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 (FSM) and their wealthier peers. It is for schools to decide how the Pupil Premium, allocated to schools per FSM student, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
At Loxford School:
- We ensure that teaching and learning opportunities meet the needs of all of the pupils.
- We ensure that appropriate provision is made for pupils who belong to vulnerable groups. This includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
- In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
- We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
- Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.
The amount of Pupil Premium allocated during the Academic Year 2017/18 was £843,865.
Pupil Premium Strategy
The amount of Pupil Premium allocated during the Academic Year 2018/19 is £833,405
At Loxford School we pride ourselves on having high aspiration and ambition for all pupils, regardless of their background. We operate a no excuse culture, setting children up to have the skills, knowledge and confidence to succeed. Our mission is to ensure that every pupil achieves academic success and has the real option of going to university or following a career of their choice. We believe our pupils work hard towards this goal because we make it real for them.
We have high expectations for all of our pupils, and believe that with great teaching and a lot of love and care, every child can fulfil their potential.
Some interventions are adopted on a whole school basis and are not restricted to FSM registered pupils only. However, the implementation of some intervention programmes would not have been possible without the Pupil Premium. The majority of school strategies are targeted towards improvement in the attainment and progress of pupils. A number of these key strategies are resourced from the schools’ main budget, including smaller class sizes, educational support staff and an intervention programme. We have allocated the additional Pupil Premium funding to specific initiatives to support the most disadvantaged pupils.
The key objective is to narrow the gap between pupil groups. The achievement of pupils at primary is good however levels of attainment are lower for some children who are eligible for FSM. While we recognise that this is a national trend, we are committed to doing everything we can to close this achievement gap. Through the application of high quality programmes and provision overall, we aim to eliminate barriers to learning and progress. The use of targeted interventions is also important. Children who start with low attainment on entry will need to make accelerated progress in order to reach at least age-related expectations.
It is also important that low attaining pupils grow in confidence and independence. Therefore, quality social experiences in and outside school can also have a significant impact.
It must also be remembered that there can be children who, whilst being eligible for FSM and Pupil Premium, are not low attaining but may not be maximising their full potential. We must therefore never confuse eligibility for the Pupil Premium with low ability. We must focus on supporting all disadvantaged children to achieve the highest levels
Funding is allocated within the school budget by financial year. This budget enables the school to plan its intervention and support programme. Expenditure is therefore planned and implemented by academic year as shown.
As an inclusive school, Loxford School strongly believes that no pupil should be disadvantaged as a result of background and ensures that resources and support are also provided for children who may not necessarily be eligible for free school meals or looked after, but who have been identified by the school as being at an educational disadvantage compared to their peers. This support is funded out of the School’s main budget. Programmes involving children who are eligible for the grant as well as those who are not are often part-funded by Pupil Premium, proportional to the children they benefit.
At Loxford School we will:
- Make decisions about the spending of Pupil Premium funding based on educational research
- Make decisions about the spending of Pupil Premium based on our knowledge of the children and their families
- Ensure that staff are aware of the potential barriers to learning for FSM and LAC pupils
- Track the attainment and progress of pupils on FSM as a group and ensure this is in line with the progress and attainment of the whole class
- Measure the success of intervention programmes through impact analysis
The challenge to establish a clear link between educational expenditure and pupils’ learning is harder than one would imagine. It may seem obvious that more money offers the possibilities for a better or higher quality educational experience, but the evidence suggests that it is not simply a question of spending more to get better results. (Sutton Trust 2012)
Barriers to learning:
- Low aspiration within the local area.
- Children are from low economic backgrounds with low level of attainment on entry.
- Mobility – many children enter the school at different points in their school life.
- Overcrowded housing.
- Low self-esteem and self-confidence.
- Single Parent Families with high EAL needs.
- Low speech and language on entry, particularly mobility students.
Additional Educational Resources for Looked After Children
Strategy: For 2018-19 each looked after child has a Personalised Educational Plan drawn up by our specialist worker in conjunction with the local authority to ensure that each student receives resources and support which would be appropriate for them as an individual. Examples can be used from all of the above strategies.
Proposed Impact: Looked after students have a tailored programme of support to meet their needs leading to a closing of achievement gap at Loxford School.
Year 7 Catch Up Grant – allocated £19,247
The literacy and numeracy catch-up premium gives schools additional funding to support Year 7 pupils who did not achieve the expected standard in reading or maths at the end of Key Stage 2 (KS2). This is then used to provide additional support to help students catch up and make accelerated progress in Year 7. Loxford School will receive £19,247 for the 2018/19 academic year. This is being used to fund extra support sessions for students in addition to the taught curriculum.
Impact of 2017-18 Catch-Up Grant: The strategy of extra support sessions was used in 2017-18 and measured using the end of year examinations.
Proposed Impact of Catch-Up Grant for 2018-19: 100% of the students to have made accelerated progress in English with at least 75% of the students to have made accelerated progress in Maths.
Effect of PPG Funding
|5 9 – 4 Including English & Maths at Grade 4||Non-Pupil Premium 66%
Pupil Premium 64%
|English Language 9-4||Non-Pupil Premium 74%
Pupil Premium 72%
|English Literature 9-4||Non-Pupil Premium 78%
Pupil Premium 82%
|Best English at Grade 4||Non-Pupil Premium 83%
Pupil Premium 85%
|Best English at Grade 5||Non-Pupil Premium 66%
Pupil Premium 68%
|9 – 4 Maths||Non-Pupil Premium 72%
Pupil Premium 65%
Provision for PPG fund spending – 2017-2018
|Focus of Work to Overcome Barriers||Expenditure for 17/18||Rationale||
How this will be measured?
|Reading programme and costs||
Reading books and materials for KS3.
Creating smaller teaching groups for reading recovery in secondary and primary.
Funding an intensive programme for the teaching of phonics with small intervention groups.
Reading Clubs for Primary Students.
Lexia – reading recovery to improve reading and comprehension age
Use LRC to track reading ages and take appropriate intervention as necessary.
CATs tests to support.
Library usage indicates high usage numbers.
Reading assessments will indicate that students have made significant progress in reading ages which will enable students to access the curriculum and make good progress. So that the majority of students are at age related reading age.
Expected progress in Reading, Writing and English GCSE’s.
Attendance and welfare of PP students monitored on a daily and weekly basis. Organises interventions and attends all PEP Meetings.
Breakfast Club for all students.
After School Clubs.
|This strategy is effective at early intervention which is key with attendance.||Attendance to be in line with the schools and national targets.|
|Student Welfare and EAL provision increased for inclusion.||Eastern European and EAL students to access curriculum and fostering parental links especially with students at risk from permanent exclusion.||
Reduced exclusion rates by 20% especially in vulnerable groups.
Students demonstrate a thirst for learning in the classroom as evidenced by learning walks and progress data.
Increased parental engagement.
Parents’ Evenings attendance at least at 96%.
Success at GCSE and A Level – which meets national levels of progress
|Mentoring Costs/Behaviour Intervention. Year Care Team Staff.||Behavioural intervention and tracking of targeted students who are PP who need close behaviour support and positive engagement strategies. Commonly targeted at all Year Groups.||
|8 Year Care Team employed across the school.||
Behavioural incidents dealt with quickly.
Decrease in behavioural incidents and external exclusions from vulnerable groups by 20%
PSP shows vast majority of children succeeding – 100%
|Additional Sets in Core Subjects.||To support learning in the classroom by ensuring that class sizes are as small as possible, particularly in English, Maths and Science, by creating additional sets.||
Support in Core Subjects to continue with re-timetabling during year.
Additional teachers to support Core Subjects.
Progress in English, Maths and Science indicate that students are adding value from their starting point by at least 85%.
The vast majority of students making at least 2 steps of progress by at least 85%.
EAL classes formed with support for children from abroad.
|Learning Support Assistants (particularly in Primary).||Increased in-class support from TAs and external agencies to further personalise and support learning of students specifically for SATs guidance in Year 6 and booster classes over holiday periods.||
|Use of graduate TAs to provide targeted support to students in subjects.||To improve confidence and self-esteem which will enhance their social skills allowing them to be fully integrated into the school community, especially in Year 7.|
|Careers Information, Advice and Guidance.||Early and additional guidance will be offered to students eligible for the Pupil Premium Grant in Years 8 – 11 to ensure that they can be supported to pursue aspirational futures.||
|Reduction to two days a week but service for PP will remain the same.||
Number of students completing their subjects and number of NEETS are at least at 100%.
Careers CIEG with students having access.
Student numbers at college.
The Pupil Premium Strategy will be reviewed in August 2019.