Effective use of the Pupil Premium Funding

Based upon an Achievement for All Pupil Premium Practice Review

School Context

Review date: January 2014

Phase of Education: Primary

Number of Pupils: 245

Percentage of pupils eligible for Free School Meals: 33.5%

Percentage of pupils supported by school action plus or with a statement of SEN: 15.9%

School Z is part of the Achievement for All schools programme and has worked with an Achievement Coach to help them on their journey of improving their focus in relation to the use of their Pupil Premium Grant.

Prior to engaging with the Achievement for All programme, School Z was placed into Special Measures in November 2012. The school was in receipt of local authority support and within a LA review, spend around the Pupil Premium was highlighted as a concern. The concern identified that there was a mismatch in the understanding of the focus of Pupil Premium provision and how this was spent, not differentiating distinctly from funding for other pupils with SEND needs.

Consequently, this blurring of groups meant that the progress of Pupil Premium pupils was unclear and left a gap in measurable activities.

Leadership surrounding the Pupil Premium was undeveloped with whole school areas, including governance, financial compliance, teaching and learning, curriculum design and management, performance management/appraisal of both teaching and support staff, attendance, transition, pupil attainment and progress, monitoring and evaluation unaligned with the Pupil Premium. Teaching had been reported to be improving but not as quickly as it should and with teaching being less effective of Pupil Premium pupils, as work was not sufficiently matched to pupils’ different abilities and some teachers did not check on the progress of individual pupils quickly or carefully enough.

FSM pupil attainment at KS1 overall and by subject for the core subjects showed in-school gaps throughout against non-FSM pupil and against pupil national averages. School Z had taken steps to address this within maths by holding Pupil Premium meetings and identifying pupils falling behind but had not adopted the same approach for literacy. Starting points of pupils were identified as being significantly lower than national indicators with high numbers of pupils at low prior attainment and low numbers of high attainment. An area for improvement identified by School Z surrounded attendance, with attendance at 94.8% in January 2014. One of the most influential barriers for pupils’ attendance is lack of parental engagement and interest limiting the aspirations of pupils.

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