The Pupil Premium
DfE Guidance on Pupil Premium Funding
The Pupil Premium was introduced in April 2011. Schools can make decisions about how to spend the Pupil Premium funding to ensure that there is a narrowing of the attainment gap.
The Pupil Premium provides funding for pupils:
- Who are eligible for free school meals
- Who have been in receipt of free school meals (FSM) at any point in the past 6 years (£935 per child)
- Who have been continuously looked after for the past six months (£1900 per child)
- Whose parents are currently serving in the armed forces (£300 per child)
- Who are adopted from care under the 2002 Adoption Act or who left care under a Special Guardianship Order on or after 30 December 2005. Schools will also receive the Pupil Premium for children who left care under a Residence Order on or after 14 October 1991 (£1900)
Schools are held accountable for the spending of these monies, and performance tables will capture the achievement of disadvantaged students covered by the Pupil Premium.
2019/20 PUPIL PREMIUM plan:
At Siddal Moor we acknowledge the need to close the gap in performance between our disadvantaged students and the performance nationally of students with no recognised disadvantage. We believe that the gap in attainment is a product of a gap in one or more of the following areas:
- Learning & Skills
REVIEW OF PUPIL PREMIUM SPENDING 2018/19:
The school monitors this spending closely and attached is an overview of how the Pupil Premium funding was spent for the previous academic year (2018/19).
Year 7 Catch-up Premium 2019/20
Catch-up Premium for 2019/20 - £17,900
The literacy and numeracy catch-up premium gives schools additional funding to support year 7 students who did not achieve the expected standard in reading or mathematics at the end of Key Stage 2 (KS2).
Catch-up Planned Expenditure for 2019/20
There are 80 students with a KS2 reading score below 100, of whom 34 students have a KS2 reading score below 95. There are 59 students with a KS2 mathematics score below 100, with 16 of them below 95. These figures include 20 students who we have no KS2 data for and will be amended as more information is ascertained.
The English department will oversee intervention for students with a reading score between 95 and 99 inclusive; the mathematics department will provide intervention for students with a KS2 mathematics score between 95 and 99 inclusive and the SEND department will provide intervention for both groups of students with reading and/or mathematics scores below 95.
Impact will be measured through individual programmes by December and then all students will be re-tested using a KS2 reading and/or mathematics paper at the end of March to measure the overall impact of all programmes. A small number of students who we don’t have a KS2 score for, will be baseline tested in September and then re-tested again at the end of the programme using the assessments provided by their intervention programme.
|Use of QLA to identify individual areas of weakness.||4 hours x 1 staff = £160||NFK||To be measured in December 2019 and March 2019 using KS2 reading test|
|Where there’s areas common to the group of students lessons focused on these areas will be planned into the medium term plan.||20 hours x 1 staff = £800|
|BBI will write more KS2 style questions into the scheme of work which all staff who are teaching the cohort will deliver.||4 staff x 21 weeks x 3 lessons = £10080|
|Where students are still not understanding a concept they will be given individual homework to support them. Monitoring spreadsheet will identify each area that students were not able to do (from QLA) and track student progress using this.||6 hours x 1 staff = £240|
|Total = £11280|
|Identification of what to remove from current year 7 SoW for classes where students KS2 score < 100.||2 staff x 3 hours = £240||AQU/CBU||KS2 paper given in September and used as baseline for QLA. SP data used in December to measure progress. Re-assessed in March 2020 using KS2 test.|
|SoW amended to include KS2 topics that QLA indicates students did not perform well in. Do Nows and interim assessments include spaced retrieval of topics after they have been taught.||2 staff x 20 hours = £1600|
|Monitoring of progress of identified students by AQA.||1 staff x 6 hours = £240|
|Additional wave 2 interventions offered to identified cohort (probably during lunch breaks)||2 staff x 27 hours = £2160|
|Total = £4240|
|Delivery of catch-up literacy programme to administer (2 hours x 4 students x 2 terms). Intensive intervention based on catch-up programme(1 hour per week)||£4320||DBR||Initial assessment using catch-up materials to identify the cohort. Regular assessments throughout to identify progress made. KS2 reading test in March 2020.|
|IDLS programme (Intensive Dyslexia Programme) which can accessed at home as well. This is an individualised programme where materials used are based on initial assessment. (54 students) (1 hour x 4 TAs x 2 terms)||£2160||DBR||Assessment used at beginning middle and end. KS2 reading test in March 2020.|
|Purchase of programme||£500|
|Key steps programme (attached to ASDAN; this is a certificated course) (25 students ) (6 hours a fortnight x 2 terms)||£2580||DBR||Data used from catch-up assessment and IDL to identify cohort. KS2 reading test in March 2020.|
|IDLS Numeracy (Intensive Numeracy Programme) which can be accessed at home as well. This is an individualised programme where materials used are based on initial assessment. To be administered by RMcQ (36 students) (Times incorporated into IDL Dyslexia programme)||Costs included in IDL Dyslexia Programme||DBR||Product assessment used at beginning middle and end. Assessed in March 2020 using KS2 test.|
|Total = £9560|