What is Pupil Premium?
In 2011-12, Pupil Premium funding was introduced to schools 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 the 2018/19 financial year, funding was declared to be £1320 per eligible pupil, of which Ainslie Wood supported 94 pupils.
How was the funding spent?
In the 2018/19 financial year (April – March), we received £124,080 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. All of our priorities are based around removing barriers to learning and so include in and out of school enrichment and targeted resourcing. The Pupil Premium funding was used to pay percentages of the following areas:
Area of support Resource Actual Spend
Additional Teaching Support Year 5 additional intervention teacher £14,594
Year 2 additional teacher £15,000
SEN Intervention teacher £6,400
Support Staff Year 6 Target groups £13,699
HLTA cross school intervention £20,078
Year 1 Target groups £10,935
Target group intervention Year 2 £8,706
Enrichment & Place2Be £8,775
Specialist Professional Support Playground and Behaviour support £8,894
School trips subsidy £1,500
Designated Safeguarding Lead £10,000
Speech and Language £3,000
Targeted resources £2,500
How effective is the Pupil Premium spend?
Our results from 2018/19 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:
The number of children in the Early Years Foundation Stage who achieved a ‘Good Level of Development’ continues to rise while the number of Pupil Premium children continues to fall. Despite that, the gap between those achieving GLD has narrowed by 7% to 20%. The Average Points Scores (APS) gap however, continues to remain wide with a gap of 5.2aps. The attainment gaps this year can be attributed largely to our significant number of SEND children in the year group but the progress measure for our PP children showed an average of 71% across all areas making outstanding progress (7 steps or more).
The Year 1 phonics screening showed no gap with 91% of our disadvantaged children meeting the required standard (well above national), with 91% of the other 57 children reaching the same level (also above national).
In Year 2, any children who did not meet the phonics screening standard in Year 1 resat the test. This year, of the 8 children who retook the test, 75% (6) of them met the standard. 3 of those children were PP and of those, 2 met the standard with the third being very close.
While our children in KS1 performed significantly better (85%) than both local and national at achieving the expected standard, the gap between our disadvantaged and non-disadvantaged pupils has narrowed by over 50% to 16%. 87% of Year 2 children who have received no pupil premium funding achieved the expected standard and 33% achieved at ‘Greater Depth’. This is in comparison with 71% of our disadvantaged children achieving the expected standard. The focus for PP children achieving at Greater Depth will be a focus this year.
The Key stage 1 data shows that our children achieve well in relation to other, similar children in the borough. However, the difference in outcomes between them at school, while significantly diminishing, will continue to be a focus for us over the coming year.
I am pleased to report that the impact of the long term effect of the pupil premium funding shows that our children continue to achieve above the national average 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 79% of our disadvantaged pupils achieved the national standard (Waltham Forest 48%).
When looking at individual subjects, our children outperformed both local and national in every area. There is a 13% gap between the achievement of dis/advantaged children in maths in favour of advantaged children; there is also a 16% gap in reading and writing. However, all of our children continue to achieve above the national average in all areas by between 13% and 21%.
The progress results are even more exciting!
Last year’s new method for calculating progress has continued this year. In order to work out the progress measure, the children are grouped together with other ‘similar children’ across the country and their average movement across the key stage is 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 3.2 and our non-disadvantaged 4.2; in reading our disadvantaged scored 1.7 with the others scoring 2.8 and in writing the disadvantaged children scored exactly the same as the other children with a score of 3.2.
The progress scores for our KS2 children as a collective have been in the top 1% nationally for the past couple of years and so, while there is a slight progress gap between the disadvantaged and the non-disadvantaged, excellent progress for everyone shows the impact of our work.
Strategy for 2019/20 (financial year)
Our funding for the financial year 2019/20 is £125,791 based on approximately 95 children. This year, we have brought in a new tool (Edukit) which will help us track our spend directly to each child.
Through regular meetings with class teachers and other relevant adults (including the SENDCo, support staff and Learning Mentor) we identify any potential barriers to learning or progress that our PP children may be facing, and then set a personalised plan to address it. The plans are monitored, adjusted and evaluated frequently with progress being monitored and celebrated.