Lydgate Junior School Governing Body Pupil Premium Statement
The Government believes that Pupil Premium, funding additional to the delegated school budget, is the best way to address underachievement and inequalities between disadvantaged and other pupils by ensuring funding is targeted at the children who need it most.
Pupil Premium funding is identifiable within the school’s income but is not ring-fenced.
Lydgate Junior School aims to close any gaps in achievement, rather than simply ‘narrow’ gaps, between any category of disadvantaged and ‘other’ pupils.
It is for individual schools to decide how Pupil Premium funding is spent in order to raise the attainments and achievements of this group of pupils, and so the ways in which Lydgate Junior School uses its Pupil Premium funding each year may be different to that in other schools, and may change from year to year.
Schools are accountable, through Ofsted, for how they spend the Pupil Premium, and for the impact it has on children’s learning.
For the 2017 to 2018 financial year, schools received:
- £1,320 per pupil of primary-school age for children eligible for free school meals at any point in the past 6 years
- £1,900 per pupil who:
- has been looked after for 1 day or more
- has been adopted from care
- has left care under a special guardianship order, a residence order or a child arrangements order
2016/17 & 2017/18
The overall Pupil Premium income for our school was £59,600 in 2016/17 financial year, and was £59,660 in 2017/18 financial year.
The percentage of the children in school who attract the premium stands at just over 6%. The percentage has dropped in the current academic year, as a higher proportion of the year group that left attracted the Premium than did the new intake into Year 3.
Details of the types of support put in place to help accelerate learning.
The School recognises that the children who qualify as ‘disadvantaged’ have a range of needs and, to ensure good progress is made in learning, a programme tailored to suit pupils' individual requirements is put in place.
The types of support that may be offered include:
- 1:1 tuition by teachers
- Small group targeted interventions by teachers
- Targeted teaching assistant support to improve basic skills in literacy & numeracy in small groups and or an individual basis, either in class or withdrawn
- Supported learning challenges to help stretch the more able learner
- Participation in the LEXIA Reading Programme in order to improve reading, comprehension and spelling skills
- Catch Up programmes in maths and reading
- Small group work with support staff who are Curriculum Specialists, aimed also at raising self-esteem, resilience and attainment
- Regular, individual reading support, and
- Participation in specialised behaviour, social and emotional skills programmes as part of the school’s pastoral support system in order to improve engagement with learning
- Extra curricular activity access including sport and cultural events
- Accessing interschool sports competitions
School also uses some of the funding to support the necessary leadership and management functions related to the provision for disadvantaged pupils.
Actual expenditure 2017/18. - To view details of the expenditure please see our Pupil Premium Strategy Statement 2017/18 here.
We intend to spend the allocation for 2018/19 in similar ways, to support similar functions. However, the precise quantity (and thus cost) of each will depend on needs identified through tracking of pupils’ progress. To view our Pupil Premium Strategy Statement 2018/19 please click here.
Outcomes for disadvantaged pupils in 2018
ASP (Analyse School Performance), the pupil performance data tool for schools and Ofsted, is the major source of summative evidence on pupil progress. The local authority also provides a data analysis ‘profile’.
The progress of disadvantaged children can be compared with that made by other children within school, and nationally, to indicate how well this group does at Lydgate Junior School.
There are comparisons for both attainment and progress.
There was a gap in the attainment for disadvantaged pupils in previous years. Our work in 2017/18 reduced the gap so that this group are making similar progress to non-disadvantaged pupils. All the above reports indicate this.
On the basis of this performance data, school considers that it needs to maintain its focus to ensure that the next cohort makes progress at least as good as the other children.
1. Continued support for maths curriculum development
2. Increased budget expenditure for maths 2018/19
3. The maths coordinator continues to access 'mastery maths' training
4. CPD time allocated for all staff
5. Pupil Premium focus in Pupil Progress discussions
6. Particular attention is given to progress of Pupil Premium children in the tracking of data
Primary school PE and Sport Funding
The government is providing additional funding of £320 million per annum to improve provision of physical education (PE) and sport in primary schools. This funding - provided jointly by the Departments for Education, Health and Culture, Media and Sport - will be allocated to primary school headteachers.
This funding is ring-fenced and therefore can only be spent on provision of PE and sport in schools.
Schools must use the funding to make additional and sustainable improvements to the quality of PE and sport that they offer.
This means that the premium should be used to:
Develop or add to the PE and sport activities that your school already offersBuild capacity and capability within the school to ensure that improvements made now will benefit pupils joining the school in future years
There are 5 key indicators that schools should expect to see improvement across:
the engagement of all pupils in regular physical activity - the Chief Medical Officer guidelines recommend that all children and young people aged 5 to 18 engage in at least 60 minutes of physical activity a day, of which 30 minutes should be in school
- the profile of PE and sport is raised across the school as a tool for whole-school improvement
- increased confidence, knowledge and skills of all staff in teaching PE and sport
- broader experience of a range of sports and activities offered to all pupils
- increased participation in competitive sport
For example, funding can be used to:
- provide staff with professional development, mentoring, training and resources to help them teach PE and sport more effectively
- hire qualified sports coaches to work with teachers to enhance or extend current opportunities
- introduce new sports, dance or other activities to encourage more pupils to take up sport and physical activities
- support and involve the least active children by providing targeted activities, and running or extending school sports and holiday clubs
- enter or run more sport competitions
- partner with other schools to run sports activities and clubs
- increase pupils’ participation in the
- encourage pupils to take on leadership or volunteer roles that support sport and physical activity within the school
- provide additional swimming provision targeted to pupils not able to meet the swimming requirements of the national curriculum
- embed physical activity into the school day through active travel to and from school, active playgrounds and active teaching
Please click on this link to see the latest spending plan.