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Key Stage Two Data Trends


Academic year: 2021

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Pupil Premium at Chickerell Primary Academy 2018 - 2019

At Chickerell Primary Academy we focus on meeting the needs of Pupil Premium Learners and Closing the Attainment Gap through:

 Considering the individual requirements of learners and targeting spending to support them

 Removing barriers to learning and motivating students to do well

 Driving early intervention schemes to accelerate progress

 Developing the skills and roles of teaching staff

 Employing additional teaching support where needed Pupil Premium

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years. Schools also receive funding for children who have been

‘Looked After’ by the Local Authority continuously for more than six months, and children of service personnel.

If your child may be eligible for Free School Meals, you should apply even if you do not intend to take the meals as this will enable the school to obtain funding to benefit your child and others in the school. School can help you to do this – please ask.

Pupil Premium and Closing the Gaps in Attainment

We know that Quality First Teaching (QFT) can, and does, help to close gaps in attainment. (QFT means the very best type of teaching that matches the child’s needs and supports their learning.) At Chickerell Primary Academy, to improve outcomes for learners vulnerable to under achievement we

develop personalised provision that is linked to effective planning, good specialist pedagogy, Assessment for Learning (AfL), and appropriate and timely intervention.

The Government believes that the pupil premium, in addition to main school funding, is the best way to reach the disadvantaged pupils who need it most.

“The Pupil Premium for disadvantaged pupils will provide additional funding specifically linked to disadvantaged pupils, with the primary objective of boosting their attainment… We will expect schools to account to parents for how it is used.”

“It is for schools to decide how the Pupil Premium, allocated to schools per Free School Meal (FSM) pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.” Source DfE website

National research shows that children who have been eligible for Free School Meals at any point in their school career have consistently lower educational attainment than those who have never been eligible.


It is worth noting that many pupils claiming FSM may also fall into other groups vulnerable to underachievement. Our intelligent use of tracking data and termly Pupil Progress meetings enable Chickerell Primary Academy to identify under-performing pupils. Targeted intervention and support promotes accelerated progress towards age-related expectations.

Eligibility for Pupil Premium

The DfE define eligibility as those pupils for whom a Free School Meals (FSM) claim has been made and where the claim has also been approved by the local authority.

A further change in 2012-13 meant that over half a million additional children in England would also qualify for the pupil premium as the Government

extended its reach to cover any child that has been registered for Free School Meals (FSM) in the past six years. This change, referred to as ‘ever six’ brings additional resources.

Early Years Pupil Premium

From April 2015 nurseries, schools, child-minders and other childcare

providers can claim Early Years Pupil Premium. This is for three and four year old children whose parents are in receipt of certain benefits or who were formally in local authority care (Looked After) and have been adopted or those who are subject to a special guardianship or child arrangements order.

Gap between FSM Claims and Eligibility

At Chickerell Primary Academy there is a gap between those entitled to free school meals and those that actually claim. This view is supported by national evidence.

National data shows that between three to five per cent of school children could be missing out on this additional funding. Current government estimates suggest that between around 200,000 to 350,000 children in England are eligible but their families do not claim.

It is very important that you claim for Free School Meals if you are entitled. We can help you to do this. Please ask at the office for help.

This still needs to be completed even if your child is receiving the

Universal Infant Free School Meal (UIFSM) in Reception, Year 1 or Year 2 classes.

Looked After Children and Pupil Premium

‘Looked After Children’ (children living in care) face additional barriers to reaching their potential and so these pupils too will receive a premium.

Additional funding is available for these pupils and managed by the Virtual Schools team, school does not receive this funding. The carers, school and Virtual Schools work together to decide how this money should be used.

How Are Schools Accountable For the Pupil Premium?

Schools are free to spend the pupil premium as they see fit. However the DfE are clear that schools will be held accountable for how this additional


School Context

At Chickerell Primary Academy we have many children with Speech,

Language and Communication difficulties. We also have a significant number of pupils with Behavioural, Emotional and Social Difficulties.

 15% of pupils in the school have received free school meals in one or more of the previous 6 years (Ever 6). 18% of pupils in school are registered as pupil Premium

 14% of pupils in the school are registered as having Special

Educational needs or Disabilities and 2% of pupils have an Education Health Care Plan (EHC).

 Currently 4 pupils are Looked After Children – this is below 1% of the school

How we spend the Pupil Premium Grant - Deployment of Pupil Premium

For the year 2018-2019 our indicative allocation was: £97,475

The main strategy that we use at Chickerell Primary Academy is “Quality First Teaching” provided by the teacher within class and “Quality

Interventions” provided by support staff.

“Provision Mapping” and CCPP’s are used as a way of documenting the range of support available to our pupils with additional needs including those children who are entitled to Pupil Premium but not on the SEN register.

In 2018/2019: Staffing Costs at Chickerell Primary Academy

We appoint very high quality Support and Pastoral Staff (currently 1 Inclusion Leader/SENDCo, 1 Extended Services Manager, 1 SEN TA, 4 licenced Thrive Practitioners, 3 trained ELSAs, 19 Teaching Assistants) who work to support pupils and families across the school.

 Teachers (Quality First Teaching) Costs to the School for 2018/19

£903,556 (Not Pupil Premium funded)

 We use Pupil Premium funding towards employing Teaching Assistants, Costs to the School for 2018/19 £235,125

 We use Pupil Premium funding towards Pastoral (This includes our Inclusion Leader) and Extended Provision staffing (Breakfast and afterschool clubs) – 2018/19 £42,727

 In addition, we employ an Inclusion Assistant to support our Pupils with Additional Needs. Costs to the School for 2017/18 £8,102 (this is funded from our SEND Budget and Pupil Premium)


Our school evidence and data show that pupils receiving support from these staff and services make good and very good progress across the school as can be seen by our Year 6 Pupil Premium Progress measures.

Vulnerable and Disadvantaged Pupils

At Chickerell Primary Academy we also allocate a significant amount of money each year within our planned expenditure to subsidise activities (e.g.

club places, breakfast club, trip grants including residential visits for Years 4, 5 and 6, uniform grants etc.

This amount is £10,000+

Our Business Manager oversees this money and, in liaison with the Leadership team, allocates funding and subsidies appropriately.

We have recently funded:

 After School Club places

 Holiday Club places

 Breakfast Club places

 Residential trips – in full and in part

 Non-Residential trips (those pupils who choose not to attend the Residential Trip)

 Out of school clubs and activities – places in cricket, boxing, judo, swimming, instrumental tuition, 1:1 tuition, drama and dance clubs

 External Music provision

 In school Music tuition

 Attendance at events (e.g. ***)

Smaller Classes with favourable staff ratios

These classes are mainly to accelerate the rate of pupil’s progress, there is a strong element of Nurture about them. These are funded through our

mainstream budget allocations with additional financial support from Pupil Premium where appropriate.

Other strategies:

We make effective use of the Teaching and Learning Toolkit (checklist) available on the Education Endowment Foundation (EEF) website which ranks the effectiveness of various strategies with regard to ‘IMPACT’,

‘EVIDENCE STRENGTH’ and ‘COST EFFECTIVENESS’ (Value for Money) when spending Pupil Premium funding on activities, interventions etc.

See https://educationendowmentfoundation.org.uk/

The checklist supports the work we have been doing in school around developing Quality First Teaching, effective use of FEEDBACK and CHALLENGE, and Growth Mindset theory. The work is in line with the

research of Professor John Hattie (Visible Learning). There is also a separate Early Years Toolkit.


School to School Support

By working closely together, schools can maximise opportunities to share expertise in intervention programmes. At Chickerell Primary Academy we embrace the school to school agenda and are actively working with other partners in developing a self-improving school system.

This includes:

 Sharing our Pupil Premium work across local schools

 Joint Practice Development and Sharing Good Practice

 Teachers gaining further knowledge and understanding of specific programmes that have been shown to have an impact in other schools.

 Sharing training sessions run by external providers in specific programmes.

 Sharing staff between schools to coach on specific areas of need in each school.

Impact of Pupil Premium Spending

Closing the Gaps between disadvantaged and other pupils at KS2:

 We have a very positive picture demonstrating excellent progress for our disadvantaged pupils in Year 6.

 We have a 3 year improving picture of disadvantaged pupil’s attainment and progress

Key Stage Two Data Trends

Subject Area 2015/16 2016/17 2017/18 2018/2019

Year 6 Writing ARE 21% 54% 62% 55%

Year 6 Writing GD 0% 0% 0% 36%

Estimated DfE Progress Measure -1.76 -0.77 (-1.1) +0.52

Year 6 Reading ARE 50% 46% 69% 82%

Year 6 Reading GD 0% 0% 23% 26%

Average Scaled Score

Estimated DfE Progress Measure -3.19 1.41 (0.6) +2.77

Year 6 Maths ARE 21% 38% 69% 73%

Year 6 Maths GD 0% 6% 23% 36%

Average Scaled Score

Estimated DfE Progress Measure -3.28 -0.59 (-0.9) +2.71

Year 6 Spelling and Grammar ARE 50% 69% 69% 82%

Year 6 Spelling and Grammar GD 7% 8% 38% 55%

Average Scaled Score

Year 6 Combined ARE 0% 25% 62% 55%

If you have any questions about this data please contact the Headteacher



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