Part of the funding given to each school is based on the number of pupils receiving free school meals, now or in the last six years. Our school decides how to use this funding based on the needs of the pupils and how we can maximise their learning opportunities. The Pupil Premium funding for 2019/20 is £68,640 and in 2018/19 it was £77425. In 2018/19 almost a half of our pupils were Pupil Premium pupils; this proportion remains the same this year with 47% Pupil Premium pupils currently on the school role. Aycliffe Community Primary School is an inclusive school with an ethos that supports high attainment for all.
In 2017/18 we decided that we would like to maximise the links between learning for all our Pupil Premium Pupils. Therefore, we restructured the school into seven classes throughout 2017/18 and continued with six classes in 2018/2019, despite a falling role. This enabled teachers to apply English and Mathematical skills across the whole curriculum and teach the curriculum in the National Curriculum year group expectations. As in the previous three academic years, we have provided additional teaching assistant support in Year 6 focused on accelerating the learning of our vulnerable pupils in mathematics. As a school, we received training on ‘catching pupils in the moment’ to address misconceptions, using pupil voice, strengthening approaches to teaching reading fluency and developing the curriculum which will support the outcomes of our Pupil Premium Pupils.
In March 2017 our school had a successful Pupil Premium Review by an accredited Pupil Premium Reviewer who recommended that our school shared our exemplary practice with Pupil Premium funding with other schools.
In 2018/19, our pupil Premium Leader, Mrs Cox, continued to monitor the progress of Pupil Premium children closely, analysing data to identify learning needs and address barriers, and working alongside teachers across the school on a daily basis, as well as through termly provision meetings, to ensure all Pupil Premium Pupils’ learning was maximised and structured approaches and provision was organised to this end. Leaders worked hard to develop a culture of good or better teaching through setting expectations, monitoring performance, supporting the professional development of all teachers and tailoring teaching and support to maximise the progress and attainment of all pupils.
In 2018/19, 83% Pupil Premium pupils in reception achieved a good level of development. 75% Pupil Premium pupils in Year 1 achieved the expected standard in phonics. In KS1, 100% Pupil Premium Pupils achieved the expected standard in reading, writing and mathematics and 33%, 56% and 33% Pupil Premium Pupils achieved greater depth standard in reading, writing and mathematics respectively. 71% Pupil Premium pupils without SEN achieved the expected standard in reading, writing and mathematics combined at KS2.
In 2019/20, Pupil Premium Pupils’ barriers to learning include:
- pupils who have identified Special Educational Needs which impacts upon their ability to attain at the expected level and/or make expected progress
- Specific Learning Difficulties impacting on reading, spelling and mathematics
- Speech and Language difficulties
- Memory difficulties
- Low acquisition of language
- Not practising reading outside school
- Social or emotional difficulties
- Pupils who need to ‘catch up’ to reach expected levels of attainment and progress or require their progress to be accelerated to achieve expected level
After thinking about pupils’ needs this year, we will continue to maximise the links between learning for all our Pupil Premium pupils. Despite a falling role, we have a five-class structure. Pupil Premium funding contributes to an additional class teacher and teaching assistant which amounts to approximately £41, 085. The additional teaching assistant is effectively deployed in a class in which 43% of children are Pupil Premium pupils, 30% of which have Special Educational Needs.
As a school, we will be developing our curriculum, RRSA within our curriculum, RE, RSE & PSHE policies and reinforcing our approaches to reading, writing and mathematics, all of which will support the outcomes of our Pupil Premium Pupils. We will also be reviewing approaches to planning, marking and assessment to ensure all procedures are clear, manageable and impact on pupil progress because they are purposeful. We will also continue to offer free breakfast club places, 38% of which are currently taken up by Pupil Premium pupils.
Finally, our Pupil Premium Leader, Mrs Cox, continues to focus on the learning of our Pupil Premium pupils through analysing data, monitoring progress and scrutinising books, observing pupils and monitoring staff performance, supporting teachers in addressing barriers to learning and running our maths tuition group for pupils in year 6. Leaders ensure that all strategies put in place to remove barriers and maximise progress, are implemented to a high standard, including through staff training. As a thinking school, we continue to learn, develop ideas and improve attainment for all pupils.
If anyone would like to talk to Mrs Cox about their child's learning please make an appointment through the school office. The Governing Body is considering the allocation of Pupil Premium funding in the next financial year. The governors will consider the impact of the allocation of funding this financial year when making decisions.