The Pupil Premium was introduced in April 2011 and is allocated to schools to fund additional support for pupils who have been registered for free school meals (FSM) at any point in the last six years. Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The money is used to support any educational needs and can also be used towards the cost of uniform, school trips etc. Decisions about additional support and interventions are made between the headteacher, teachers, the SENCo and parents/carers.
At Wateringbury CE Primary School, we believe in investing in the highest calibre staff to teach and support all of our pupils. For this reason, just over 80% of our Pupil Premium allocation in 2016-17 went towards staffing and specialist teaching which ensures that small group support and 1:1 work with pupils is possible. In 2017-18 we will again spend approximately 85% of our allocation on staffing. Our daily timetable is arranged so that all pupils are taught maths, English, phonics, Guided Reading and spelling during the morning. Interventions take place during the afternoon so children do not miss any of the core morning curriculum. Additional support is targeted at the pupils who require it, whilst ensuring all children participate in a full and balanced wider curriculum. Early recognition of difficulties and immediate targeted support is our model. Our Pupil Premium Strategy for the year is set in July so that interventions can begin immediately in September and it is reviewed mid-year in February. Individual pupil progress is reviewed 3x a year during Pupil Progress Review meetings. Class teachers hold learning conferences weekly with the disadvantaged pupils in their class. In addition, we monitor other factors such as attitudes to learning, attendance, punctuality, emotional wellbeing and parental involvement . This information further informs our planning.
Barriers to educational achievement (for pupils eligible for PP, including high ability)
In-school barriers include developmental and cognitive delay, particularly speech and language; behaviour and attention/listening; dyslexic and dyscalculia tendencies. External barriers include low levels of literacy support at home; minimal exposure to books and vocabulary within the home; punctuality/attendance; poor sleep routines; poor diets.
A relentless focus on reading – whole class, small group and 1:1 – models for children the pleasure of reading and also supports accelerated progress. Reception pupils are screened within the first 8 weeks of joining our school for speech and language delay and programmes are put into place immediately to support correct sounds and vocabulary development. Small group teaching is a key part of the philosophy at Wateringbury and every staff member is viewed as an educator with the potential to transform the learning for a child. We invest in the highest calibre staff and aim for smaller adult:pupil ratios at the critical early stages of a child’s education. A stringent focus on phonics, writing and number skills at Key Stage 1 generally obviates the need to fill in gaps or pick up the pieces in Key Stage 2. Where pupils are particularly vulnerable and continue to demonstrate difficulties, additional targeted support is provided.
Pupils who receive additional support are monitored closely: small, challenging steps are set as targets and each child’s progress is monitored closely and reviewed formally at least 3x per year during Pupil Progress Meetings. In addition, the headteacher has regular reading conferences with pupils, with a focus on Pupil Premium children; teachers have weekly learning reviews with PP pupils on a one-to-one basis to discuss their targets, learning, progress, achievements and next steps. The success of any intervention is measured by the child’s progress in phonics, spelling, reading, writing or maths and is always evidenced by work in books. We track, review and improve our provision throughout the year.
|End of KS2 2017 32 pupils 5 PP(16%) 27 non PP (84%)|
|Average Scaled Score READING||Average Scaled Score GPS||Average Scaled Score MATHS||Teacher Assessed WRITING||READING progress score||WRITING progress score||MATHS progress score|
| ||PP||NonPP||PP||NonPP||PP||NonPP||PP||NonPP||PP||NonPP||PP||Non PP||PP||Non PP|
|103||110||104||108||100||106|| || ||3.4||3.4||4.9||-0.1||-0.5||0.1|
|Achieved Expected||60%||85%||60%||81%||80%||81%||80%||90%|| || || || || || |
Pupil premium numbers at Wateringbury vary considerably by class (from as few as 1 child to as many as 6 children). For this reason, the attainment and progress of Pupil Premium children is always looked at individually and comparisons with school and national data can be misleading.
Please click on the link below to see our planned Pupil Premium allocation for 2018-2019
Pupil Premium Plan 2018-19
Please click on the link below to see our Pupil Premium allocation for 2017-2018
Pupil Premium Summary Spend
2016 – 2017
Please click on the link below to see an overview of our 2016-17 Pupil Premium allocation, our expenditure and measurable impact of those interventions
Pupil Premium Strategy: Year-End Summary
Pupil Premium Summary Spend
2015-16 Pupil Premium Summary Spend