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Lydgate Junior School Governing Body Pupil Premium Statement 

Purpose

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 for 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.

 

Eligibility

For the 2015 to 2016 financial year, funding for the Pupil Premium has increased to £2.545 billion nationally. Schools received:

 

Allocation

2015/16 & 2016/17

The overall Pupil Premium income for our school was £71,280 in 2015/16 financial year, and is expected to be £66,000 in 2016/17 financial year.

The percentage of the children in school who attract the premium stands at just over 10%. 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 quality as ‘disadvantaged’ have a range of needs and, to ensure good progress is made in learning, a programme tailored to suit a pupil’s 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support to improve basic skills in literacy & numeracy in small groups and or an individual basis, either in class or withdrawn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 Rainbow Reader programme in order to improve reading 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              

 

School also uses some of the funding to support the necessary leadership and management functions related to the provision for disadvantaged pupils.

Actual expenditure 2015/16

Provision:

Level of provision:

Cost:

SENCO – management of provision

One day per week

£10,090

Assistant Headteacher (for data tracking and analysis, and identifying need)

One day per week

£12,853

Teacher-led interventions

One day per week

£9,414

Teaching assistant interventions and classroom support

Curriculum Specialists

£12,404

Teaching Assistant interventions

£25,270

Activity funding

 ‘Forest School’ course

£1,250

Total cost:

 

£71,281

 

We intend to spend the allocation for 2016 / 2017 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 2016/17 please click here.

Outcomes for disadvantaged pupils in 2015

RAISE online, 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.

Gaps between the FSM group and the non-FSM group in school were evident in all areas in the 2015 results. This was, at least in part, due to the very high attainment of the non-FSM group. More of the school FSM group attained Level 4 plus in areas tested than the FSM group nationally. However, the comparison used by Ofsted is made within school only. Here the gaps were up on the previous year – at Level 4+ EPGS 18%, Reading 11%, Writing 9% and Mathematics 14%. (Though some caution must be used – the group was only 16 pupils, each being 6.25%.)

The average point score for the FSM group was above the national score.

The ‘value added’ was above national averages on all measures.

There were also gaps between the progress of FSM pupils and non -FSM pupils. However, the size of the gap was less than nationally. The percentage making two Levels + progress was more than the national average for non-FSM pupils

On the basis of this performance data, school considers its provision for supporting disadvantaged children to be effective, particularly over time. It is, however, a key point of focus for school’s work in 2015 / 2016.

 

 April 2017

          

Primary school PE and Sport Funding

The government is providing funding of £150 million per annum to improve provision of physical education (PE) and sport in primary schools.

This funding is ring-fenced and can only be spent on improving provision of PE and sport in schools. Schools have the freedom to choose how they do this and so it will probably be spent in different ways in different schools.

Schools will be held to account over how they spend their sport funding. Ofsted will include sport and PE as part of the inspection of a school’s overall provision.

Ofsted will also carry out a survey reporting on the first year’s expenditure and its impact.

Schools are required to include details of their provision of PE and sport on their website, alongside details of their broader curriculum, so that parents can compare sports provision between schools, both within and beyond the school day.

Prior to the introduction of this funding Lydgate Junior School already had a good range and quality of sports provision in place, but none before school. We have used the funding to increase both the range and number of extra-curricular sports activities available on-site, to hire facilities elsewhere for use by ‘clubs’, to provide training for staff and to subsidise transport to inter-school events and festivals.

In the tables below we have set out our initial plans for using the funding in the current academic year. Without this funding costs would have to be totally borne by charges to parents. Analysis of attendance registers for the various activities run so far this year shows that 7.5% of the spaces available are taken by pupils eligible for free school meals. This is slightly ahead of the proportion of the whole school that is eligible for FSM, showing that the activities offered are reaching this disadvantaged group. 

 Please click on this link to see the latest spending plan.