Pupil Premium

What is the pupil premium?

The Pupil Premium provides additional funding on top of the main funding a school receives. It is targeted at pupils from disadvantaged backgrounds to ensure they benefit from the same opportunities as pupils from less deprived families. Currently, the premium is worth £1320 and goes to students who are currently on Free School Meals (FSM) or has been registered for (FSM) in the past six years. Pupils in care, who have been looked after by local authorities for more than six months also continue to qualify for the Pupil Premium.

Why is there a pupil premium?

Pupils who have been eligible for Free School Meals at any point in their school career have consistently lower educational attainment than those who have never been eligible. In 2014 GCSE statistics showed that 36.5% of disadvantaged students achieved five or more A*- C grades, compared with 64% of their fellow students. This is an attainment gap of 27.4 percentage points.

How many pupils at Belmont are eligible for the Pupil Premium?

In 2015-16, 12% of pupils at Belmont were eligible for the Pupil Premium.

How will the impact of the spending of the Pupil Premium be measured?

At Belmont, we monitor pupil attainment and progress on a half termly basis. Within this cycle, we track and report individually on pupils eligible for Pupil Premium. Headline data is reported to governors termly.

Pupil Premium funding and spending- Academic Year 2015-2016

No. of eligible pupils 48
Amount per Pupil £1370
Total  £79, 200

 

 

 

Pupil premium funding has been focused on the following:

Aim

Activity

Approximate cost

Expected impact

To narrow the gap by setting pupils in Year 5 during the summer term in Literacy and Maths for pupils working below age-related expectations

  • Daily Literacy and Maths set delivered by qualified teacher for pupils in Year 6 in autumn and spring term
  • Daily maths set delivered by qualified teacher for pupils in years 5 & 6 in summer term
  • Daily reading support for targeted pupils in years 3, 5 & 6

£13 200.00

Pupils make accelerated progress from their starting points (in-year and since KS1) so the attainment gap is narrowed

 

All pupils make better than expected progress from their KS1 outcomes by the end of KS2

Additional booster support in Maths for pupils in Year 6 and Year 4

  • Additional teacher supporting in class 4 x weekly

£8000.00

 

To narrow the gap by providing targeted 1:1 TA support form pupils with complex needs

  • TAs provide support for pupils in accessing the curriculum in class
  • TAs lead specialised intervention for pupils

£16 000.00 (toward total salaries)

Pupils make accelerated progress from their starting points (in-year and since KS1) so the attainment gap is narrowed

 

Pupils better access classroom learning provision through more personalised teaching

 

To narrow the gap in reading, writing and phonics through small group and 1:1 TA led intervention

  • Daily phonics groups led by TA in KS1
  • Daily reading support for pupils in KS1 and LKS2
  • Daily interventions, including; Project X Code, 1st Class @ Writing, 1st Class @ Number
  • Additional phonics intervention led by a qualified teacher  

£16000.00 (toward total salaries)

Pupils achieve the exit criteria specified for each intervention. The progress of each pupil is accelerated from their starting point and the gap is narrowed

To support the emotional wellbeing and social development of targeted pupils so they are able to access their learning

  • Full time Learning Mentor employed to support pupils through timetabled intervention, delivery of SEAL programme across all classes and 1:1 planned and drop-in sessions

£ 3530.00 (towards total salary)

Pupils develop emotional resilience and are well placed to access the learning in school. As a result, targeted pupils make at least expected progress from their starting points (in-year and since KS1)

To provide specialist teaching to support pupils with dyslexia

  • Weekly 1:1 sessions with specialist dyslexia teacher

£24 252.00

Pupils achieve the individual targets set based on the outcomes of their dyslexia assessment. Progress in reading, writing and maths is accelerated as a result

To improve attendance and engagement through extended schools provision

  • Funded Breakfast Club place
  • After school clubs
  • Funded Touch Type, Read and Spell course

£500.00

Pupils’ attendance improves and is not below 95%. As a result, the progress they make is accelerated from the previous year and the gap narrowed

Progress across the school 2015-16

% of children in year 2 achieving ARE or above in 2016

 

Reading

Writing

Maths

FSM ‘Ever 6’

85.7%

85.7%

85.7%

All Pupils

88.1%

74.8%

80.1%

Bexley average for FSM ‘Ever 6’

68.9%

62.4%

65.6%

 
  • In 2016, Belmont closed the gap for FSM ‘Ever 6’ pupils in writing and maths and outcomes in all 3 areas exceeded those of similar pupils locally.  
  • Outcomes for FSM ‘Ever 6’ pupils were significantly improved in all areas from the previous year.

% of children in year 6 achieving ARE or above in 2016

 

Reading

Writing

Maths

GPS

R,W,M combined

FSM ‘Ever 6’

44.4%

66.7%

55.6%

55.6%

33.3%

All Pupils

71.7%

76.7%

71.7%

73.3%

55.0%

Bexley average for FSM ‘Ever 6’

55.8%

68.8%

61.0%

63.4%

41.7%

National average for FSM ‘Ever 6’

71%

79%

75%

78%

60%

  • FSM ‘Ever 6’ pupils achieved below the Bexley average for similar pupils in all areas.
  • The gap between FSM ‘Ever 6’ pupils and All pupils at Belmont was narrowed in Maths in 2016. 

Progress measures

 

FSM ‘Ever 6’

All Pupils

Reading

-3.80

0.48

Writing

-1.39

-1.94

Maths

-2.87

-0.87

 

  • FSM ‘Ever 6’ pupils made slower progress from their starting points than All pupils in reading and maths
  • Progress for FSM ‘Ever 6’ pupils was better than that for All pupils in writing.
  • Progress was slowest in reading and maths. Outcomes at the end of KS1 in these subjects were in-line with the national average for more pupils. The failed, however, to reach the more challenging expectations by the end of KS2 that were introduced in 2016.