Pupil Premium

Updated May 2017

The Pupil Premium (PP) is a sum of money the school receives from the Department for Education (DfE) for each pupil who has been in receipt of Free School Meals (FSM) at any time in the past 6 years (Ever 6) and for Cared for Children. Nationally, the statistics show that pupils who are in receipt of FSM do less well than their peers in their attainment. The aim of this money is to try to close that attainment gap.

Bowlee Park Community Primary School has more pupils who are in receipt of FSM (or who have been in this group in the past 6 years) or who are Cared for Children, when compared with other schools. At Bowlee Park we view the needs of all pupils as important and we strive to create the best opportunities and experiences for every single pupil at the school.

It is for schools to decide how the Pupil Premium, allocated to schools per Ever 6 pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.” Source - DfE website

We are required to publish how much Pupil Premium money we receive and how we have chosen to spend that money. We are also required to publish the results for pupils in receipt of Pupil Premium compared with non-pupil premium pupils nationally.

At Bowlee Park Community Primary School, we maintain a high level of teaching staff in every class providing effective targeted support both in class and in accelerated learning groups. This includes the provision of additional staff in the Early Years Foundation stage (Nursery and Reception) to ensure that every child gets the best possible start to school, irrespective of their ‘starting point’. In some year groups have additional teachers to work with smaller classes and accelerate learning.

In the summer of 2016, pupils entitled to pupil premium achieved outstanding results at end of KS2.

We have used the percentage of children eligible for pupil premium and attributed this percentage of the cost of each aspect of provision to pupil premium. Where we have judged the provision to be beneficial to other children in school (i.e. those not eligible for pupil premium) the additional cost has been met from the school budget.

Barriers to Learning

Bowlee Park strives to provide all PPG pupils with the resources needed to overcome any potential barriers to learning. The following list is an indication of the main barriers to educational achievement for disadvantaged pupils at Bowlee Park:

  • Challenging behaviour and an inability to interact successfully in a school environment
  • Lack of positive role models outside of school
  • Low levels of literacy and numeracy
  • Low self-esteem and confidence
  • Lack of personal aspirations and/or an understanding of career possibilities and future academic opportunities
  • Fewer opportunities to benefit from cultural and social events and experiences
  • Inability to fund curricular enrichment opportunities, including day and residential trips
  • Inability to purchase educational resources, including study support materials and IT facilities
  • Poor levels of attendance and punctuality

Pupil Premium Allocation for Academic Year 2016-17 - £417,000

Pupil Premium Activity

Cost from Pupil Premium Funding

Additional Teaching Staff - Teachers

£ 154,000

Additional Teaching Staff – Teaching Assistants

£   72,000

Family Support Worker/Speech therapist

£   42,000

Curriculum Enhancement – Specialist Music, Art, , Swimming, PE, after school activities

£   54,000

Curriculum resources - IT

£   75,000

Subsidy for school trips – whole school

£   20,000

Total

£ 417,000

Additional Teaching Staff – Teachers

Additional teachers lead a range of strategies which have been very successful in raising attainment for PP children. These included Y6 setting to significantly reduce teaching group size for PP pupils in reading, writing and maths and ability based teaching to secure accelerated progress and high attainment.

After school writing tuition, 1 hour per week for identified Y2-Y6 PP pupils, has enabled teachers to follow-up and support in school work programmes with groups of 2/3 pupils to provide highly specific focussed teaching and accelerate progress.  Pupils in this programme made good or outstanding progress in writing.

Pupil premium club, a high paced after school group session has been successful in embedding basic skills in reading, writing and maths in Y2-Y6.

Additional Teaching Staff –Teaching Assistants

This high level of support across all classes enables intervention and support for all pupils and specifically for PP pupils across the curriculum. Our highly trained and very experienced teaching assistants play a key role in supporting teaching and learning in every lesson. Class teaching assistants target and support pupil premium children to ensure they make the required progress.

Teaching assistants provide one to one daily phonics support to pupils in Reception, Year 1 and Year 2 to ensure they make accelerated progress and develop their reading skills.

Family Support Worker/Speech Therapist

The school has employed a full-time family support worker. She has provided a range of support for families ensuring early intervention and helping resolve difficulties they may be experiencing and ultimately ensure children are able to attend school regularly and learn well.

Our speech therapy assistant has supported PP pupils throughout school with speech and language problems, focussing on early intervention in the Early Years. She has delivered regular high quality programmes in class which have led to significant improvements for pupils.

Curriculum Enhancement

We have enhanced our curriculum through a wide range of specialist provision. This includes music, art, swimming, PE, and a range of after school clubs and activities. This ensures our pupils receive high quality provision in all subject areas. High quality arts provision enables pupils to achieve more highly in their academic studies. Our PE teacher and sports coach work with all pupils across the week and have significantly raised standards of sport participation of PP pupils.

Curriculum Resources

A range of additional high quality curriculum resources have been purchased to support the delivery of the national curriculum. This year these have included the purchase of new IT resources to support learning within classrooms: 210 ipads and 180 computers have been put into classrooms across the school supporting the learning of PP pupils.

Subsidy for School Trips – Whole School

This strategy has enabled Pupil Premium children in school to access 6 trips (approximately one per half term) and a theatre visit over the course of the year, including a residential trip for all year 6 pupils for a one off payment of £10 per child; the additional funding coming from pupil premium. Visits have an academic focus or are activity based.

The impact of this strategy has been that PP children have taken part in a range of high quality visits which have significantly enhanced the quality of their learning, including the work produced. They have had a real stimulus for writing; enabling them to write from first-hand experiences. They have been given valuable opportunities to develop skills and attributes including team building, perseverance, confidence and cooperation.

Without this funding many parents would not be in the position to pay for such an extensive range of visits and experiences.

Impact on Achievement

Each of the above strategies is evaluated on a termly basis to measure effectiveness and the progress of individual pupils. We continue with strategies that are successful and change any that are less successful. A detailed evaluation of each strategy is shared with school governors on a termly basis.

Many of our pupils enter school well-below age related expectations. Significant progress is made in the EYFS and in KS1 so that by the end of KS1 pupils’ attainment is broadly in line with national average (NA) in all subjects and at all levels, including the higher levels. Further sustained and significant progress is made during KS2 so that by the end of KS2, Pupil Premium pupils’ attainment is well above national average in all subjects and at all levels, including attainment at the higher levels. This represents outstanding progress and attainment.

KS2 2015/16 SAT Results

 

Subject

School; % of PP pupils at Expected Standard

National Average; % of ALL* pupils at Expected Standard

English/Maths Combined

81%

53%

Reading

81%

66%

Writing

88%

74%

Maths

88%

70%

Spelling, Grammar & Punctuation

88%

72%

*Comparison is made between the outcomes for PP pupils at the school and the national average for all pupils as the purpose of PP funding is to narrow the gap between pupils in receipt of pupil premium and all pupils nationally.

KS1 2015/16 Phonics Results

Pupil achieved 81% on the phonics test; this is above the national average of for all pupils at 77%.

2015/16 Whole School Progress Data

In all year groups progress for PP and non-PP is broadly similar. PP pupils have made expected progress in reading, writing and maths over the year.

Analysis of Greater Manchester KS2 2016 data

This data shows Bowlee Park to be 4th highest of all Greater Manchester schools with 47% or more deprivation for the % of pupils attaining the expected standard in reading, writing and maths. This demonstrates that Bowlee Park provision for disadvantaged pupils is among the very highest in the whole of Greater Manchester.

The next review of the pupil premium strategy will take place in July 2017

 

 

 

 

 

Pupil Premium Allocation for Academic Year 2015/16 - £430,000

Pupil Premium Activity

Cost from Pupil Premium Funding

Additional Teaching Staff - Teachers

£ 165,000

Additional Teaching Staff – Teaching Assistants

£  117,000

Family Support Worker/Speech therapist

£   51,000

Th;inc Room Resources and Staffing

£   11,000

Curriculum Enhancement – Specialist Music, Art, Spanish, Swimming and PE, after school activities

£   42,000

Curriculum resources

£   18,000

Subsidy for school trips – whole school

£   27,000

Total

£ 431,000

 

Additional Teaching Staff – Teachers

Additional teachers lead a range of strategies which have been very successful in raising attainment for PP children. These included Y6 setting to significantly reduce teaching group size for PP pupils in reading, writing and maths and ability based teaching to secure accelerated progress and high attainment.

After school writing tuition, 1 hour per week for identified Y2-Y6 PP pupils, has enabled teachers to follow-up and support in school work programmes with groups of 2/3 pupils to provide highly specific focussed teaching and accelerate progress.  Pupils in this programme made good or outstanding progress in writing.

Pupil premium club, a high paced after school group session has been successful in embedding basic skills in reading, writing and maths in Y2-Y6.

Additional Teaching Staff – Level 3 Teaching Assistants in all Classes

This high level of support across all classes enables intervention and support for all pupils and specifically for PP pupils across the curriculum. Our highly trained and very experienced teaching assistants play a key role in supporting teaching and learning in every lesson. Class teaching assistants target and support pupil premium children to ensure they make the required progress.

Teaching assistants provide one to one daily phonics support to pupils in Reception, Year 1 and Year 2 to ensure they make accelerated progress and develop their reading skills.

Family Support Worker/Speech Therapist

The school has employed a full-time family support worker. She has provided a range of support for families ensuring early intervention and helping resolve difficulties they may be experiencing and ultimately ensure children are able to attend school regularly and learn well.

Our speech therapist has supported PP pupils throughout school with speech and language problems, focussing on early intervention in the Early Years. She has trained staff to deliver high quality development programmes in class.

Therapeutic Inclusion Room

This strategy aimed at children in Reception and Year 1 has enabled them to develop their personal and social skills where these have been delayed. Using the Southampton Self-Esteem Indicator, all targeted pupils raised their self-esteem. Similarly teachers reported a decrease in the number of warnings children received following Rainforest Room sessions, with observed differences in listening and attention. Over two thirds of children moved into the ‘good’ group or above and teachers recorded a significant reduction in the number of behaviour incidents and a greater ability to both work cooperatively in the classroom and to remain focused on learning.

Curriculum Enhancement

We have enhanced our curriculum through a wide range of specialist provision. This includes music, art, swimming PE, Spanish and a range of after school clubs and activities. This ensures our pupils receive high quality provision in all subject areas. High quality arts provision enables pupils to achieve more highly in their academic studies.

Curriculum Resources

A range of additional high quality curriculum resources have been purchased to support the delivery of the national curriculum. These include assessment resources, science equipment, computing equipment and IRIS connect video camera system.

Subsidy for School Trips – Whole School

This strategy has enabled all children in school to access 6 trips (approximately one per half term) and a theatre visit over the course of the year, including a residential trip for all year 6 pupils for a one off payment of £10 per child; the additional funding coming from pupil premium. Visits have an academic focus or are activity based.

The impact of this strategy has been that children have taken part in a range of high quality visits which have significantly enhanced the quality of their learning, including the work produced. They have had a real stimulus for writing; enabling them to write from first-hand experiences. They have been given valuable opportunities to develop skills and attributes including team building, perseverance, confidence and cooperation.

Without the funding many parents would not be in the position to pay for such an extensive range of visits and experiences.

 

Impact on Achievement

Each of the above strategies and activities are evaluated on a termly basis to measure effectiveness and the progress of individual pupils. We continue with strategies that are successful and change any that are less successful. A detailed evaluation is shared with school governors on a termly basis.

100% of PP pupils made expected progress (2 levels) in reading writing and maths, for each subject this is above the NA for other pupils and therefore demonstrates a high level of progress for every PP pupil at Bowlee Park.

The % of PP pupils who made more than expected progress (3 levels) in each subject is higher than the NA for other pupils. ‘Other pupils’ refers to the national average for pupils not in receipt of pupil premium funding.

Many of our pupils enter school well-below age related expectations. Significant progress is made in the EYFS and in KS1 so that by the end of KS1 pupils’ attainment is broadly in line with national average (NA) in all subjects and at all levels, including the higher levels. Further sustained and significant progress is made during KS2 so that by the end of KS2, Pupil Premium pupils’ attainment is well above national average in all subjects and at all levels, including attainment at the higher levels. This represents outstanding progress and attainment.

 

Group

Reading

Writing

Maths

% of pupils who made ‘Expected Progress’

PP

100

100

100

NA other pupils – non PP

91

95

91

% of pupils who made ‘More than Expected Progress’

PP

40

47

56

NA other pupils – non PP

33

37

37