Freckleton Church of England Primary School

Parish School of Holy Trinity

School Lane, Freckleton, Preston, Lancashire PR4 1PJ

01772 632350

bursar@freckleton.lancs.sch.uk

PPG

What is Pupil Premium?

Pupil Premium is a sum of money which is additional to the main school funding we receive.

The funding was introduced in April 2011 and can be used to support children who have been eligible for free school meals in the last six years (Ever6) as well as children of service personnel and those children who have been looked after for longer than six months.

From September 2014 all children in Reception, Year One and Year Two will be entitled to receive a free school meal as part of a new government initiative. There are though some pupils who have a statutory entitlement to free school meals because their parents/carers are in receipt of certain benefits and therefore can be registered for Pupil Premium.

Schools are able to utilise the funding as they see fit in order to meet the needs of their pupils and ultimately raise attainment. The premium can be used in a variety of ways in order to support the development of the whole child.

PUPIL PREMIUM APRIL 2017-APRIL 2018

Freckleton CE's indicative Pupil Premium allocation for April 2017-April 2018 is £51,680

We will utilise Pupil Premium to:

  • Continue to re-organise staffing to provide TA and teacher-led small group and individual daily interventions for those children failing to reach year group expectations. In addition, the most able will be provided with challenging activities and work in teacher-led groups.
  • Continue to provide one to one and group counselling to promote good mental health and emotional wellbeing.
  • Continue to use the Solihull approach and buy into the new Solihull provision for parent and families
  • Continue to employ a Family Learning Mentor to liaise with families and improve parental engagement.
  • FLM to continue to monitor attendance, particularly of SEN and disadvantaged children.
  • Continue to purchase additional reading books to target less engaged readers.
  • Provide a variety of cultural experiences to help narrow the gap for those with limited opportunities e.g. free coach to Sing Together performances in Blackburn and sign up to the Artsmark Award.
  • Continue to buy in the Wider Opportunities provision from the Lancashire Schools Music Service to enable all children to own and learn a brass instrument for a minimum of one year.
  • Continue to provide opportunities to develop economic and constitutional awareness e.g. continue with KS2 visit to to the Houses of Parliament
  • Continue to fund Educational Psychologists to diagnose specific learning difficulties and other conditions.
  • Continue to develop the termly individual pupil progress sheets to ensure that we have an accurate awareness of the needs of all our children, including the disadvantaged.
  • Continue to develop provision mapping to ensure that the impact of interventions is assessed and evaluated.

PREVIOUS USE OF PUPIL PREMIUM

Freckleton Church of England Primary School’s Pupil Premium 2016-2017

Allocation: School has been allocated £59,960 to support our pupil premium children and their families. The money received has increased due to our numbers of pupils on pupil premium slightly increasing as well as the money given per child had significantly increased too. Our school plans to continue with our great work and strategies to accelerate progress and raise standards.

Academic Progress: All children for whom we receive Pupil Premium Funding are identified on each classes’ tracking of achievement for reading, writing and mathematics. The progress of all children is monitored termly however these pupils if at any point they are under achieving in relation to national expectations then support is identified to ‘narrow’ and hopefully ‘close’ the gap.

Staffing: We will use the funding to increase our teaching assistant hours to enhance our provision. This will allow us as a school to address learning needs through focused intervention in groups and one to one and this is underpinned by standards in attainment and progress across the school. 

Children & Families: We continue to work really hard to provide support for children and families socially, emotionally and behaviourally, so nurturing the whole child. A proportion of the funding has been used to develop the Family Learning Mentor’s role within our school. The FLM provides extra support for those children undergoing speech and language therapy; co-ordinates care plans for our children with SEND or medical needs; supports vulnerable children by being their advocate; support families on a wide range of issues; liaises between home and school; signposts parents to other support services and works closely with our outreach worker from the Orchard Children’s Centre.

Enrichment: We also offer additional activities which enrich our pupils’ life experiences, in addition to provision which supports progress and attainment. These experiences can be sporting, musical, visits to a variety of places and residential visits too. This can mean that these experiences are subsidised for the children. This also allows us to support children in accessing clubs, especially where they exhibit specific talents.

Working with other Agencies: When more specific support is required, we link very effectively with the Orchard Children’s Centre and a range of different agencies with which we have great working relationships. This can engage families in working with trained specialists in order to meet the needs of the whole family, therefore learning and progress is also supported. Support from our school Links Worker (previously known as Best Start) is used in a very specific way and is aimed at targeted families in order to provide support which meets the needs of individual families and children.

IMPACT 2016-2017:

Termly pupil progress meetings demonstrate that 85% of disadvantaged children are making progress whi

Bought-in music tuition and additional enrichment activities such as choir, sports clubs and holiday clubs ensured that  opportunities were given to children unable to access such outside school. This resulted in the discovery of new talents and a significant increase in self-esteem. 

All children were able to access all available residential and off-site visits, including the annual Year 6 Robin Wood residential.

 

Pupil Premium 2014 – 2015: Last year the budget for pupil premium was £47,200. This money was spent on the areas outlined above and to provide valuable staff training further developing the ‘Solihull’ approach in order to equip staff with the necessary skills to effectively support children with additional social, emotional and behavioural issues. All staff also had the necessary training to equip them to deliver the expectations of the New Curriculum.

Impact 2014-2015:

  • Year 1: Both children in receipt of pupil premium attained the expected level in the Year 1 Phonics Screening Test.
  • Key Stage One:Two of the three children in receipt of pupil premium attained at least the expected level of 2b at the end of Key Stage One in Reading and Writing; all three attained at least the expected level of 2b at the end of Key Stage One in Mathematics.
  • Key Stage Two:Of the five children eligible for pupil premium, four attained at least the expected level 4 at the end of Key Stage Two in Writing and Mathematics and three attained at least the expected level 4 at the end of Key Stage Two in Reading.
  • Attendance:Our attendance and punctuality continues to improve with our figure well below the national average.

We are extremely proud of the progress and attainment the children made and we will continue to work tirelessly so pupils overcome barriers in their learning and fulfil their potential. Focusing on closing the gap has enabled all stakeholders to take a lead in ensuring all our pupils achieve their very best. There is a strong ownership and accountability by all, with staff, governors and parents knowing how the money is spent and the impact it has for our pupils at Freckleton Church of England Primary School.

RSAinsworth - September 2015

 

 

Previous Use of Pupil Premium

Pupil Premium 2013 – 2014:  The school received £24,300. This money was spent on the areas outlined above and to provide valuable staff training on the ‘Solihull’ approach in order to equip staff with the necessary skills to effectively support children with additional social, emotional and behavioural issues.

Impact 2013-2014:

  • Key Stage One:Children, who are in receipt of pupil premium, performed in line with all their own peers.
  • Key Stage Two:All five children who were in receipt of pupil premium attained at least a Level 4 in reading, writing and mathematics. Two children gained a Level 5 in reading and in SPaG (Spelling Punctuation & Grammar) and one in mathematics.
  • Attendance:Our attendance and punctuality continues to improve with our figure well below the national average, with no persistent absentees or exclusions.

Pupil Premium 2012-13 The school received £16,198.00 in Pupil Premium allocations.

In 2012/13 the pupil premium was continued to be used to:

  • Additional TA support to deliver personalised intervention programmes
  • Employing a learning mentor to support vulnerable children and families
  • Additional teaching staff to reduce adult: pupil ratio

Impact 2012-2013: 

OFSTED October 2012 noted:

‘The school makes effective use of pupil premium funding to narrow any gaps between groups of pupils.’

Pupil Premium 2011-2012 The school received £6,344.00 in Pupil Premium allocations.

In 2011/12 the pupil premium was used in a variety of ways; these included:

  •  Additional TA support to deliver personalised intervention programmes
  • Employing a learning mentor to support vulnerable children and families
  • Additional teaching staff to reduce adult: pupil ratio

Impact 2011-2012:

  • Identified pupils made at least expected progress with some exceeding their school targets.
  • An increase in the number of parents attending workshops has been recorded
  • The gap between attainment and progress of identified pupils and their peers has reduced