based within language & phonics, so initially for the next two years in order to develop and embed, plus ensure we have caught up and kept up after Covid affect in school, our main focus will be as follows;
|1||Assessments, classroom observations and discussions with children have indicated under developed oral language skills and vocabulary gaps in our children from Early Years and into KS2. This is more obvious within our disadvantaged children.|
|2||From our internal phonics assessment, Phonics Screening Check (EY, Y1 & Y2), class observations and formative assessments in phonics sessions we have identified a relationship between those children working below expected in phonics/reading being a disadvantaged child and this is beginning to impact on access to KS2 curriculum due to poor reading skills.|
|Thinking ahead for the future from 2024/25 ~ we may be looking at writing in relation to the oral language/phonics/reading development to see if there has been a positive effect there, what else needs to be put in place and also Maths mastery.|
|Improved oral language & vocabulary||All EY children are expected to achieve the ELG in Communication, Language and Literacy.|
|Improved phonics attainment for our disadvantaged children||All EY children are expected to achieve the ELG in Reading. All Y1 children are expected to be working within Phase 5 over the year. OHCPS has seen a dip in Y1 Phonics Screening Check since 2019 when we scored 97%. We are aiming to reverse the trend over the last couple of years and would like to see the Year 1 Phonics screening check rise again and be significantly above the National Average over the next three years.|
Improved reading attainment for our disadvantaged children
|In reading at Y2 and KS2, looking across all the cohorts over the next three years we are working to ensure that every disadvantaged child is reaching ARE, and those children who are higher prior attainers are keeping up with their HPA peers and continuing to hit greater depth. Aiming in the long term for OHCPS to be above our 2019 SATs; Y2 were at 87% whilst National was 75%,2019 R80% (National 75%), Year 6 and Greater Depth R27% (National 27%)|