Pupil Premium

What is Pupil Premium?

The government believes that the pupil premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

 
 
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. 
 
 

The government believes that head teachers and school leaders should decide how to use the pupil premium. They are held accountable for the decisions they make.

 

 

2017-18 Funding

Total number of PP children: 38

 

For the academic year 2017/18 the school has received £52,840 in Pupil Premium funding.

 

Please click on the link below to see the planned spending strategy for 2017/18

Planned spending strategy 2017-2018

 

 

2016-17 funding

Total number of PP children: 35

 

For the academic year 2016/17 the school has received £58,080 in Pupil Premium funding.

 

Please click on the link below to see the impacts of this funding:

Impact of Funding 2016/2017

 
 
2015-16 funding

Total number of PP children: 42

 

For the academic year 2015/16 the school has received £58,080 in Pupil Premium funding.

 

Please click on the link below to see the impacts of this funding:

Impact of Funding 2015/2016

 

 

2014-15 funding

We currently have 41 children who are eligible for Pupil Premium funding. This entitles the school to £46,800. The funding is given to those children who are or who have been entitled to free school meals in the past 6 years, or those who are in care or whose families are actively serving in the armed forces. The amount of funding provided has risen this year to £1300 for pupils on free school meals and £1900 for those in care.

We have continued to spend the majority of our funding on staffing. This allows us to provide extra support to help with pupils with their reading, writing, spelling and maths. It means we can have smaller groups and provide more support to allow children to make swifter progress. Our funding has allowed us to employ experienced teachers and teaching assistants to help our children.

We have spent part of our budget on resources to help support our children. These have included reading, spelling and maths programmes that the children can use both in home and in school. All our staff are involved in supporting and monitoring the progress of our children and will suggest ways that our funding can be used to support the progress of children, both educationally and emotionally.

Impact of funding

A proportion of the pupils entitled to PP (34%) are also on our SEN register, including 7 children with EHC plans.  These children have SEN support plans and have received specialist teaching/support and targeted intervention personalised to their individual needs. 

There were also nine PP children who began at Barrington in September 2014 or were casual admissions during the year.

 

Nature of Support 2014/15

  • Quality first teaching in ability sets/small groups
  • One to one reading with Reading recovery teacher
  • Teaching assistant one to one interventions/small group work
  • Emotional support from FLO
  • Therapeutic play
  • Laptops for home to aid with homework
  • Financial support for class trips/residential journeys/clubs before and after school
  • Purchase of educational resources to support individual pupils

Impact

  • 59% of pupils made at least two sub levels progress or more in Reading, 44% in Writing and 36% in Maths
  • The Reading Recovery teacher provided intensive support for 3 PP children, having a significant impact on their reading age
  • 8 children accessed quality first teaching from a qualified teacher working as part of a small for two and a half hours per week in the Summer term.  This enabled gaps in their learning to be identified and addressed
  • 4 children received one to one reading sessions every day from a trained TA
  • 6 children attended a lunchtime club focussed on children who find unstructured times difficult.  All six have chosen to attend, bringing a friend, which has had a positive impact on the way their peers perceive them
  •  All PP pupils were fully funded for class visits and in Year 4/5/6 attended the residential school journey
  • A total of 11 children are now accessing online homework using a school funded laptop
  • 5 children/families have accessed support from the FLO.  This has ranged from therapeutic play/counselling to advice on housing issues and referrals for family support from outside agencies such as Thriving Families
  • 4 children accessed therapeutic play from a trained support worker which has enabled them to work through emotional issues which were a barrier to their learning