Brinsley Primary & Nursery School

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Pupil Premium


What is the Pupil Premium grant?

 

Introduced in 2011, the Pupil Premium is a sum of money given to schools each year by the Government to improve the attainment of disadvantaged children.

 

This is based on research showing that children from low income families perform less well at school than their peers. Often, but not always, children who are entitled to Pupil Premium face challenges such as poor language and communication skills, less family support, lack of confidence and issues with attendance and punctuality. The Pupil Premium is intended to directly benefit the children who are eligible, helping to diminish the difference between them and their classmates.

The Pupil Premium grant at Brinsley Primary and Nursery School, for academic year 2017-2018, was £58,980

 

How to claim your child’s Pupil Premium...

 

Your child may be eligible for free school meals – and accordingly Pupil Premium – if you receive any of the following benefits:

 

 

At Brinsley Primary and Nursery School, we are able to tell you what you need to do to register your child as eligible.

 

From September 2014, all children in Reception and Years 1 and 2 qualified for free school meals, regardless of their family income, but only the children who would have qualified for free meals under the above income-based criteria will receive the Pupil Premium.

 

If your child qualifies for free school meals, it is important that you tell us - even if they take a packed lunch – as this enables us to claim pupil premium. Pupil Premium grants DO make a difference and with your support, the funding can help to diminish any difference that there may be between your child's academic achievement and that of their peers.

 

Is your child eligible?

 

Schools are given a Pupil Premium grant of £1,320 for:

 

 

Schools will receive £1,900 for any pupil:

 

 

Schools are given a Pupil Premium grant of £300 for:

Pupils in year groups reception to year 6 recorded as Ever 6 Service Child or in receipt of a child pension from the Ministry of Defense

 

Rationale

 

Looking at this in a little more detail we aim to ensure all our children:

 

 

Main barriers to educational achievement faced by our eligible pupils.


Social and emotional intelligence - Currently, there are 37% of our pupil premium children, who have confidential files due to varying reasons. There are 8% of the pupil children with EHAFs (albeit some closed) or receiving ‘Early Help’ for varying reasons. 10% of our pupil premium children are receiving support from Jo O’Neil (SBAP counsellor). Some children struggle to control their emotions and require support in this area


Behaviour to learning – low level disruption in some classes is identified by the amount of 'Time Out' minutes.


Reading comprehension skills – Data for pupil premium across school shows gaps within the ability to comprehend age-appropriate texts and apply inference and deduction skills


Writing across the curriculum –  Data and work analysis shows gaps in the basic skills


Reasoning and problem solving skills in maths – Across school and assessments/work analysis shows gaps in the basic skills and ability to be able to apply reasoning skills to problem solving


Attendance – Free school meals (FSM) children had an attendance rate of 95.86% for the year 2017/2018 compared to Non-FSM of 96.06%.  This shows that attendance is now only slightly less for FSM children.   FSM children lateness has increased from 1.3% to 2.7%. 


Lack of routine and stability (sleep, food, homework, confidential files etc) – Currently, there are 38% of our pupil premium children, who have confidential files due to varying reasons. There are 8% of the pupil children with EHAFs (albeit some closed) or receiving ‘Early Help’ for varying reasons.

 

 

How we spend the grant to address our barriers...

 

Schools can choose how to spend their Pupil Premium money, as they are best placed to identify what would be of most benefit to the children who are eligible.

More details about how we spend the Pupil Premium funding at Brinsley Primary and Nursery School,  can be found in the ‘Grant Expenditure Report’ link at the bottom of the webpage.

 

In short, the ways in which we spend the Pupil Premium grant on eligible pupils includes:

 

 

Measuring the impact of the Pupil Premium Grant in school...

 

Desired outcomes and how they will be measured

 

Children make expected or better attainment, and progress, and talk with enthusiasm about their academic future. Independence is developed and learned behaviours, and reliance on staff, is lowered.

The reading attainment of pupil premium children improves in line with the national average. 
Reading progress is good
Mastery curriculum is embedded into the reading curriculum for PP children

The writing attainment of pupil premium children improves in line with national average and further progress is made across all subjects within the English curriculum
Writing progress is good
Mastery curriculum is embedded into the writing curriculum for PP children

The maths attainment of the pupil premium children improves to be in line with national average and confidence to tackle assessment reasoning and problem solving questions is improved
Maths progress is good
Mastery curriculum is embedded into the maths curriculum for Pupil Premium children 

The attendance of PP children is good

Stability for the children is increased.

 

 

What is the impact of the expenditure on other pupils?

 

Often, all of the children in a class will reap some benefit from how the school spends its Pupil Premium. At Brinsley Primary and Nursery Primary School, we feel that children who do not receive the Pupil Premium funding still benefit from the grant in the following ways:

 

 

How was the grant spent in 2017-2018 and what was the impact?

 

Below are details of the Pupil Premium, and Pupil Premium Plus, funding allocated to Brinsley Primary and Nursery School in the past and present. It displays how we allocate the funding currently, the spending that has taken place, the impact of suggested strategies and our plan of action for the coming year.

The next review of the current Pupil Premium strategy at Brinsley Primary and Nursery Primary School, for academic year 2018-2019, is July 2019.

You can also see the ways in which the Pupil Premium allocation was spent and the impact that had on academic achievement during the previous academic years :

 

2017-2018 Amount £58,980 
Intervention and Support Impact on Attainment

1:1 tuition with Teaching Assistant for specific core subject skills or social and emotional issues.

 

1:1 tuition with class teacher throughout the week when needed (30 minutes minimum per week)

 

 1:1 tuition, or small l group work, with pupil premium teacher (30 mins 1:1 or 1 hour in a small group setting to work on skills of inference, writing and reasoning)

Deployment of senior staff, including SENDCo, to lead provision for individuals and groups with complex learning needs which are best provided for by such specialists.


Completion of pupil progress accountability grids to identify next steps for progression.

 

Weekly music tuition

 

Expansion of digital technology provision as needed.

Teaching Assistant support during the lunch hour for emotional and behavioural support.


Financial Support for residential trips

Based on un-validated data
Year 6 Maths

'At expected' (100+ scaled score)
= 60% (Dis) 76.9% (non-Dis)
Exceeding
= 60% (Dis) 0% (non-Dis)

Year 6 Reading
'At expected' (100+ scaled score)
= 80% (Dis) 62% (non-Dis)
Exceeding
= 20% (Dis) 8% (non-Dis)

Year 6 writing
'At expected' (100+ scaled score)
= 80% (Dis) 77% (non-Dis)
Exceeding
= 40% (Dis) 0% (non-Dis)

Year 6 English Grammar, Punctuation and Spelling
'At expected' (100+ scaled score)
= 80% (Dis) 85% (non-Dis)
Exceeding
= 60% (Dis) 8% (non-Dis)

Reading, Writing, Maths Combined
'Expected Standard'
= 60% (Dis) 46% (non-Dis)
Exceeding
= 20% (Dis) 0% (non-Dis)

Progress KS1 - KS2 
Reading
Dis = -2.6 (below)
Non-dis = -0.2 (in line)

Writing
Dis = +0.5 (in line)
Non-dis = +0.6 (in line)

Maths
Dis = +0.8 (in line)
Non-dis = -0.5 (in line)

2016 – 2017 Amount £67,480

Intervention & support

Impact on attainment

1:1 tuition with Teaching Assistant for specific core subject skills or social and emotional issues.

 

1:1 tuition with class teacher throughout the week when needed (30 minutes minimum per week)

  

1:1 tuition, or small l group work, with pupil premium teacher (30 mins 1:1 or 1 hour in a small group setting to work on skills of inference, writing and reasoning)

Deployment of senior staff, including SENDCo, to lead provision for individuals and groups with complex learning needs which are best provided for by such specialists.


Completion of pupil progress accountability grids to identify next steps for progression.

 

Weekly music tuition

 

Expansion of digital technology provision as needed.

Teaching Assistant support during the lunch hour for emotional and behavioural support. Associated training for positive conflict resolution. Improved matching of referral and monitoring of children accessing specialist TA support above.

Financial Support for residential trip in Year 6

Based on un-validated data
Year 6 Maths

'At expected' (100+ scaled score)
= 90% (Dis) 88% (non-Dis)
Exceeding
= 0% (Dis) 25% (non-Dis)

Year 6 Reading
'At expected' (100+ scaled score)
= 70% (Dis) 50% (non-Dis)
Exceeding
= 0% (Dis) 13% (non-Dis)

Year 6 writing
'At expected' (100+ scaled score)
= 70% (Dis) 88% (non-Dis)
Exceeding
= 20% (Dis) 38% (non-Dis)

Year 6 English Grammar, Punctuation and Spelling
'At expected' (100+ scaled score)
= 70% (Dis) 63% (non-Dis)
Exceeding
= 10% (Dis) 50% (non-Dis)

Reading, Writing, Maths Combined
'Expected Standard'
= 70% (Dis) 50% (non-Dis)
Exceeding
= 0% (Dis) 13% (non-Dis)

Progress KS1 - KS2
Reading
Dis = -3.57 (below)
Non-dis = -6.03 (sig below)

Writing
Dis = -3.89 (below)
Non-dis = -0.08 (in line)

Maths
Dis = +0.42 (in line)
Non-dis = -1.12 (in line)

2015 – 2016 Amount £51,290

Intervention & support

Impact on attainment

1:1 tuition with class teacher released (60 mins weekly for PP and PP+ children for 12 weeks)

Expansion of digital technology provision as needed.


Completion of pupil progress accountability grids to identify next steps for progression.


literacy volunteer to work with identified pupils1 day weekly.

 

Rock climbing for 5 identified children for 8 weeks.

Teaching Assistant support for the core subjects as well as emotional and behavioural support. Associated training for positive conflict resolution. Improved matching of referral and monitoring of children accessing specialist TA support above.

 

Think children counselling service.

Financial Support for residential trip in Year 6

 

Weekly music tuition

Based on validated data
Year 6 Maths

'At expected' (100+ scaled score)
= 67% (Dis) 92% (non-Dis)
Exceeding
= 17% (Dis) 8% (non-Dis)

Year 6 Reading
'At expected' (100+ scaled score)
= 67% (Dis) 50% (non-Dis)
Exceeding
= 0% (Dis) 25% (non-Dis)

Year 6 writing
'At expected' (100+ scaled score)
= 67% (Dis) 58% (non-Dis)
Greater Depth
= 17% (Dis) 17% (non-Dis)

Year 6 English Grammar, Punctuation and Spelling
'At expected' (100+ scaled score)
= 83% (Dis) 83% (non-Dis)
Exceeding
= 17% (Dis) 33% (non-Dis)

Reading, Writing, Maths Combined
'Expected Standard'
= 50% (Dis) 42% (non-Dis)
Greater Depth
= 0% (Dis) 0% (non-Dis)

Progress KS1 - KS2
Reading
Dis = +3.27( sig above)
Non-dis = +1.07 (above)

Writing
Dis = +2.34 (above)
Non-dis = +1.60 (above)

Maths
Dis = +4.00( sig above)
Non-dis = +4.58 (sig above)


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