What is the Pupil Premium?
Pupil Premium funding benefits not only Pupil Premium children but the whole school community through access to school trips, visitors and other enrichment activities. From a school's funding perspective, it is important that parents apply for Pupil Premium funding if they fit the eligibility criteria for the benefit of not only their own child but all children at Ludwell.
The Government considers Pupil Premium to be a key element of their education policy. Introduced in April 2011, the Pupil Premium provides additional funding to schools to target specific groups of children who are vulnerable to underachievement. These include pupils from low income families; children in care and the children of armed service personnel.
For this academic year:
- £1,345 has been allocated to schools for any pupil who has been registered for Free School Meals in the last six years along with looked-after children who have been in continuous care for more than six months.
- £300 Service Child Premium per pupil has been allocated to children with parents in the armed services in recognition for the particular challenges that they face
- £2345 per child for Looked After Children or Previously Looked After Children
How is the Pupil Premium used at Ludwell Primary School?
The Government has given schools discretion in how to best use the funding to meet the needs of their children.
Ludwell is able to provide the following for children as a result of receiving Pupil Premium funding:
- reducing class sizes thus improving opportunities for effective Assessment for Learning and accelerating progress
- providing small group work with an experienced teacher focussed on overcoming gaps in learning
- 1 to 1 support
- additional teaching and learning opportunities provided through learning mentors, trained TAs or external agencies.
- music enrichment activities
- extracurricular clubs such as dance club, LEGO club and sports clubs
- Breakfast Club & After School Club
- School visits, residential trips and school visitors
- Support for parents including Supper Club, reading surgeries & coffee mornings
At Ludwell Primary School, we value the abilities and achievements of all our pupils, and are committed to providing each pupil with the best possible environment for learning. We recognise that each child is unique and will have different needs, which may well vary throughout their time in the school. We have planned to spend our Pupil Premium funding to try to give them all the support that they need to reach their full potential. We believe in maximising the use of the pupil premium grant (PPG) by utilising a long-term strategy aligned to our School Development Plan (SDP). This enables us to implement a blend of short, medium and long-term interventions, and align pupil premium use with wider school improvements, improving readiness to learn and our partnership work with parents and carers.
Overcoming barriers to learning, working with parents and carers and ensuring that all children have access to a wide range of experiences and extracurricular activities is at the heart of our PPG use. We understand that needs and costs will differ depending on the barriers to learning being addressed. As such, we do not automatically allocate personal budgets per pupil in receipt of the PPG. Instead, we identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly.
Setting priorities is key to maximising the use of the PPG. Our priorities are as follows:
- Ensuring an ‘outstanding’ teacher is in every class
- Closing the attainment gap between disadvantaged pupils and their peers and ensuring that disadvantaged children are keeping up and not catching up
- Providing targeted academic support for pupils who are not making the expected progress
- Addressing non-academic barriers to attainment such as attendance and behaviour
- Working in partnership with parents and carers
- Ensuring that the PPG reaches the pupils who need it most
Barriers to future attainment
Academic barriers to attainment
Non-academic barriers to attainment
Low levels of literacy on entry- basic reading and writing skills – compared to the National Average
Poor attendance- extended and persistent absentees
Poor language and communication skills
Poor behaviour of some children
‘Outstanding’ teaching not present in every classroom
Lack of parental engagement in some hard to reach families
Lack of targeted support and staff to provide this
Arriving at school hungry, late and not ready to learn
Lack of school readiness
Lack of focus and confidence due to poor mental health and wellbeing
Parents availability to support learning at home if working more than one job
School is located in an area of high deprivation
Lack of learning materials at home e.g books
Lack of wider experiences our children have access to
Low levels of resilience and stamina in learning tasks
Low levels of academic proficiency and confidence in parents
Low maths skills on entry – basic number and calculation knowledge – compared to the National Average
Cultural expectations and lack of importance placed on education
Our implementation process
We believe in selecting a small number of priorities and giving them the best chance of success. We also believe in evidence-based interventions and learning from our experiences, which is why we utilise termly light-touch reviews to ensure our approach is effective and we can cease or amend interventions that are not having the intended impact.
- Identify a key priority that we can address
- Systematically explore appropriate programmes and practices
- Examine the fit and feasibility with the school
- Develop a clear, logical and well-specified plan
- Assess the readiness of the school to deliver the plan
- Make practical preparations
- Support staff and solve any problems using a flexible leadership approach
- Reinforce initial training with follow-on support
- Drive faithful adoption and intelligent adaption
- Plan for sustaining and scaling the intervention from the outset
- Continually acknowledge, support and reward good implementation practices
- Treat scale-up as a new implementation process
Our tiered approach
To prioritise spending, we have adopted a tiered approach to define our priorities and ensure balance. Our tiered approach comprises three categories:
- Targeted academic support
- Wider strategies
Within each category, we have chosen two or three interventions. This focused approach ensures the best chance of success for each intervention.
Quality of Teaching
Good and Outstanding teaching is the most important lever schools have to improve outcomes for disadvantaged pupils. Using the PPG to improve teaching quality benefits all pupils and has a particularly positive effect on children eligible for Pupil Premium.
Our priority at Ludwell Primary School is to ensure that a highly effective teacher is in front of every class, and that every teacher is supported to keep improving.
Encouraging self-led professional development: Facilitating weekly CPD opportunities for all teaching staff.
- Professional development: Weekly individual and group coaching sessions to support teachers/TAs, with a particular emphasis on maths, literacy/vocabulary and curriculum development.
- Professional Development for staff by attending targeted training courses and INSET.
Targeted academic support
At Ludwell Primary School, we consider carefully how staff are deployed to provide specific targeted academic support either in a one to one or small group situation.
- Structured interventions: Introducing speech and language interventions for pupils with poor oral language and communication skills.
- Small group tuition: Introducing targeted English and maths teaching for pupils who are below age-related expectations. Creating additional teaching and learning opportunities using TAs.
At Ludwell Primary School, we aim to focus on the most significant non-academic barriers to success in school, including working with parents and carers, attendance, behaviour, social/emotional support and ensuring our children have access to a wide range of extracurricular and enrichment activities.
- Readiness to learn: Continued development of a breakfast club to provide pupils with a nutritious breakfast and exercise before school.
- Working in partnership with parents and carers and providing a supportive and welcoming environment through reading surgeries, structured conversations, supper club, coffee mornings and regular communication.
- Attendance: swift intervention where children may have falling attendance
- Providing a wide variety of enrichment experiences for all pupils.
Our review process
Annually reviewing a one-year pupil premium plan and creating a new plan each year is time-costly and ineffective. This three-year approach allows us to dedicate more time up-front and introduce light-touch reviews termly.
During a light-touch review, we will review the success of each intervention, based on evidence, and determine the most effective approach moving forwards – adapting, expanding or ceasing the intervention as required.
Individual targets are set for each pupil in receipt of the PPG and their progress towards achieving these targets is analysed at the end of interventions.
The progress of pupils in receipt of the PPG is regularly discussed with subject teachers.
Once the three-year term has been completed, a new three-year strategy will be created in light of the lessons learned during the execution of the previous strategy, and with regard to any new guidance and evidence of best practice that becomes available. The Head Teacher is responsible for ensuring a pupil premium strategy is always in effect.
How will the school measure the impact of Pupil Premium Funding?
- PIRA, PUMA & GAPS and FFT assessment tools are used by class teachers to measure attainment and progress at termly intervals through the year
- All teachers are responsible for tracking the progress of all vulnerable groups, including Pupil Premium, SEND and EAL. This information is then collated and monitored by SLT.
- Pupil Progress meetings are held every half term between class teachers and SMT to monitor impact and identify any concerns to be addressed.
- Attendance data is collected and monitored by the school's admin office and analysed by the Headteacher
- When selecting pupils for intervention groups and support, this will not be limited to children who are in receipt of Pupil Premium funding, but will include other pupils who have similar needs, and who we believe will benefit from the support / intervention.
- Pupil Premium funding and its impact is a standing agenda item for the Local Governing Body meetings.
- Designated staff member in charge: Jennie White (Headteacher)
- Monitoring, assessment and tracking: Jennie White (Headteacher) & Christie Foote (SENDCO)
- Pupil Premium Responsible Governor: Sarah Wright
If you would like to speak to any of the Pupil Premium team regarding any matter relating to Pupil Premium, they can be contacted on 01747 828519 or via the school office on firstname.lastname@example.org
Ofsted inspections will report on the attainment and progress of disadvantaged pupils in receipt of the PPG.
The school is held to account for the spending of the PPG through the focus in Ofsted inspections on the progress and attainment of the wider pupil premium eligible cohort. However, they will not look for evidence of the grant’s impact on individual pupils, or on precise interventions.
The school publishes its strategy for using the pupil premium and the schools’ performance on the school website.
Applying for Pupil Premium funding benefits all children at Ludwell and so we strongly encourage all families to apply when they join our school. You will be given a form which you can fill in and return to Mrs Kelleher in the school office. You are also able to apply for the grant using the following link:
Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.