Pupil Premium

In 2011-12 the Government launched its Pupil Premium funding. This money is sent to schools based on the numbers of pupils in the school who are eligible for Free School Meals (FSM). This money is allocated to initiatives to ensure pupils reach their full potential, both academically and socially.  In 2012 it was expanded to include all children who have been eligible for FSM within the last six years.  In addition children whose parents work in the forces, are looked after children, or have previously been in local authority care are also entitled to the grant.    Sandgate’s Pupil Premium funding for 2015-2016 was £76,300 and for 2016-2017 it is £74,100.  This is inclusive of forces, looked after and previously looked after children.  Last year, effective allocation of the expenditure resulted in the school being awarded the Local Pupil Premium Award.  This was the second year in succession that the school have won this award.   David Laws, MP, wrote:

“It gives me great pleasure to write to you and congratulate your school on the improvement in the Key Stage 2 results of your disadvantaged pupils since 2011.  Your results show that you have improved in terms of the progress and attainment achieved by your disadvantaged pupils since 2011, and that you are highly effective in educating your disadvantaged pupils.  It is clear that you and your staff have provided your disadvantaged pupils with a good start in life and prepared them well for secondary school.

I would like to congratulate your staff, governors, parents and pupils for their hard work and success, and thank you for your leadership in making such a difference to the future success of your pupils.  Finally, I would also encourage you to share your achievements with other schools so that they can learn from your strengths and experience.”

Local Premium Award 2013-2014 Letter from David Laws MP

Local Premium Award 2014-2015 Letter from Sam Gyimah MP

Working closely with parents ensures that allocation of the grant is centered solely around the individual child.  When conferencing with our parents on the impact of the expenditure one commented, ‘My child has made fantastic progress this year and has enjoyed all of the clubs she has been able to attend. She has grown in confidence but the most obvious progress is in her reading and writing. Daily reading has had a huge impact on her fluency and comprehension skills.  She has also had tutoring after school with a teacher and this has impacted on her writing.’

If you would like to apply for the funding please complete the online application here .  If you would like to discuss this any further, please contact Mrs Jones on 01303 257280.

Principles of the Pupil Premium Funding:

  • 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 children who receive the pupil premium funding are adequately assessed and addressed.
  • In making provision for pupils, we recognise that not all pupils who receive free school meals will be disadvantaged.
  • We also recognise that not all pupils who are 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 disadvantaged. Each intervention will be inclusive of children receiving the pupil premium grant.
  • 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. However, we will endeavour that over the course of an academic year intervention will take place for all of the children receiving free school meals.

Provision 2016-2017

When determining how to target the expenditure and analysing last year’s attainment and progress data (see below under Provision 2015-2016), the following barriers and provision have been identified.  The total expenditure is £74,100 and is allocated in the following way:

BarrierProvision and expenditure of the grant to overcome barrier
Low levels of oracy skills at the beginning of EYFS are identified due to no attendance at pre-school or poor quality pre-school provisionHigh quality language intervention for children in EYFS, Years 1 and 2.  A structured programme will be used.
Attitude to attendance is poor and this impacts on time spent in school.A Family Liaison Officer will focus on raising the attendance of all children eligible for grant and will support parents with how to help their child at home.
Home learning is not supported or understood at home.A Family Liaison Officer will focus on raising the attendance of all children eligible for grant and will support parents with how to help their child at home.
Core skills in reading, writing and maths are not developed or valued at home.1-1 and 1-2 tutoring with an experienced teacher in reading, writing and maths focused on overcoming gaps in learning.

Small group teaching in Year 6 for reading, writing and maths led by the Deputy headteachers.

Small group work for all children in reading, writing and maths, led by class teachers.
High levels or oracy and language skill are not role modelled consistently to children.Daily reading for all children eligible for the grant.
Children’s involvement in the wider school community is minimal.Funding for children to participate in wider curriculum opportunities in school.

After school club provision for all children eligible for the grant.

Click here for a breakdown of the allocation of expenditure

The PP lead (LJ) has also collated a full strategy report that reports on the outcomes for last year and the exact expenditure for this year and how it links to the barriers detailed above:

Our Strategy at Sandgate Primary School

Provision 2015-2016

The range of provision included:

• Small group work with an experienced teacher focused on overcoming gaps in learning.
• A higher proportion of teaching assistants across the school to focus specifically on those children receiving the grant.
• Funding for children to attend clubs outside of school such as swimming, music and creative lessons.
• An experienced teacher, in the role of SENCO and highly experienced Teaching Assistant (HLTA) will provide focused intervention for all children receiving the grant.
• Funded Educational Visits
• Music tuition in school by qualified music teachers
• Specific learning resources such as laptops.

Impact of Pupil Premium expenditure April 2015-2016

As a school we regularly analyse and interpret how different groups of children perform in the school based on the previous year’s data. The highlights are:

  • All children who receive the grant in the EYFS have made rapid progress from their starting points in all areas of the curriculum.
  • All children in Year 1 (100%), who receive the grant, passed the Phonics Screening at the end of the year. For all schools in Kent the pass rate was 69.6% for children who receive the grant.
  • In Years 5 and 6 100% of children reached Age Related Expectations in reading. In the rest of the year groups any other gaps were not significant.
  • 100% of children attained the expected standard in reading at the end of KS2. When comparing this to National figures for children not receiving the grant (83.9%) this is a significiant achievement.
  • The progress of the Year 6 cohort eligible for the grant in reading is within the top 5% of the country.
  • The standardised scores for the children, at the end of KS2, are strong compared to pupils nationally who do not receive the grant in reading and maths.
Current attainment and progress 2015-2016 (end of KS2)  
Pupils eligible for PP (9 pupils)Pupils not eligible for PP (national average)
% achieving expected in reading, writing and maths (combined)67% 73.4%
% achieving expected in reading100%83.9%
% achieving expected in writing67%78.6%
% achieving expected in maths89% 82.4%
Average progress point in reading6.940
Average progress point in writing-1.090
Average progress point in maths0.040
Standardised Score in reading109.8103.8
Standardised Score in maths103104

Provision 2014-2015

The range of provision included:
• Small group work with an experienced teacher focused on overcoming gaps in learning.
• A higher proportion of teaching assistants across the school to focus specifically on those children receiving the grant.
• Funding for children to attend clubs outside of school such as swimming, music and creative lessons.
• An experienced teacher, in the role of SENCO and highly experienced Teaching Assistant (HLTA) will provide focused intervention for all children receiving the grant.
• Funded Educational Visits
• After school booster groups for literacy and numeracy delivered by HLTA and lead TAs
• Music tuition in school by qualified music teachers
• Specific learning resources such as laptops.
• Screening and assessments for specific children to highlight/diagnose any potential learning need.

Impact of Pupil Premium expenditure April 2014-2015

  • 100% of children receiving the grant attained Level 2 in writing, reading and mathematics
  • All children receiving the grant attained higher than national standards at the end of KS1 in reading, writing and mathematics
  • 100% of children receiving the grant attained Level 4 in reading, writing and mathematics compared to 67% nationally
  • 36% of children receiving the grant attained Level 5s in reading, writing and mathematics compared to 12% nationally
  • All children receiving the grant attained higher than children not receiving the grant at the end of Year 2 in reading, writing and mathematics
  • 100% of children receiving the grant made expected progress in mathematics and reading and 91% in writing.  These are all above national.
  2015-20162015-2016
% attaining level 4 and above in reading100100
% attaining level 4 and above in writing100100
% attaining level 4 and above in maths100100
% attaining level 4 and above in reading, writing and maths combined100100
% making expected progress in reading91100
% making expected progress in writing10092
% making expected progress in maths100100