Pupil Premium Strategy Statement 2023-24
This statement details our school’s use of pupil premium (and recovery premium for the 2023-24 academic year) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School Overview
|
Detail |
Data |
|
School name |
Blenheim Primary School |
|
Number of pupils in school |
456 |
|
Proportion (%) of pupil premium eligible pupils |
33% |
|
Academic year/years that our current pupil premium strategy plan covers |
2023-26 |
|
Date this statement was published |
November 2023 |
|
Date on which it will be reviewed |
November 2024 |
|
Statement authorised by |
Mo Duffy |
|
Pupil premium lead |
Sarah Charlesworth-Russell |
|
Governor lead |
Veena Nair |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£ 244,440 |
|
Early Years PP |
£2,824 |
|
Children Looked After |
£2,016 |
|
Recovery premium funding/ Covid Catch-Up grant |
£26,245 |
|
School Led Tutor Grant |
£11,436 |
|
Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£0 |
|
Total budget for this academic year
|
£260,716 |
Part A: Pupil Premium Strategy Plan
Statement of Intent
|
Ultimately all pupils should have the same high level of success. The aim is, by the age of 11, for disadvantaged children to be on a par academically with less disadvantaged children. This may mean that some children need extra academic support to catch up and keep up with their peers. This could also mean that disadvantaged children need additional pastoral support to overcome barriers to learning. We will deliver this through: · High quality Wave 1 teaching · Targeted academic support in Wave 3 teaching. · Pastoral and therapeutic support to help overcome issues which could include attendance, mental health, behaviour, or family difficulties. · Preferential access to out of school activities to nurture talent and raise self-esteem (no cost). Our teaching pedagogy uses the highest impact strategies based on EEF research: metacognition; effective teaching of reading comprehension strategies; Oracy development; giving specific feedback so that children know how to improve; collaborative learning and 1 to 1 tuition. Our targeted support for basic skills is primarily delivered by teachers who teach the older children in small booster set groups in the mornings then deliver 1 to 1 support for these same children in the afternoon. This is a strategy that has been working for a number of years and has enabled our children to make outstanding progress (disadvantaged progress in 2019: reading +4.2; Writing +2.7; maths +6.5). Higher Level Teaching Assistants are also used to deliver support programmes under the direction of the class teacher which has also shown to aid progress in the past. Increasing Family Mentor support to help remove barriers to learning and using trained Psychotherapists to deliver support to the hardest to reach children, has a proven track record of raising self-esteem and removing barriers to learning. Preferential access to out of school activities for Pupil Premium children is aimed at nurturing talent and giving children access to a much wider range of extra-curricular activities than they would normally have. There is less evidence to prove its efficacy but as there is no cost, we will continue to use this strategy. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
Vocabulary and language development and/or English as an Additional Language – affects reading, writing and maths |
|
2 |
High mobility – gaps in understanding |
|
3 |
Home issues – housing, poverty, family education |
|
4 |
Mental health issues (including in family) |
Intended Outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
|
Intended outcome |
Success criteria |
|
Progress in Reading |
Equal to or exceeding our pre-Covid previous disadvantaged pupils progress scores in Sats 2019 (+4.2) and at least national progress scores of disadvantaged in 2019 (0.3) |
|
Progress in Writing |
Equal to or exceeding our pre-Covid previous disadvantaged pupils progress scores in Sats 2019 (+2.7) and at least national progress scores of disadvantaged in 2019 (0.3) |
|
Progress in Maths |
Equal to or exceeding our pre-Covid previous disadvantaged pupils progress scores in Sats 2019 (+8.4) and at least national progress scores of disadvantaged in 2019 (0.4) |
|
Phonics |
Equal to or exceeding our pre-Covid previous disadvantaged pupils progress scores in Phonics 2019 (90%) and at least national progress scores of disadvantaged in 2019 (84%) |
|
Other |
Nurturing talent and raising self-esteem is very difficult to quantify. We will need to rely on anecdotal evidence and staff/children perception for this. |
Activity in this academic year (2023-24)
This details how we intend to spend our pupil premium this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £78,443
|
Activity |
Evidence that supports this approach |
Challenges addressed |
|
2 x additional teachers (mornings) to provide quality first teaching to the booster sets and 2x additional Teaching Assistants (mornings)to support groups |
Previous track record of using this approach resulted in excellent results (KS2 combined 2023 Significantly above national) |
Small group vocabulary and language work/EAL support |
Targeted academic support (e.g. tutoring, 1:1 support, structured interventions)
Budgeted cost: £
|
Activity |
Evidence that supports this approach |
Challenges addressed |
|
2 x additional teachers and 2 x additional Teaching Assistants (afternoons) to provide 1:1 support |
Prior excellent progress by using this approach (school in top 20% of country) |
Individual/Small group vocabulary and language work/EAL support; bridging gaps in learning |
|
1 X additional HLTA support 1:1 and small groups and
|
Prior excellent progress by using this approach (school in top 20% of country) |
Individual/Small group vocabulary and language work/EAL support; bridging gaps in learning |
|
Tutoring 1 to 1 including teachers, HLTAs and TAs (trained)
|
Class teachers, HLTA and TAs tutoring their own children 1 to 1 has had some success when used previously. However, the government reducing the subsidy for this has limited our use, as we find other strategies as described above are more effective.
|
Individual vocabulary and language work/EAL support; bridging gaps in learning |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £65,202
|
Activity |
Evidence that supports this approach |
Challenges addressed |
|
Family Mentor support |
Removing barriers to learning in the past has enabled our disadvantaged children to achieve their potential (school in top 20% of country) |
Home issues Mental health issues |
|
Psychotherapy support
|
Case studies have shown good levels of progress by children benefitting from psychotherapy support |
Mental health issues |
|
SEN support
|
We overspend our SEND budget each year to pay for additional 1:1 support and this year it is by £138,000. This enables high achievement of our SEND children: 2019 progress data: Reading +2.5 (national SEN +0.03); Writing +2 (national +0.03); maths +7.75 (national +0.03). |
Vocabulary and language development |
Total budgeted cost: £260,716
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils
Please Note, School -level data for pupil premium is not yet available for 202.
|
KS2 outcomes 2023
Y6 disadvantaged pupil progress scores 2023
Attendance figures 2022-23 Whole School 93.5% (national 93.8%) Disadvantaged 94.5% (national 91.3%) Persistent absence 22.9% (national 19%) Disadvantaged |
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Pupil Premium Strategy Statement 2022-2023
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School Overview
|
Detail |
Data |
|
School name |
Blenheim Primary School |
|
Number of pupils in school |
461 |
|
Proportion (%) of pupil premium eligible pupils |
45% |
|
Academic year/years that our current pupil premium strategy plan covers |
2022-23 |
|
Date this statement was published |
November 2022 |
|
Date on which it will be reviewed |
November 2023 |
|
Statement authorised by |
Mo Duffy |
|
Pupil premium lead |
Sarah Charlesworth-Russell |
|
Governor lead |
Philip Marsland |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£ 250,685 |
|
Early Years PP |
£1,368 |
|
Children Looked After |
£3,801 |
|
Recovery premium funding/ Covid Catch-Up grant |
£26,245 |
|
School Led Tutor Grant |
£17,766 |
|
Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£0 |
|
Total budget for this academic year
|
£299,860 |
Part A: Pupil Premium Strategy Plan
Statement of Intent
|
Ultimately all pupils should have the same high level of success. The aim is, by the age of 11, for disadvantaged children to be on a par academically with less disadvantaged children. This may mean that some children need extra academic support to catch up and keep up with their peers. This could also mean that disadvantaged children need additional pastoral support to overcome barriers to learning. We will deliver this through: · High quality Wave 1 teaching · Targeted academic support in Wave 3 teaching. · Pastoral and therapeutic support to help overcome issues which could include attendance, mental health, behaviour, or family difficulties. · Preferential access to out of school activities to nurture talent and raise self-esteem (no cost). Our teaching pedagogy uses the highest impact strategies based on EEF research: metacognition; effective teaching of reading comprehension strategies; Oracy development; giving specific feedback so that children know how to improve; collaborative learning and 1 to 1 tuition. Our targeted support for basic skills is primarily delivered by teachers who teach the children in small booster set groups in the mornings then deliver 1 to 1 support for these same children in the afternoon. This is a strategy that has been working for a number of years and has enabled our children to make outstanding progress (disadvantaged progress in 2019: reading +4.2; Writing +2.7; maths +6.5). Higher Level Teaching Assistants are also used to deliver support programmes under the direction of the class teacher which has also shown to aid progress in the past. Increasing Family Mentor support to help remove barriers to learning and using trained Psychotherapists to deliver support to the hardest to reach children has a proven track record of progress. Preferential access to out of school activities is a relatively new development and there is less evidence to prove its efficacy but as there is no cost we will continue to use this strategy. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
Vocabulary and language development and/or English as an Additional Language – affects reading, writing and maths |
|
2 |
High mobility – gaps in understanding |
|
3 |
Home issues – housing, poverty, family education |
|
4 |
Mental health issues (including in family) |
|
|
|
Intended Outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
|
Intended outcome |
Success criteria |
|
Progress in Reading |
Equal to or exceeding our previous disadvantaged pupils progress scores in Sats 2019 (+4.2) and at least national progress scores of disadvantaged in 2019 (0.3) |
|
Progress in Writing |
Equal to or exceeding our previous disadvantaged pupils progress scores in Sats 2019 (+2.7) and at least national progress scores of disadvantaged in 2019 (0.3) |
|
Progress in Maths |
Equal to or exceeding our previous disadvantaged pupils progress scores in Sats 2019 (+8.4) and at least national progress scores of disadvantaged in 2019 (0.4) |
|
Phonics |
Equal to or exceeding our previous disadvantaged pupils progress scores in Phonics 2019 (90%) and at least national progress scores of disadvantaged in 2019 (84%) |
|
Other |
Nurturing talent and raising self-esteem is very difficult to quantify. We will need to rely on anecdotal evidence and staff/children perception for this. |
Activity in this academic year (2022-2023)
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £79,346
|
Activity |
Evidence that supports this approach |
Challenges addressed |
|
2 x additional teachers each morning to provide quality first teaching to the booster sets and 2x additional Teaching Assistants to support groups |
Previous track record of using this approach resulted in excellent results (KS2 combined 2022 Significantly above national) |
Small group vocabulary and language work/EAL support |
Targeted academic support (eg.tutoring,1:1 support, structured interventions)
Budgeted cost: £155,312
|
Activity |
Evidence that supports this approach |
Challenges addressed |
|
2 x additional teachers and 2 x additional Teaching Assistants (afternoons) to provide 1:1 support |
Prior excellent progress by using this approach (school in top 20% of country) |
Individual/Small group vocabulary and language work/EAL support; bridging gaps in learning |
|
1x Academic Mentor support and tutoring |
Worked in Year 5 last year and in-house progress measures were exceptional. |
Individual/Small group vocabulary and language work/EAL support; bridging gaps in learning |
|
1 X additional HLTA support 1:1 and small groups
|
Prior excellent progress by using this approach (school in top 20% of country) |
Individual/Small group vocabulary and language work/EAL support; bridging gaps in learning |
|
Tutoring 1 to 1 extended to include teachers, HLTAs and TAs (trained)
|
Class teachers tutoring their own children 1 to 1 has had great success when used previously last year. Extended to HLTA and TAs tutoring (with training) this year as encouraged by DfE. |
Individual vocabulary and language work/EAL support; bridging gaps in learning |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £65,202
|
Activity |
Evidence that supports this approach |
Challenges addressed |
|
Family Mentor support |
Removing barriers to learning in the past has enabled our disadvantaged children to achieve their potential (school in top 20% of country) |
Home issues Mental health issues |
|
Psychotherapy support
|
Previous case studies shown good levels of progress by children benefitting from psychotherapy support |
Mental health issues |
|
SEN support
|
We overspend our SEND budget each year to pay for additional 1:1 support and this year it is by £68,000. Catch-up funding will contribute to this by £13,623. This enables high achievement of our SEND children: 2019 progress data: Reading +2.5 (national SEN +0.03); Writing +2 (national +0.03); maths +7.75 (national +0.03). |
Vocabulary and language development |
Total budgeted cost: £299,860
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils
Please Note, School -level data for pupil premium is not yet available for 2022.
|
KS2 outcomes 2019
Y6 disadvantaged pupil progress scores 2019
Attendance figures compared to targets / previous years 2019 96.3% attendance (national 96.1%) Disadvantaged 96.7 (national 94.6) Persistent absence 8.2% (national 8.4%) |
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Pupil Premium Strategy Statement 2021-2022
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school. This will be reviewed Autumn 2022.School Overview
|
Detail |
Data |
|
School name |
Blenheim Primary School |
|
Number of pupils in school |
467 |
|
Proportion (%) of pupil premium eligible pupils |
40% |
|
Academic year/years that our current pupil premium strategy plan covers |
2021-22 |
|
Date this statement was published |
November 2021 |
|
Date on which it will be reviewed |
November 2022 |
|
Statement authorised by |
Mo Duffy |
|
Pupil premium lead |
Sarah Charlesworth-Russell |
|
Governor lead |
Philip Marsland |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£ 244,790 |
|
Early Years PP |
£2,759 |
|
Children Looked After |
£4,434 |
|
Recovery premium funding allocation this academic year |
£13,413 |
|
Covid Catch-Up grant |
£13,532 |
|
School Led Tutor Grant |
£12,947 |
|
Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£0 |
|
Total budget for this academic year
|
£291,870 |
Part A: Pupil Premium Strategy Plan
Statement of Intent
|
Ultimately all pupils should have the same high level of success. The aim is, by the age of 11, for disadvantaged children to be on a par academically with less disadvantaged children. This may mean that some children need extra academic support to catch up and keep up with their peers. This could also mean that disadvantaged children need additional pastoral support to overcome barriers to learning. We will deliver this through: · High quality Wave 1 teaching · Targeted academic support in Wave 3 teaching. · Pastoral and therapeutic support to help overcome issues which could include attendance, mental health, behaviour, or family difficulties. · Access to out of school activities to nurture talent and raise self-esteem (no cost). Our teaching pedagogy uses the highest impact strategies based on EEF research: metacognition; effective teaching of reading comprehension strategies; Oracy development; giving specific feedback so that children know how to improve; collaborative learning and 1 to 1 tuition. Our targeted support for basic skills is primarily delivered by teachers who teach the children in small booster set groups in the mornings then deliver 1 to 1 support for these same children in the afternoon. This is a strategy that has been working for a number of years and has enabled our children to make outstanding progress (disadvantaged progress in 2019: reading +4.2; Writing +2.7; maths +6.5). Higher Level Teaching Assistants are also used to deliver support programmes under the direction of the class teacher which has also shown to aid progress in the past. Increasing Family Mentor support to help remove barriers to learning and using trained Psychotherapists to deliver support to the most hard to reach children has a proven track record of progress. Developing out of school activities is a relatively new development and there is less evidence to prove its efficacy but as there is no cost we will try this strategy. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
Vocabulary and language development/ English as an Additional Language – affects reading, writing and maths |
|
2 |
High mobility – gaps in understanding |
|
3 |
Home issues – housing, poverty, family education |
|
4 |
Mental health issues (including in family) |
|
|
|
Intended Outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
|
Intended outcome |
Success criteria |
|
Progress in Reading |
Equal to or exceeding our previous disadvantaged pupils progress scores in Sats 2019 (+4.2) and at least national progress scores of disadvantaged in 2019 (0.3) |
|
Progress in Writing |
Equal to or exceeding our previous disadvantaged pupils progress scores in Sats 2019 (+2.7) and at least national progress scores of disadvantaged in 2019 (0.3) |
|
Progress in Maths |
Equal to or exceeding our previous disadvantaged pupils progress scores in Sats 2019 (+8.4) and at least national progress scores of disadvantaged in 2019 (0.4) |
|
Phonics |
Equal to or exceeding our previous disadvantaged pupils progress scores in Phonics 2019 (90%) and at least national progress scores of disadvantaged in 2019 (84%) |
|
Other |
Nurturing talent and raising self-esteem is very difficult to quantify. We will need to rely on anecdotal evidence and staff/children perception for this. |
Activity in this academic year (2021-2022)
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £85,818
|
Activity |
Evidence that supports this approach |
Challenges addressed |
|
3 x additional teachers each morning to provide quality first teaching to booster sets |
Prior excellent progress by using this approach (top 5% of country) |
Small group vocabulary and language work/EAL support |
Targeted academic support (eg.tutoring,1:1 support, structured interventions)
Budgeted cost: £117,355
|
Activity |
Evidence that supports this approach |
Challenges addressed |
|
3 x additional teachers (afternoons) to provide 1:1 support |
Prior excellent progress by using this approach (school in top 5% of country) |
Individual/Small group vocabulary and language work/EAL support; bridging gaps in learning |
|
1 X additional HLTA support 1:1 and small groups
|
Prior excellent progress by using this approach (school in top 5% of country) |
Individual/Small group vocabulary and language work/EAL support; bridging gaps in learning |
|
Tutoring
|
Class teachers tutoring their own children 1 to 1 has had great success when used previously with y5/6 children. |
Individual vocabulary and language work/EAL support; bridging gaps in learning |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £87,062
|
Activity |
Evidence that supports this approach |
Challenges addressed |
|
Family Mentor support |
Removing barriers to learning in the past has enabled our disadvantaged children to achieve their potential (school in top 5% of country) |
Home issues Mental health issues |
|
Psychotherapy support
|
Previous case studies shown good levels of progress by children benefitting from psychotherapy support |
Mental health issues |
|
SEN support
|
We overspend our SEN budget by £38,000 each year to pay for additional 1:1 support. This enables high achievement of our SEN children Reading +2.5 (national SEN +0.03); Writing +2 (national +0.03); maths +7.75 (national +0.03) |
Vocabulary and language development |
Total budgeted cost: £290,235
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils:
|
KS2 outcomes 2019 (The latest available National Data)
Y6 disadvantaged pupil progress scores 2019
Attendance figures compared to targets / previous years 2019 96.3% attendance (national 96.1%) Disadvantaged 96.7 (national 94.6) Persistent absence 8.2% (national 8.4%) |
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In the 2020 to 2021 academic year there were no SATs but Early Years Assessment and Phonics went ahead. School also did teacher assessments:
GLD - 64%, although lower than in previous years is much higher than the 49% average reported to the Local Authority (only about one tenth of schools chose to report to Leeds through Perspective Lite).
Phonics - Year 2 (as this was missed in year 1 due to Covid) December 2020 88%
Year 1 Phonics June 2021 85% (higher than national figure of 82%)
KS2 Teacher Assessment – Children at age related expectations: Reading 71% (Leeds comparison 60%); writing 64% (Leeds comparison 61%); maths 78% (Leeds comparison 57%) and combined 60% (Leeds comparison 49%). Although this is a long way from our previous results, the fact that it is approaching national figures for 2019 in all areas but writing is very positive, given the disruption caused by the pandemic. This shows that our children seem to be catching up faster than in other Leeds schools. The use of pupil premium money for additional teachers, HLTAs and pastoral staff had a more limited effect than in previous years due to staff and child absenteeism, but there were still very positive outcomes.
|
|
Pupil Premium Funding 2020-21
This year, the base amount of £242,400 includes £1900 for Early Years pupil premium. This has been topped up with the ‘Catch-up’ money from the Government because of the Covid 19 crisis. This £32,160 equates to £80 per child and can be used for all children.
Money is largely being spent on targeted support by teachers and Higher Level Teaching Assistants (HLTAs) and Family Mentors. The money is being spent to enable all children to catch up and keep up with their peers and to target pupil premium children particularly.
In 2020-21 school is using the money to plug the gaps and raise the achievement of children through:
- Direct teaching support – Teachers and Higher Level Teaching Assistants (HLTA) delivering individualised programmes.
- Removing barriers to learning - Family Mentor (FM) staff working to support families.
- Resources to support the above.
The breakdown of the money is spent thus:
- HLTA support FTE x5 =£130,004
- Teacher support FTE x2 = £106,484
- FM support FTE X 1 = £29,572
- Psychotherapy Support 0.2 =£10,000
- Resources =£400
- Total £276,460
Progress of our pupil premium children continues to be very good and, on average, they make excellent progress. They also outperform pupil premium children and non-pupil premium children nationally. National and whole year data is only available for 2018-19.
School Measures of Average Point Score Progress for Pupil Progress children versus all children from September 2018 to July 2019 where 6 points would be good progress
|
School Progress Scores for Retained Children |
Pupil Premium |
Not Pupil Premium |
All Children |
|
Reading |
6.8 |
6.7 |
6.8 |
|
Writing |
6.4 |
6.6 |
6.5 |
|
Maths |
6.8 |
6.8 |
6.8 |
National Progress Scores for Pupil Progress for reading and maths tests. This is a different score from the school score and GOOD progress is anything above ZERO. This is excellent.
|
Pupil Premium |
Not Pupil Premium |
|
+6.3 |
+6.4 |
Pupil Premium Funding 2019-20
Pupil Premium Funding 2019-20
Successful interventions are being replicated again this year. Money is largely being spent on 1 to 1 targeted support by teachers and Higher Level Teaching Assistants (HLTAs) and Family Mentors. For years 2, 4, 5 and 6, additional teachers ensure all the children are taught literacy and numeracy in small sets. Additional Family Mentor time has been dedicated to pupil premium children.
In 2019-20 school received £240,814 which we have used to raise the achievement of pupil premium children through:
- Direct teaching support – Teachers and Higher Level Teaching Assistants (HLTA) delivering individualised programmes.
- Removing barriers to learning - Family Mentor (FM) staff working to support families.
- Resources to support the above.
The breakdown of the money is spent thus:
- HLTA support FTE X 3 = £75,646
- Teacher support FTE X 4 = £122,493
- FM support FTE X 1.5 = £30,115
- Psychotherapy Support 0.2 =£10,000
- Resources =£2560
Progress of our pupil premium children continues to be very good and, on average, they make excellent progress. They also outperform pupil premium children and non-pupil premium children nationally.
School Measures of Average Point Score Progress for Pupil Progress children versus all children from September 2018 to July 2019 where 6 points would be good progress
|
School Progress Scores for Retained Children |
Pupil Premium |
Not Pupil Premium |
All Children |
|
Reading |
6.8 |
6.7 |
6.8 |
|
Writing |
6.4 |
6.6 |
6.5 |
|
Maths |
6.8 |
6.8 |
6.8 |
National Progress Scores for Pupil Progress for reading and maths tests. This is a different score from the school score and GOOD progress is above ZERO
|
Pupil Premium |
Not Pupil Premium |
|
+6.3 |
+6.4 |
National KS2 SATs Results 2019 for pupil premium children reaching the expected standard, has not yet been published. The data in brackets below shows 2018 figures.
|
National KS2 SATs Test |
Blenheim Pupil Premium |
National Pupil Premium |
Blenheim All Children
|
National All Children |
|
Reading |
(86%) |
(80%) |
86% |
75% |
|
Spelling, Punctuation and Grammar |
(93%) |
(82%) |
98% |
78% |
|
Writing |
(86%) |
(83%) |
94% |
78% |
|
Maths |
(93%) |
(81%) |
96% |
76% |
Pupil Premium Funding 2018-19
Successful interventions are being replicated again this year. Money is largely being spent on 1 to 1 targeted support by teachers and Higher Level Teaching Assistants (HLTAs) and Family Mentors. For years 2, 5 and 6, additional teachers ensure all the children are taught literacy and numeracy in small sets. Additional Family Mentor time has been dedicated to pupil premium children.
In 2018-19 school received £238,900 which we have used to raise the achievement of pupil premium children through:
- Direct teaching support – Teachers and Higher Level Teaching Assistants (HLTA) delivering individualised programmes.
- Removing barriers to learning - Family Mentor (FM) staff working to support families.
- Resources to support the above.
The breakdown of the money is spent thus:
- HLTA support FTE X 2.8 = £69,300
- Teacher support FTE X 3 = £120,150
- FM support FTE X 1.5 = £37,200
- Psychotherapy Support 0.2 =£10,000
- Resources =£2,250
Progress of our pupil premium children continues to be very good and, on average, they make greater progress. They also outperform pupil premium children and non-pupil premium children nationally.
School Measures of Average Point Score Progress for Pupil Progress children versus all children from September 2017 to May 2018 where 6 points per year would be good progress
|
School Progress Scores for Retained Children |
Pupil Premium |
Not Pupil Premium |
All Children |
|
Reading |
6.4 |
6.3 |
6.4 |
|
Writing |
6.5 |
6.2 |
6.4 |
|
Maths |
6.6 |
6.7 |
6.7 |
National KS2 SATs Results 2018 for children reaching the expected standard, comparing school to pupil premium children nationally and to all children nationally
|
National KS2 SATs Test |
Blenheim Pupil Premium |
National Pupil Premium |
Blenheim All Children
|
National All Children |
|
Reading |
86% |
80% |
87% |
75% |
|
Spelling, Punctuation and Grammar |
93% |
82% |
92% |
78% |
|
Writing |
86% |
83% |
85% |
78% |
|
Maths |
93% |
81% |
91% |
76% |
Attainment was above the scores for pupil premium children nationally in reading, writing and maths.
Progress for disadvantaged children was significantly above the national for maths.
Early Years Pupil Premium 2016-19
What is Early Years pupil premium?
EYPP is additional funding for Early Years settings to improve the provision that disadvantaged three and four year olds receive. This extra money is to help close the gap between disadvantaged children and their peers by supporting settings to offer high quality education and care. Early Years pupil premium is paid at a national rate of 53p for every free early education hour that an eligible child attends their setting.
Children must be receiving Free Early Education for 3 & 4 year olds.
Who can claim Early Years Pupil Premium?
All Early Years providers who provide free early education for three and four year olds. Children must meet the eligibility criteria.
What is the eligibility criteria?
Children must be three or four and using their free early education allowance and their parent or carer must receive one of the following benefits:
- Income Support
- Income-based Jobseekers Allowance
- Income-related Employment and Support Allowance
- Support under Part VI of the Immigration and Asylum Act 1999
- The guaranteed element of State Pension Credit
- Child Tax Credit (provided the family is not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
- Working Tax Credit run-on (paid for four weeks after a family stops qualifying for Working Tax Credit).
- Funding may also be available if a child falls into one of the following groups:
- Looked after by the local authority
- Adopted from care
- Has left care through a special guardianship arrangement
- Has left care and is subject to a child arrangement order (previously known as a residence order)
How will we use the EYPP?
The funding will be used in the following areas:
- The quality of provision for early language and literacy
- The quality of practice such as continued professional development
- Professional dialogue and debate and learning from each other
- The physical environment
- Parents’ involvement and engagement
EYPP funding obtained in nursery:
|
2016/17 |
Term |
Amount |
Total |
|
02/11/16 |
Summer 16 |
£620.10 |
|
|
29/03/17 |
Spring 17 |
£612.15 |
£1232.25 |
|
2017/18 |
|
|
|
|
30/08/17 |
Summer 17 |
£620.10 |
|
|
30/01/18 |
Autumn 17 |
£206.70 |
|
|
11/04/18 |
Spring 18 |
£699.90 |
£1526.70 |
|
2018/19 |
|
|
|
|
08/18 |
Summer 18 |
£620 |
|
|
01/19 |
Autumn 18 |
£668 |
|
|
04/19 |
Spring 19 |
£525 |
£1813 |
Our barriers and strategy to continued success
Barriers to Future Attainment for Pupils eligible for EYPP In school and External Barriers - also based on research from EEF, NFER, FFT Aspire, staff and pupil discussions:
- Pupils arrive in Nursery with Speech and Language problems which may lead to issues in attainment and progress in Reception and KS1/2
- Lack of early experiences in the core subjects – reading, writing and number may lead to poor progress in Reception and KS1/2
- Lack of social skills and behaviour issues may lead to poor progress in Reception and KS1/2
Early Years Pupil Premium Strategy- Desired Outcomes Success Criteria
1.The employment of a Speech and Language Teaching Assistant will lead to improved communication in F1 children with speech problems will be helped to communicate to have a positive impact on their learning and progress
- Interventions in key areas to be set up in Nursery in order to impact on progress and attainment Interventions in areas of need will be set up following Pupil Progress Meetings
- Work with the Learning Mentor and SENCO on improved social skills, Nursery children will be able to share and play together. Parents will be aware of strategies to improve behaviour
- The PSHE coordinator and Family Mentor will lead initiatives in healthy eating and in general health issues. Parents will understand the importance of healthy eating and health issues that may be a barrier for children in the early years.
- The experiences of children in Nursery will be enhanced through visits and visitors Children in F1 will take part in activities to enhance their Nursery experience
How does the EYPP money we receive support this?
2016-17
|
Desired outcome |
Chosen approach |
Evidence/rationale |
Staff lead |
Cost |
|
Children to be able to have meaningful experiences within the core subjects by using play and resources to challenge and move learning forward |
New resources to enhance literacy and number areas |
Lack of early experiences in the core subjects – reading, writing and number may lead to poor progress in Reception and KS1/2 Low Literacy and maths data on entry
|
SCR |
£1500 (funding amount £1232.25) |
|
|
|
|
|
Total £1500 |
2017-18
|
Desired outcome |
Chosen approach |
Evidence/rationale |
Staff lead |
Cost |
|
For children to be able to have age appropriate social skills that enable them to play and learn effectively and cooperatively with peers |
Intervention groups of nurture and social skills and resources to support children with their social skills |
Lack of social skills and behaviour issues may lead to poor progress in Reception and KS1/2
Low on entry data in all PSED strands |
SCR |
£1600
(£1526.70 of EYPP funding) |
|
|
|
|
|
Total £1600 |
2018-19
|
Desired outcome |
Chosen approach |
Evidence/rationale |
Staff lead |
Cost |
|
For children’s communication to rapidly improve and promote their early language and cognition |
Talk boost
Dedicated Speech and Language Teaching Assistant |
Pupils arrive in Nursery with Speech and Language problems such as delayed language and communication skills which may lead to issues in attainment and progress in Reception and KS1/2
|
SCR |
£500
£2339 (funding £1813) |
|
|
|
|
|
£2839 |
Evidence to support our funding:
2016-17
|
Area of learning |
ARE before funding and strategies applied (on entry) |
ARE after strategies and funding applied |
Progress made |
|
PSED |
|
|
|
|
Self confidence and awareness |
14% |
21% |
+7 |
|
Managing feelings and behaviour |
0% |
11% |
+11 |
|
Making relationships |
14% |
33% |
+19 |
|
C&L |
|
|
|
|
Listening and attention |
0% |
11% |
+11 |
|
Understanding |
0% |
23% |
+23 |
|
Speaking |
0% |
25% |
+25 |
|
Maths |
|
|
|
|
Numbers |
0% |
28% |
+28 |
|
Shape, Space and Measure |
0% |
40% |
+40 |
|
Literacy |
|
|
|
|
Reading |
0% |
32% |
+32 |
|
Writing |
0% |
19% |
+19% |
2017-18
|
Area of learning |
ARE before funding and strategies applied (on entry) |
ARE after strategies and funding applied |
Progress made |
|
PSED |
|
|
|
|
Self confidence and awareness |
5% |
76% |
+71 |
|
Managing feelings and behaviour |
4% |
62% |
+58 |
|
Making relationships |
7% |
56% |
+49 |
|
C&L |
|
|
|
|
Listening and attention |
7% |
62% |
+55 |
|
Understanding |
11% |
53% |
+42 |
|
Speaking |
4% |
55% |
+51 |
|
Maths |
|
|
|
|
Numbers |
4% |
44% |
+40 |
|
Shape, Space and Measure |
2% |
49% |
+47 |
|
Literacy |
|
|
|
|
Reading |
4% |
42% |
+38 |
|
Writing |
9% |
41% |
+32 |
2018-19
| Area of Learning |
ARE before funding and strategies applied (on entry) |
ARE after strategies and funding applied |
Progress Made |
| PSED | |||
| Self Confidence and awareness | 18% | 65% | +47 |
| Managing feelings and behaviour | 10% | 50% | +40 |
| Making Relationships | 14% | 50% | +36 |
| C&L | |||
| Listening and attention | 18% | 57%` | +39 |
| Understanding | 20% | 60%` | +40 |
| Speaking | 14% | `48% | +34 |
| Maths | |||
| Numbers | 14% | 60% | +46 |
| Shape, Space & Measure | 14% | 50% | +36 |
| Literacy | |||
| Reading | 8% | 44% | +36 |
| Writing | 11% | 48% | +37 |
Pupil Premium Funding 2017-18
Because of the success of the interventions with specific targeted children we are again using a proportion of the money to deliver individual literacy and numeracy programmes.
These are delivered by teachers or Higher Level Teaching Assistants. In years 5/6 and Year 1 funding has also been used to appoint additional teachers to ensure all the children are taught literacy and numeracy in small sets. Additional Family Mentor time has also been dedicated to pupil premium children.
In 2017-18 school received £229,310 which we have used to raise the achievement of pupil premium children through:
-
Direct teaching support - Higher Level Teaching Assistant (HLTA) and Teachers delivering individualised programmes.
-
Removing barriers to learning - Family Mentor (FM) staff working to support families.
-
Resources to support the above.
The breakdown of the money is spent thus:
-
HLTA support FTE 4 =£99,400
-
Teacher support FTE 2.6 = £90,400
-
FM support FTE X 1 = £24,200
-
Resources =£15,000
Progress of our pupil premium children continues to be very good and they make greater progress, on average.
School Measures of Average Point Score Progress for Pupil Progress children versus all children from September 2016 to May 2017 (where 1 point per term (6 points per year) would be good progress)
|
School Progress Scores |
Pupil Premium |
Not Pupil Premium |
All Children |
|
Reading |
6.4 |
7.2 |
5.9 |
|
Writing |
6.8 |
7.4 |
6.6 |
|
Maths |
7 |
7 |
6.8 |
National KS2 SATs Results 2017 for children reaching the expected standard, comparing school to pupil premium children nationally and to all children nationally
|
National KS2 SATs Test |
School Pupil Premium (Before children have been dis-applied; this number will rise) |
National Pupil Premium |
National All Children |
|
Reading |
76% |
77% |
71% |
|
Writing |
79% |
81% |
76% |
|
Maths |
86% |
80% |
75% |
Pupil Premium 2016-17
There are many different barriers to learning which Pupil Premium children have including lack of rich educational experiences and resources outside of school; parents not being fluent in English so struggle to help their children at home; behaviour; attendance.
We aim to help parents to help their children through ESOL and other parenting classes. As a school we also focus on attendance and behaviour and giving children rich learning experiences and quality resources including abundant reading books. These help address the barriers to learning which children have and quite often do not cost a lot of money: additional Family Mentor time is the main expenditure in these areas. We therefore choose to use the bulk of the money to give Pupil Premium children extra support to catch up with their peers. Because of the success of the interventions with specific targeted children we are again using a high proportion of the money to deliver Every Child a Reader; Every Child a Counter; Catch-Up and individual literacy and numeracy programmes. These are delivered by teachers or Higher Level Teaching Assistants. At the top end of the school some funding has been used to appoint an additional teacher to ensure all the children are taught in small sets.
In 2016-17 school received £181,600 which we have used to raise the achievement of pupil premium children through:
-
Direct teaching support - Higher Level Teaching Assistant (HLTA) and Teacher intervention staff delivering individualised programmes.
-
Removing barriers to learning - Family Mentor (FM) staff working to support families.
-
Resources to support the above.
The breakdown of the money is spent thus:
-
HLTA support FTE 3.23 =£106,400
-
Teacher support 0.4 + 1 = £50,400
-
FM support FTE X 1 = £23,800
-
Additional Resources =£1000
Progress of our pupil premium children will be monitored each half term by the headteacher who will meet with staff to hold them to account. Progress measures will be based on assessments downloaded to Scholar Pack and these will be reported termly to Governors at the Teaching and Learning sub-committee. The next pupil premium strategy review will be in September 2017.
Pupil Premium 2015-16
Because of the success of the interventions with specific targeted children we are again using a high proportion of the money to deliver Every Child a Reader; Every Child a Counter; Lexia and individual literacy and numeracy programmes.
These are delivered by teachers or Higher Level Teaching Assistants. At the top end of the school some funding has been used to appoint an additional teacher to ensure all the children are taught in small sets. Additional Family Mentor time has also been dedicated to pupil premium children.
In 2015-16 school received £159030 which we have used to raise the achievement of pupil premium children through:
-
Direct teaching support - Higher Level Teaching Assistant (HLTA) and Teacher intervention staff delivering individualised programmes.
-
Removing barriers to learning - Family Mentor (FM) staff working to support families.
-
Resources to support the above.
The breakdown of the money is spent thus:
-
HLTA support 0.75 X 5 =£82590
-
Teacher support 0.4 + 1 = £47180
-
FM support FTE X 1 = £28800
-
Additional Resources =£500
Use of the pupil premium in this way has had an impact on the progress of our pupil premium children and it continues to be very good as detailed below:
Average Point Score Progress for Pupil Progress children versus all children
at from September 2015 to May 2016
|
|
Pupil Premium |
All Children |
|
Reading |
4.5 |
4.4 |
|
Writing |
4.8 |
4.7 |
|
Maths |
4.1 |
4.2 |
Early Years Pupil Premium (EYPP)
What is Early Years pupil premium?
EYPP is additional funding for Early Years settings to improve the provision that disadvantaged three and four year olds receive.
This extra money is to help close the gap between disadvantaged children and their peers by supporting settings to offer high quality education and care. Early Years pupil premium is paid at a national rate of 53p for every free early education hour that an eligible child attends their setting.
Children must be receiving Free Early Education for 3 & 4 year olds.
Who can claim Early Years Pupil Premium?
All Early Years providers who provide free early education for three and four year olds. Children must meet the eligibility criteria.
What is the eligibility criteria?
Children must be three or four and using their free early education allowance and their parent or carer must receive one of the following benefits:
- Income Support
- Income-based Jobseekers Allowance
- Income-related Employment and Support Allowance
- Support under Part VI of the Immigration and Asylum Act 1999
- The guaranteed element of State Pension Credit
- Child Tax Credit (provided the family is not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
- Working Tax Credit run-on (paid for four weeks after a family stops qualifying for Working Tax Credit).
- Funding may also be available if a child falls into one of the following groups:
- Looked after by the local authority
- Adopted from care
- Has left care through a special guardianship arrangement
- Has left care and is subject to a child arrangement order (previously known as a residence order)
How will we use the EYPP?
The funding will be used in the following areas:
- The quality of provision for early language and literacy
- The quality of practice such as continued professional development
- Professional dialogue and debate and learning from each other
- The physical environment
- Parents’ involvement and engagement
EYPP funding obtained in nursery:
|
2016/17 |
Term |
Amount |
Total |
|
02/11/16 |
Summer 16 |
£620.10 |
|
|
29/03/17 |
Spring 17 |
£612.15 |
£1232.25 |
|
2017/18 |
|
|
|
|
30/08/17 |
Summer 17 |
£620.10 |
|
|
30/01/18 |
Autumn 17 |
£206.70 |
|
|
11/04/18 |
Spring 18 |
£699.90 |
£1526.70 |
Our barriers and strategy to continued success
Barriers to Future Attainment for Pupils eligible for EYPP In school and External Barriers - also based on research from EEF, NFER, FFT Aspire, staff and pupil discussions:
1. Pupils arrive in Nursery with Speech and Language problems which may lead to issues in attainment and progress in Reception and KS1/2
2. Lack of early experiences in the core subjects – reading, writing and number may lead to poor progress in Reception and KS1/2
3. Lack of social skills and behaviour issues may lead to poor progress in Reception and KS1/2
Early Years Pupil Premium Strategy- Desired Outcomes Success Criteria
1.The employment of a Speech and Language Teaching Assistant will lead to improved communication in F1 children with speech problems will be helped to communicate to have a positive impact on their learning and progress
2. Interventions in key areas to be set up in Nursery in order to impact on progress and attainment Interventions in areas of need will be set up following Pupil Progress Meetings
3. Work with the Learning Mentor and SENCO on improved social skills, Nursery children will be able to share and play together. Parents will be aware of strategies to improve behaviour
4 The PSHE coordinator and Family Mentor will lead initiatives in healthy eating and in general health issues. Parents will understand the importance of healthy eating and health issues that may be a barrier for children in the early years.
5. The experiences of children in Nursery will be enhanced through visits and visitors Children in F1 will take part in activities to enhance their Nursery experience
How does the EYPP money we receive support this?
2016-17
|
Desired outcome |
Chosen approach |
Evidence/rationale |
Staff lead |
Cost |
|
Children to be able to have meaningful experiences within the core subjects by using play and resources to challenge and move learning forward |
New resources to enhance literacy and number areas |
Lack of early experiences in the core subjects – reading, writing and number may lead to poor progress in Reception and KS1/2 Low Literacy and maths data on entry
|
SCR |
£1500 (funding amount £1232.25) |
|
|
|
|
|
Total £1500 |
2017-18
|
Desired outcome |
Chosen approach |
Evidence/rationale |
Staff lead |
Cost |
|
For children to be able to have age appropriate social skills that enable them to play and learn effectively and cooperatively with peers |
Intervention groups of nurture and social skills and resources to support children with their social skills |
Lack of social skills and behaviour issues may lead to poor progress in Reception and KS1/2
Low on entry data in all PSED strands |
SCR |
£1600
(£1526.70 of EYPP funding) |
|
|
|
|
|
Total £1600 |
2018-19
|
Desired outcome |
Chosen approach |
Evidence/rationale |
Staff lead |
Cost |
|
For children’s communication to rapidly improve and promote their early language and cognition |
Talk boost |
Pupils arrive in Nursery with Speech and Language problems such as delayed language and communication skills which may lead to issues in attainment and progress in Reception and KS1/2
|
SCR |
£500 Talk boost
£2339 in house SALT |
|
|
|
|
|
|
Evidence to support our funding:
2016-17
|
Area of learning |
ARE before funding and strategies applied (on entry) |
ARE after strategies and funding applied |
Progress made |
|
PSED |
|
|
|
|
Self confidence and awareness |
14% |
21% |
+7 |
|
Managing feelings and behaviour |
0% |
11% |
+11 |
|
Making relationships |
14% |
33% |
+19 |
|
C&L |
|
|
|
|
Listening and attention |
0% |
11% |
+11 |
|
Understanding |
0% |
23% |
+23 |
|
Speaking |
0% |
25% |
+25 |
|
Maths |
|
|
|
|
Numbers |
0% |
28% |
+28 |
|
Shape, Space and Measure |
0% |
40% |
+40 |
|
Literacy |
|
|
|
|
Reading |
0% |
32% |
+32 |
|
Writing |
0% |
19% |
+19% |
2017-18
|
Area of learning |
ARE before funding and strategies applied (on entry) |
ARE after strategies and funding applied |
Progress made |
|
PSED |
|
|
|
|
Self confidence and awareness |
5% |
76% |
+71 |
|
Managing feelings and behaviour |
4% |
62% |
+58 |
|
Making relationships |
7% |
56% |
+49 |
|
C&L |
|
|
|
|
Listening and attention |
7% |
62% |
+55 |
|
Understanding |
11% |
53% |
+42 |
|
Speaking |
4% |
55% |
+51 |
|
Maths |
|
|
|
|
Numbers |
4% |
44% |
+40 |
|
Shape, Space and Measure |
2% |
49% |
+47 |
|
Literacy |
|
|
|
|
Reading |
4% |
42% |
+38 |
|
Writing |
9% |
41% |
+32 |