Fair Furlong Primary School

The best we can be

Vowell Close, Withywood, Bristol, Avon BS13 9HS

0117 3772181

fairfurlongp@bristol-schools.uk

WELCOME

TO Fair Furlong Primary School

Pupil Premium Strategy 2016/2017

The Government introduced the Pupil Premium Grant in April 2011.  This grant, which is additional to main school funding, is seen by the government as the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most.  The Pupil Premium is allocated to schools and is clearly identifiable. Schools can decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. 

At Fair Furlong Primary School we support all our pupils.  We do this by providing high quality classroom teaching supplemented by interventions to support vulnerable learners as and when required.  The School Leadership Team and Governing Body monitor the impact of all spending and interventions, including the Pupil Premium on an individual tracking system. Pupil premium funding is allocated on a financial year but for ease of analysis for parents we report on an academic year. As of September 2016 – 56.6% of our children are entitled to Pupil Premium, which equates to 254 children

 

Number of Pupil Premium children on role

Percentage of Pupil Premium children on role

Whole School

254

56.6%

YN  (57)

24

42.1%

YR  (59)

33

55.9%

Y1  (58)

31

53.4%

Y2  (58)

29

50.0%

Y3  (58)

35

60.3%

Y4  (60)

39

65.0%

Y5  (51)

30

58.8%

Y6  (48)

33

68.8%

 

CHARACTERISTICS OF PP CHILDREN AT FFPS

SEPTEMBER 2016

 

% PP

Boy/Girl

% of PP who are AMA

% of PP who are SEN

% of PP who are Not White British

% of PP whose first Language is not English

YN (57)

42.1 (24)

14/10

8.0 (2)

  -

12.5

(3)

8.3

(2)

YR (59)

55.9 (33)

18/15

6.0 (2)

30.3 (10)

0

(0)

0

(0)

Y1 (58)

53.4 (31)

18/13

9.6 (3)

19.4 (6)

12.9

(4)

0

(0)

Y2 (58)

50.0 (29)

13/16

10.3 (3)

24.1 (7)

0

(0)

0

(0)

Y3 (58)

60.3 (35)

17/18

17.1 (6)

28.6 (10)

14.3

(5)

5.7

(2)

Y4 (60)

65.0 (39)

22/17

17.9 (7)

28.2 (11)

2.6

(1)

0

(0)

Y5 (51)

58.8 (30)

15/15

13.3 (4)

50.0 (15)

3.3

(1)

0

(0)

Y6 (48)

68.8 (33)

15/18

18.1 (6)

42.4 (14)

12.1

(4)

6.1

(2)

ALL

56.6

(254)

132/122

30.3

(77)

28.7

(73)

7.1

(18)

2.4

(6)

 

The allocation of funding from 1st September 2016 – 31st March 2017 is £161,700

The predicted allocation of funding form 1st April 2017 – 31st August 2017 is £115,500

Total anticipated allocation of funding - £277,200

 

At Fair Furlong just over half of our children are on the Pupil Premium register. This is a huge number and our analysis/review of the impact of our September 2015 – August 2016 spending identifies the gaps and show us that we need a high range of provision, which is adapted to the bespoke needs of each child.

By the time the children leave us in Y6 PP entitled children are achieving much more highly than their peers nationally, at least broadly in line with their own school peers and sometimes securing greater attainment/progress eg attainment in grammar, and progress in reading and writing.

 

Y6 outcomes 2015/2016

PP (25) Non PP (19) All (44)

Attainment

PP

Non PP

All

National

 

 

 

92%

 

96%

 

84%

 

92%

 

 

 95%

 

100%

 

79%

 

100%

 

 

93%

 

98%

 

84%

 

95%

 

 

66%

 

74%

 

72%

 

70%

Reading

Writing

Grammar

Maths

 

Progress

PP

Non PP

Reading

8.3

7.7

Writing

9.0

8.7

Maths

5.4

6.4

 

 

Our PP strategy is reviewed at every full governors meeting throughout the year. It is reviewed termly by SLT and all staff at PPR meetings.

 

At the end of the year (July 2017) we will complete our PP strategy by producing an end of year review summarising the final impact of our PP spend and a draft proposal for the year to come.

 

Please see our previous report for analysis and data which supports this plan.

 

Below is outlined the main barriers and provision that is experienced by PP children plus the cost of delivery ready for this year.

 

 

 

 

PROVISION FOR THOSE ENTITLED TO PUPIL PREMIUM FUNDING

BARRIER TO ACHIEVEMENT

 

PROVISION TO ADDRESS BARRIERS

ENTRY CRITERIA

 

EXPECTED OUTCOMES TO SECURE IMPACT

 

COSTING

COMMUNICATION AND LANGUAGE

 

Poor language acquisition and communication skills

SLT  (Language groups, Phonology groups, Narrative groups, 1:1 SLT)

To raise oral language skills and improve speech and language development

·          Identified using ECAT assessment (YN)

·          Identified by YN as at risk of delay (YR)

·          SLT referral

 

·          The % of children making good progress and ending YN/YR at expected levels for language and communication increases (Listening and attention, understanding, speaking)

·          Placed on a fixed  term programme and monitored throughout

·          £10,534

·          £7,044

·          £10,303.20

·          £4,000

 

SUB TOTAL = £31,881.20

READING AND WRITING

 

Children not attaining as well as their peers in reading and writing

DIRECT PHONICS

To raise attainment and close the attainment gap in reading and writing

 

To accelerate progress

·          Identified as requiring support to read and spell using phonic knowledge

·          At risk of falling behind  with progress in phonics (yet to pass Y1 phonics screening)

·          The % of children reaching or exceeding age related expectations in reading and/or writing increases

·          The progress that PP children make is in line with that of their peers

·          The % of children passing the Y1 phonics screening (and the Y2 retake) is inline or above national averages

·          Increase in DP points score in reading and writing

·          £25,128

·          £17,043

·          £5,220

·          £4,680

·          £4,000

 

SUB TOTAL = £56,071

NESSY

To raise attainment and close the attainment gap in reading and writing

 

To accelerate progress

·          Identified as displaying Dyslexic tendencies

·          Identified as requiring phonics support for reading and/or spelling

·          The % of children reaching or exceeding age related expectations in reading and/or writing increases

·          The progress that PP children make is in line with that of their peers

·          Nessy assessment shows an increase over time (% and island)

READING PARTNERS/ENRICHMENT

To raise attainment and close the attainment gap in reading

 

To accelerate progress

·          Identified as making slow progress with reading

·          The % of children reaching or exceeding age related expectations in reading  increases

·          The progress that PP children make is in line with that of their peers

·          Benchmarking assessments - Pupils book band level rises

READING COMPREHENSION

To raise attainment and close the attainment gap in reading

 

To accelerate progress

·          Identified as needing support with understanding/comprehending the texts they are reading

·          The % of children reaching or exceeding age related expectations in reading increases

·          The progress that PP children make is in line with that of their peers

·          IRA – reading age rise and closes the gap on actual age

SUPER SENTENCES

To raise attainment and close the attainment gap in writing

 

To accelerate progress

·          Identified as needing support to improve their sentence construction using VCOP

·          The % of children reaching or exceeding age related expectations in writing increases

·          The progress that PP children make is in line with that of their peers

MATHS

 

Children not attaining as well as their peers in maths

FIRST CLASS @ NUMBER

To improve outcomes for pupils in number and calculation

 

To accelerate progress

·          Identified as having low attainment in maths

·          Assessed as being well below ARE (B) for their age band

·          The % of children reaching or exceeding age related expectations in maths increases

·          The progress that PP children make is in line with that of their peers

·          Gilham basic number diagnostic age rises and closes the gap on actual age

·          £8,433

·          £3000

 

SUB TOTAL = £11,433

NUMBER MASTERS

To improve outcomes for pupils in number

 

To accelerate progress

·          All Y1 and Y2 children receive this provision in order to embed computational fluency

·          The % of children reaching or exceeding age related expectations in maths increases

·          The progress that PP children make is in line with that of their peers

PASTORAL

SOCIAL/EMOTIONAL

 

Many of our PP families require additional support in order for them and their children to engage with their learning

 

Home Learning environments may be poor, attendance may be low

 

Children arrive at school ill equipped to cope emotionally and practically due to the wider demands and possible outside traumas.

 

THRIVE

To support vulnerable pupils

·          Children identified by needs/levels of trauma (needing support with behaviour and engagement)

·          Initial assessment in the areas of safety, feeling secure and anger management

·          Basic needs are met over time

·          Ability to be independent increases over time

·          Assessment in the areas of safety, feeling secure, anger management increases over time

 

·          £4,640

·          £11,600

·          £40,000

·          £17,302

·          £10,200

·          £14,400

·          £1,944

·          £12,384

·          £14,466.60

·          £150

·          £10,000

 

SUB TOTAL = £137,086.60

COUNSELLING/PLAY THERAPY

To support vulnerable pupils (in partnership with outside agencies)

·          Children identified as requiring emotional wellbeing

·          Children requiring support with their attitude and engagement

·          Before and after SDQ (strengths and difficulties questionnaire)  to evaluate whether the problems have been reduced or made more bearable (a “Bridge” bespoke survey evaluating attitude and enjoyment is also used)

WELL BEING

To ensure the social and emotional needs of pupils are met (in partnership with outside agencies)

 

·          Children identified as being vulnerable

·          Identified as having emotional/behavioural needs

·          Children feel happy and safe in school

·          ECM data

·          Results of survey

ELSA

To ensure the social and emotional needs of pupils are met (in partnership with outside agencies)

·          Children identified as needing support with developing friendships/social skills

·          Online assessment

ASD/THINK SOCIAL

To ensure the social and emotional needs of pupils are met (in partnership with outside agencies)

·          Children identified as needing support with social communication skills

·          Pupils with an ASD diagnosis

·          Before and after survey

MENTORING

To ensure the social and emotional needs of pupils are met (in partnership with outside agencies)

·          Children identified as being vulnerable

·          Identified as having emotional/behavioural needs

·          All Y6 pupils

·          Children feel happy and safe in school

·          ECM data

PLAYGROUND

To ensure the majority of pupils enjoy and feel safe at playtimes

·          Identify and increase the number of children who like playtimes

·          Identify and increase the number of children who feel safe at playtime

·          Identify and increase children (and adults) awareness of the opportunities on offer at playtime

·          Children able to access the playground safely

·          Level of disruptive behaviour at playtimes is decreased

·          ECM data

·          Results of playground survey

ATTENDANCE

To tackle persistent absence and reduce number of unauthorised absences

·          Personalised input for identified children

·          Attendance tracking and Matrix groups identified and monitored

·          Identify attendance incentives

·          Increased parental engagement

·          Persistent absence and number of unauthorised absences is reduced

·          Vulnerable families supported

·          % attendance of PP pupils is in line with whole school (95%)

 

BREAKFAST CLUB

To ensure the school provides wrap around care for pupils

·          Freely accessible and viable

·          Attendance improves

·          The number of “persistently late” pupils reduces

·          Vulnerable families supported

·          ECM data

ENRICHMENT

 

Children’s experiences beyond their immediate family are often low so through extended opportunities beyond the NC we aim to broaden the experiences of those who are entitled to PP

EXTRA CURRICULAR CLUBS

To ensure the school provides wrap around care for pupils; and promotes healthy living and growing, wellbeing, social development, increasing self-esteem and increasing opportunities for challenge and adventure

·          All children surveyed to see what clubs they attend in or out of school

·          Children not attending clubs identified and targeted

·          Every PP child has had the opportunity to attend at least one lunchtime or after school club

·          Results of club survey

·          £261

·          £5,000

·          £9,840

·          £15,384

·          £652.50

·          £10,000

 

SUB TOTAL = £41,137.50

 

 

 

 

 

 

 

 

TOTAL PREDICTED SPEND = £277,609.30

(overspend £409.30)

CAMP

To ensure all eligible pupils can access funding for a residential visit

·          Potential financial constraints removed

·          All eligible pupils are able to attend and benefit