Pupil Premium funding was introduced to schools back in 2011 - 12 with an aim to increase the attainment and aspiration of pupils from disadvantaged backgrounds. The funding was later extended to any children who had received free school meals in the past 6 years and Looked After Children. Additional funding is also allocated to children whose parents work in the forces.
It is for schools to decide how the allocated Pupil Premium money is spent, since they are best placed to assess what additional provision should be made to ensure pupils reach their full potential both socially and academically.
In 2016/17 funding was declared to be £1320 per eligible pupil, of which Ainslie Wood supported 123 pupils.
At Ainslie Wood, we help all of our children to make excellent progress by learning about them as individuals and their particular needs. This works in exactly the same way for our disadvantaged children. We use a range of methods to learn all about them and then use this information to build individual programmes in order to ensure progress. We check in on progress formally in 6 weekly cycles so that we can be sure that our methods are working.
When learning about individuals, we work hard to identify what the potential barriers to learning are and then set plans to eradicate them. The barriers faced by our disadvantaged pupils range from the amount of exposure they have had to learning opportunities before joining us, to some quite complex learning and emotional needs. Other barriers include: lack of social and wider world experiences, speech and language issues and motor skill difficulties. The strategy is developed in order to support individuals with their particular needs and will continue exploring all options until we are able to address all potential barriers.
Last year we received £162,360 in Pupil Premium funding. In order to improve the outcomes for our PP children we made decisions based on our knowledge that the biggest impact on pupil progress and attainment is high quality adult support and intervention. Following this, our next priorities were additional provision including in and out of school enrichment and targeted resourcing. The Pupil Premium funding was used to pay percentages of the following areas:
Additional Teaching Support Year 6 additional teacher £23,468
Year 5 intervention £23,819
Year 3 & 4 additional teacher £15,896
Year 3 additional teacher £8,282
Year 2 additional teacher £11,906
Maths tutoring £1,000
Support Staff HLTA cross school intervention £17,651
Year 1 EYP £12,011
Target group intervention £5,014
Enrichment & Place2Be £6,567
Specialist Professional Support Playground & Behaviour support £14,199
School trips subsidy £1,500
Designated Safeguarding Lead £16,547
Speech and Language £3,000
Targeted resources £1,500
This year, we showed that the use of the pupil premium funding, positively impacts our children the longer they learn at Ainslie Wood. The results show that, while the gap is significant at the end of EYFS, it lessens by the end of KS1 and has narrowed, closed or even reversed by the end of KS2! This is what our end of year results show:
Slightly more of our children in the Early Years Foundation Stage achieved a ‘Good Level of Development’ but the gap between our disadvantaged and non-disadvantaged children was significant (27%). This was also echoed in the Average Points Scores achieved by the groups – there was a gap of 5.1aps.
The Year 1 phonics screening showed that 100% of our disadvantaged children met the required standard (national 81%) with 83% of the other 52 children reaching the same level (national 83%).
In Year 2, any children who did not meet the phonics screening standard in Year 1 resat the test. This meant that by the end of Year 2, 13 of the 15 disadvantaged children (87%) had reached the standard (national 86%), while 38 out of 39 non-disadvantaged children (97%) had also met it (national 93%).
While our children in KS1 performed significantly better (85%) than both local (70%) and national (60%) at achieving the new, expected standard, the gap (35%) between our disadvantaged and non-disadvantaged pupils is an area for us to focus on. 95% of Year 2 children who have received no pupil premium funding achieved the expected standard (Waltham Forest 73%) and 33% achieved at ‘Greater Depth’ (Waltham Forest 15%). This is in comparison with 60% of our disadvantaged children achieving the expected standard (Waltham Forest 62%) and 13% achieving at Greater Depth (Waltham Forest 7%).
The Key stage 1 data shows that, while our children achieve well in relation to other, similar children in the borough, there is still a difference in outcomes between them at school. This is a focus for us to diminish this gap over the coming year.
I am pleased to report that the impact of the long term effect of the pupil premium funding shows that the gaps are closed and even reversed by the end of KS2 and the progress of all of our children is exceptional!
The results for Reading, Writing and Maths combined for our Year 6s showed a positive slant to the disadvantaged pupils as 79% of them achieved the national standard (Waltham Forest 48%) while 75% of our non-disadvantaged pupils achieved the expected standard (Waltham Forest 60%). Our pupils achieved significantly above the local (55%) and national (53%), with 77% achieving the required standard.
When looking at individual subjects, our children outperformed both local and national in every area. There is a 7% gap between the achievement of dis/advantaged children in maths in favour of advantaged children; there is no gap at all in reading and writing and the 7% gap is reversed in favour of the disadvantaged children in the spelling and grammar test.
There is also no gap between both groups when considering the children who achieved Reading, Writing and Maths in Greater Depth with 7% of both groups reaching this standard (Waltham Forest non disadvantaged 8%, disadvantaged 4%).
Overall, this leaves Ainslie Wood with an attainment gap of 3% which is 9% lower than the local gap of 12%.
Progress has been measured differently this year as children were grouped together and their average movement across the key stage was calculated to be ‘average progress’. This means that ‘average progress’ would be equivalent to a zero score – any score above 0 means that the children achieved better than the children in their group, and any score below 0 means that they didn’t make as much progress as the others.
The progress for our disadvantaged children in maths was 4.20 and our non-disadvantaged 5.36; in reading our disadvantaged scored 4.27 with the others scoring 4.29 and in writing the disadvantaged children scored 4.33 with the rest scoring 5.06.
The progress scores for our KS2 children as a collective are in the top 1% nationally and so, while there is a slight progress gap between the disadvantaged and the non-disadvantaged, exceptional progress for everyone shows the impact of our work.
Another way we consider the impact of our pupil premium spend is through attendance. Last year, our overall attendance was slightly above the national figure 95.6% (95.4% national). The attendance of our disadvantaged pupils (94.2%) was lower than that of the non-disadvantaged pupils (96.0%), but both groups were above the national (95.9% non-disadvantaged, 93% disadvantaged). We will continue to focus on PP attendance this year.