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Pupil Premium

Pupil Premium

Pupil Premium was introduced by the Department for Education (DfE) in 2011, as additional funding for pupils who receive Free School Meals and who are Looked After Children.

 

The funding was introduced, as it has been recognised that good education is the key to improving young people’s life chances. This is particularly true for children from low-income families, or who are Looked After Children, who are less likely to leave school with a good standard of GCSE results. The Pupil Premium, using additional resources from outside the School’s Budget, is intended to address the current inequalities by ensuring that funding reaches the pupils who need it most.

 

Pupil Premium Spending

Our pupil premium money is used to provide a range of additional support for our children. This includes interventions, along with providing high quality pastoral support and raising the level of quality first teaching. We ensure each child who qualifies for pupil premium is considered on an individual basis, looking at how we can use our funding to support that child and their unique needs. All staff are work hard to eliminate barriers to learning in order to enable good progress for all pupils.

 

Identified Barriers to Educational Achievement

At The Oaktree, our pupil premium pupils are a very diverse group and as such there are a range of issues affecting achievement. This includes: distressed families or family circumstances, lack of support at home, SEND or learning needs, Children’s Services involvement, mobility and or health needs. As well as this, some pupils additionally fall into other groups such as SEND or EAL.

 

Pupil Premium Spend 2019-2020 

The pupil premium is allocated to children who are looked after by the local authority, those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the armed forces.

 

How will the School Measure the Impact of the Pupil Premium?

To monitor progress on attainment, new measures have been included in the performance tables that will capture the achievement of pupils covered by the Pupil Premium.

 

At The Oaktree School, our usual methods of data collection and the monitoring and tracking of the cohort’s attainment, will be used to inform pupil progress and enable the early identification of need, support and appropriate intervention. Data progress meetings will take place each term (approximately every 12 weeks) and will include the head teacher, assessment leader, inclusion leader and teachers. At each milestone, the school will review the impact of actions and interventions taken so far and then plan forwards. When selecting pupils for Pupil Premium target groups, the school will look at all pupils across the school. There are some pupils who are not eligible for PP who will benefit from these groups if their needs are similar and we believe progress can be made towards individual targets. 

 

Pupil Premium Plans

As well as these measures, every pupil on our Pupil Premium Register has a Pupil Premium plan. These are set with parents twice a year and include short and long-term academic and social targets for the individual. The plan also highlights enrichment and funding opportunities for the individual.

 

Pupil Premium Trackers

Alongside the Pupil Premium Plan, every child has an individual attainment and progress tracker. The tracker supports teachers to plan specific closing the gap targets and interventions for each half term, in order to help the child succeed in all areas of learning.

 

 

 

Pupil Premium Report 2018-19

The school aim is for all children to achieve their potential and eliminate all barriers to learning. In order to do this, we ensure that teaching and learning opportunities meet the needs of all the children, and that appropriate provision is made for those who belong to vulnerable groups, including those who are socially disadvantaged.

 

We recognise that not all children who receive free school meals will be socially disadvantaged and that not all children who are socially disadvantaged will meet the Pupil Premium threshold. 

 

Pupil Premium Criteria

At the Oaktree School we are committed to helping every child and their family achieve their very best.  Through creating a deep and complex, well-resourced and vibrant, high quality learning environment, and through valuing ‘Parents as Partners’, we continually strive to actively promote the progress and attainment of all our pupils, regardless of need.  We work hard to encourage agencies to work together and to be as ‘joined up as possible’ to support this ethos.  This commitment is summarised in more detail within our Single Equality Plan.

 

We have a small number of children eligible for Pupil Premium.  Our families tend to only meet the criteria because there has been a traumatic change in their lives such as a death in the family or a family break up.  These families need a lot of support to enable the children to access learning and make progress.

 

The Pupil Premium Grant

The proportion of pupils supported by the pupil premium at The Oaktree School is below the national average at 11.6%.   All pupils in this group meet the criteria for Pupil Premium and some are looked after children.

 

The Oaktree School received a total of £33,565.

 

We are committed to a fully inclusive provision in which all vulnerable groups are supported to thrive; Governors have allocated further school funds to fulfil its ambitions for these children to provide a fully inclusive ‘outstanding’ provision.  

 

Overarching Principles Pupil Premium Expenditure

  • A personalised provision where we help every child and their family, regardless of ability, to do their best.
  • High quality learning.
  • A responsive inclusion provision, which is extensive and comprehensive and offers high quality learning.
  • Skilful family support.
  • Careful and robust Child Protection.
  • Good customer service and a nurturing ethos which supports families. 
  • A culture which values "Parents as Partners" on the learning journey.
  • Responsive leaders, having a high impact on learning and standards, working within a ‘hands on’ and ‘can do’ culture.
  • High profile activities which engage parents and the community.

 

School Initiatives to Achieve this Vision

  • High ratios of Teaching assistants
  • High quality learning in class and support groups.
  • Leadership Courses.
  • Regular non-contact time for teachers and leaders.
  • Parent coaching, Support Group and drop in sessions.
  • An Inclusive Model.
  • Accessible office staff.
  • Subsidised School Visits.
  • Lunch Club for children with sensory needs
  • Enhanced Speech and Language support.
  • Nurturing sessions such as self Esteem sessions such as ELSA, 1:1 nurturing, Social and Emotional groups and Feelings Art Book.
  • Curriculum enhancement such as providing funding for children to access outside clubs.
  • 1:1 reading support programme.

 

Funding is allocated following regular analysis of pupil progress. Targeted provision is given to those in need of additional support, aimed at accelerating progress and narrowing the gap for socially disadvantaged pupils. This may include small group work, 1:1 support or additional teaching and learning opportunities.

 

Pupil Premium Funding - September 2018-August 2019

Money Paid in

In-school provision

Money Paid out

£33,565.00

Part-time speech and language Assistant

£1,428.00

 

Part-time Parent and Child Support

£4,325.00

 

In-school interventions Year 2 bespoke

£6,619.50

 

In-school interventions Year 1 bespoke

£5,554.17

 

Year R  Interventions Nursery Nurse

£7,250.75

 

Outside Clubs provision

£850.00

 

Trips

£834.58

 

Free School Meal Payments

£8,120.00

Total:  £33,565.00

 

£34,982.00

 

Further Details of Above initiatives:

  • Our dedicated team of support staff work across the school to ensure access to the curriculum by the provision of various interventions to ensure all children make at least expected progress. 
  • We employ a nursery nurse to provide interventions across our Reception unit so that interventions can be targeted to meet individual needs quickly. 
  • We have a team of skilled, energetic and vibrant teachers and support staff; and they work very hard to ensure that learning within our school remains outstanding. Teachers receive personalised training, to ensure they remain reflective practitioners. Similarly, we accelerate the maturity and capacity of our leaders through attendance at local and national leadership courses and bespoke coaching/supervision to ensure that Leadership remains outstanding.  This helps to ensure that learning is maximised and that school initiatives and systems continue to make an impact and offer ‘outstanding value for money’. Our team work carefully with families to nurture relationships and offer very specialist care.  This expertise extends to providing close links within our local community, ensuring that various agencies continue to work in a ‘joined up manner’ to follow up this support.
  • We believe that good customer service is important and therefore build bridges with families to provide a nurturing atmosphere. Accordingly, our school office for example has a comparatively high ratio of staff, who are well trained and pro-active in offering good service and adopt a solution-focused approach to their duties.

 

Impact

In 2018-19 our Pupil Premium children achieved well against their targets but a significant number did not meet expected.  We tracked every child within the school as individuals.  For each child we undertook a termly needs analysis and put in place suitable interventions to ensure that the children made good progress against their individual targets whether they are academic or social and emotional.  Teachers tracked their children throughout the term and members of the SLT were overseeing progress using our electronic tracking system, drop in, work scrutiny and pupil discussions. Teachers met with the Inclusion Leader each term to ensure that interventions are well planned and effective and meeting the needs of the children.  Our pupil premium children often have complex needs and we ensure that we are addressing their academic, social and physical needs.   The children who did not achieve expected progress had additional needs which were being addressed. The children made excellent progress in the social development during their time in the school and were confident when moving onto KS2.

 

PP children

Attainment

Progress

Progress

2017 - 8 children

2018 – 6 children

2019 – 9 children

‘Working at’ KS1 end of year expectations or above

% Meeting ‘expected’ progress at the end of KS1

% exceeding ‘expected’ progress KS1

Cohort

2017

2018

2019

2017

2018

2019

2017

2018

2019

Reading

100%

67%

67%

100%

84%

89%

38%

17%

0%

Writing

75%

67%

56%

50%

84%

78%

50%

17%

22%

Mathematics

75%

67%

67%

75%

84%

89%

50%

17%

22%

 

2018-19 Evaluation of Actions:

  • CPD was provided for staff to support identification and removal of barriers of learning and specific closing the gap targets for PP children.
  • The teachers met with the  Inclusion Leader to ensure that intervention provision was meeting the needs of identified children. 
  • Teachers continued to meet with the parents of all PP children to agree a plan of action to meet their child’s needs.
  • A tailored programme was developed for each child. 
  • We tracked children’s progress half termly to ensure that progress was good or better against their targets.  We found that some interventions were less effective.  
  • Teachers wrote their own evaluation and case studies for each child which ensured that the teachers had a greater understanding of the barriers each child was facing. 

 

 2019-20 Actions:

  • To strengthen whole school ethos and vision for disadvantaged children.
  • Identify barriers for learning and set aspirational targets for children.
  • To improve quality first teaching, up skilling staff knowledge and skills
  • Improve fluency in reading with 1:1 reading programme for each PP child and Buddy System.
  • To rigorously monitor interventions to ensure that they accelerate progress for disadvantage children. Ring fence intervention time. 
  • Work with parents to support their children’s learning at home.
  • To close the gap for pupils, providing them with increased opportunities whilst supporting families financially.
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