Leverhulme receives pupil premium grant (PPG) within its annual budget.
Leverhulme Primary School Pupil Premium Strategy 2017-18
The Pupil Premium is funding in addition to the school’s budget. Schools are free to decide how to allocate this funding to best support the raising of attainment for the most vulnerable pupils.
£286,440 & £600
A summary of main barriers to educational achievement faced by eligible pupils of the school are below:-
- Socio-economic – The school finds itself situated in a highly deprived part of Bolton with a school deprivation indicator of 0.36 which is significantly above the national figure of 0.21 and in the lowest 20% on the school’s deprivation indicator.
- The school is in the lowest 20% for stability of population
- FSM 58.0% which is more than double the national percentage of 25.2%.
- Attendance – 2016 overall absence was 5.2% for FSM children in-line with the national average of 5.2% and persistent FSM absentees absence was 17.3% compared to 15.1% nationally.
Disadvantaged Children Grant 2017 – 2018 Total £286,440 & £600
|29,298.30||To fund additional support in Year 6 for targeted support – TA4 & TA2 full time (QFT)|
|32,983.80||To fund additional support in Year 5 for targeted support – TA4 x 2 full time (QFT)|
|32,983.80||To fund additional support in Year 4 for targeted support – TA4 x 2 full time (QFT)|
|29,298.30||To fund additional support in Year 3 for targeted support – TA4 & TA2 full time (QFT)|
|32,328.60||To fund additional support in Year 2 for targeted support – TA2 – 1 term, TA4 & TA2 full time – 2 terms (QFT)|
|29,298.30||To fund additional support in Year 1 for targeted support – TA4 & TA2 full time (QFT)|
|12,836.40||To fund additional support in EYFS for interventions – TA2 full time|
|17,863.73||Learning mentor time to help support families (Early Help) and reduce barriers to learning and target attendance support where needed – 1 mentor full time|
|43,618.13||To provide staff to remove barriers to learning linked to Early Help e.g, Child Action Meetings, attendance, appointments etc.|
|6,000||To purchase educational psychologist service level agreement to ensure earlier identification of need and targeted support|
|2,500||To purchase speech and language service level agreement to ensure earlier identification of need and targeted support|
|3,150||Contingency for barriers to learning and resources e.g, taxis, uniform/clothing, washing equipment, food.|
|20,874.64||To provide daily lunchtime support through indoor and outdoor clubs, building social skills and emotional support where needed – 9 TAs per day|
Outcomes 2017 -2018
To sustain good progress and attainment in place and secure better progress for those identified as disadvantaged.
Attendance to be broadly in line with national expectations – 95.2% – (breakfast club and learning mentor intervention shows impact).
The large majority of children to continue to demonstrate independence and resilience in their learning across school (see OfSTED report).
Earlier identification of additional needs and a more robust system in place to ensure identified needs receive specific support quicker.
The school plans to continue with the strategies from 2015/16 and the impact will be measured in the same aspects.
In addition there will be:-
- Reintroduction of the pastoral support role in school
- After discussions with the School Council, changing the attendance reward system
- Maths online intervention programme for identified PPG Year 6 pupils with a view to extend this across school.
PPG spending 2016-17
|Pupil Premium Manager ( 2 Day’s)||£8,400|
The impact of PPG funding will be measured using Raise Online data (subject and attendance data) and using in school data. Impact data is analysed by SLT and subject leaders each half term and discussions with class teacher during Pupil Progress Meetings take place each term to identify children who are underachieving and structure an intervention programme to suit individual needs.
The attendance officer analyses absences and lateness on a regular basis and termly attendance meetings are held with parents and the acting head teachers to discuss poor attendance. These meetings give the opportunity for parents to share with school reasons for absence and identifying ways in which the school can support the family in ensuring that the child’s attendance improves.
In 2015/16 the pupil premium was used in a variety of ways to address the barriers mentioned above. These included:
- Use of Teaching Assistants to support classroom learning and break down barriers to learning
- Use of Teaching Assistant time to provide interventions to those children who are underachieving.
- PPG manager
- Additional reading resources and English resources purchased
- Attendance incentives each week and term
- Attendance meetings with parents of persistent absentee in conjunction with the attendance officer to improve pupil attendance
- Milk and toast provided free of charge to all pupils in Key Stage 2.
- Ensuring all children, regardless of age receive a daily drink and snack.
PPG spending 2015-16
|Pupil Premium Manager( 2 Day’s)||£8,400|
Examples of impact in 2015/16 include:
- Identified pupils made at least expected progress
- Attendance percentages have risen
- Pupil engagement in extra-curricular activities has increased
- The number of pupils arriving late for school has reduced
- The gap between attainment/progress of most vulnerable pupils/identified pupils and their peers is reducing in a number of areas and in some cases they are out performing other pupils.