Learning and Living Together

Pupil Premium

The Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and to close the gap between them and their peers nationally.

It is paid to schools according to the number of pupils who have been:

  •  Registered as eligible for free school meals at any point in the last 6 years
  • In care for 6 months or longer
 If you think that your child may be eligible for Free School Meals then please follow this link for further information:
http://www.stockport.gov.uk/services/advicebenefitsgrants/benefits/freeschoolmeals

In the 2018 to 2019 financial year schools will receive:

£1,320 for each eligible primary pupil.

Our school will receive £88, 440 this financial year.

Funding to support looked-after children has increased to £2300 for each eligible pupil.

 Eligibility for funding will be extended to all children who:

  •  Have been looked after for 1 day or more
  • Were adopted from care on or after 30 December 2005 left care under:
  • Had a Special Guardianship Order on or after 30 December 2005
  • Had a residence Order on or after 14 October 1991

Pupil Premium at Cale Green Primary School

At Cale Green Primary School we use this funding to provide a range of academic interventions led by teachers and teaching assistants, as well as offering enrichment and engagement activities for eligible children. These interventions begin early in child’s life at school and continue until they leave and are often involve our very best teachers. We also use the funding to pay for the cost of school trips and visits that take place in school hours. Details of the planning to spend the Pupil Premium Grant effectively can be seen in the action plan below:

WHAT IS DISTINCTIVE ABOUT OUR PUPIL PREMIUM OFFER?

  • There is a whole school priority and commitment to raising standards, closing gaps and addressing barriers to learning – we are committed to ‘Closing the Gap’ between vulnerable pupils and the rest of the school population – the progress these groups in school make are at the heart of school improvement.
  • We have capacity and flexibility in school know that all children are different and have different needs and use our knowledge to allocate spending for best value and need; If we feel that a child would benefit from additional, personalised support, we will invest pupil premium and support that child in a bespoke way.
  • Barriers to learning are identified for all pupils and individual support by class teachers is offered to groups and individuals. Provision for intervention is often 1:1 and personalised. Additional interventions are led by qualified teachers and highly-skilled teaching assistants designed to close gaps in learning and target individuals to accelerate progress across the school.
  • The school employs a Pupil Premium Champion to oversee pupil premium spend and impact across the school.
  • The governor responsible for overseeing Pupil Premium is the chair of governors, Louise Skelhorn, reflecting further the school’s commitment and priority given to disadvantaged pupils and their families.
  • Regular reports on the progress of pupils supported by Pupil Premium are given to the Governing Body Teaching and Learning committee. Meetings regularly discuss strategies and their impact.
  • Early intervention is a priority.
  • Spending is evaluated and reviewed regularly to address any additional barriers to learning to ensure interventions have maximum impact on closing any gaps in attainment between the disadvantaged and non-disadvantaged cohorts both in school and when compared to all children nationally – the leadership team alongside the pupil premium champion and governors analyse attainment and progress of children in receipt of PPG to ensure that interventions are effective.
  • Extended learning out of school hours via Breakfast Club and After School Club (wrap around care), Easter ‘Revision’ clubs, NWGT association workshops and an extensive programme of enrichment and engagement activities to support learning.
  • Providing daily access to a lunchtime homework / ICT access club – with experienced TA available to support pupils.
  • Daily access to library facilities to promote reading and research.
  • Class teachers assess the performance of PPG pupils as a vulnerable group within their class and report to SLT during pupil progress meetings specifically.  The progress made by this cohort in school is linked to appraisal outcomes for all teaching staff.
  • Attendance has a high priority in school. Children and their families are supported by a learning mentor and the school nurse to ensure children are in school and ready to learn.
  • Emotional, social and wellbeing support is offered by the school to all children and their families.
  • 2 outstanding teachers have been specifically appointed to support pupils and close any gaps in attainment. Additionally, high quality teaching and support staff are in post across the school including language assistants and mentors.
  • ‘Able disadvantaged’ children are tracked specifically and planned for to ensure they continue to progress and achieve their potential.
  • The pupil premium offer is transparent and accessible to all – NO STONE IS LEFT UNTURNED when supporting children to be the best learners and people they can be.

PUPIL PREMIUM SPENDING PRIORITIES ACADEMIC YEAR 2017-18

In July 2018 there were 44 children eligible for FSM and 65 children in total (including FSM) who qualified for PPG through being a Looked After Child or Post-LAC or through the Ever 6 criteria.

In-school barriers (issues to be addressed at school, such as poor oral language)
A Gap between of PP children achieving greater depth in writing and mastery in maths to be closed– particularly focus KS2
B Emotional and Social difficulties: some children in Year 6 demonstrate behaviours indicative of low engagement and low aspiration which have a direct impact on their attainment and progress- restorative approaches
C Low levels of English and age-appropriate stages of development amongst many EAL children on entry to school – including new admissions with no English
D Early intervention to ensure that GLD attainment for PP children in reception meets / exceeds national expectations despite low starting points on BASELINE entry
E Speech, language and communication – phonics screening check to be at / above national
F Low parental engagement– develop guided group reading and higher – order comprehension skills – tapestry / tales toolkit / 1:1
G Year 6 cohort – many children have significant additional barriers to learning
H Significant % of PP cohort multiple barriers to learning such as EAL / SEN / Young carers etc.
EXTERNAL BARRIERS (Issues that require action outside school, such as low attendance rates)
I Increase attendance rates for pupils eligible for PP which is below that of non-disadvantaged children especially PP / EAL due to extended absence for religious observance.
J Very low levels of English on entry and within the home
K Parental engagement and homework completion can be a barrier for children especially disadvantaged cohort – access to resources at home and at school during lunchtimes / afterschool.
L Emotional and Social difficulties: some children in year 6 demonstrate behaviours indicative if low engagement and low aspiration (including anti-social behaviour outside school) which have a direct impact on their attainment and progress

 

   
Total number of pupils (July 2017) 274

 

(July 2018) 311

Number of Pupils eligible for PP 44 FSM

 

65 PP

Total PPG received £87, 719
Total PPG expenditure £87,719
PPG remaining £0
Dates of most recent reviews January 2018  April 2018

 

July 2018

 

PUPIL PREMIUM SPENDING PRIORITES 2018/19

BARRIERS TO FUTURE ATTAINMENT  (For pupils eligible for PP, including high ability)
IN-SCHOOL BARRIERS (issues to be addressed at school, such as poor oral language))
A Greater numbers of PP children achieving greater depth in writing and mastery in maths – particularly more able children in KS2
B Emotional and Social difficulties: disadvantaged cohort (particularly children in Y6) – many children have significant additional  barriers to learning
C Low levels of English and age-appropriate stages of development amongst many EAL children on entry to school.
D Ensure GLD of PP in reception meets / exceeds national expectations despite low starting points on BASELINE entry
E Speech, language and communication – phonics screening check to be at / above national
F Low parental engagement with reading – develop guided group reading and higher-order comprehension skills – tapestry / tales toolkit / 1:1 / Mouse club
G Significant % of PP cohort multiple barriers to learning such as EAL / SEN / Young carers etc.
H Ensure children have greater access to quality texts and breadth of vocabulary development
I Spelling attainment – in particularly retention – to be boosted across the school
EXTERNAL BARRIERS
(Issues that require action outside school, such as low attendance rates)
 

 

J

Attendance rates for pupils eligible for PP are … which is below that of non-disadvantaged children especially PP / EAL due to extended absence for religious observance.
K Very low levels of English on entry and within the home
L Parental engagement and homework completion can be a barrier for children especially disadvantaged cohort – access to resources at home.
M Lack of opportunity and aspiration for some families across the school

Cale Green will receive £88,440 Pupil Premium funding for the year 2018/19.

Cale Green takes a whole school approach to raising standards, closing gaps and addressing barriers to learning. During 2018/19, the Pupil Premium Grant will be used primarily to support all disadvantaged children to make sure gaps between groups of children close and that opportunities are provided for children to enhance their learning provision and aspirations. Funding will also be used to provide intervention and support that was designed to make sure gaps are closing and standards are being raised for all children across the school. Priority for spending will be to address the barriers identified by leaders in school.

The PPG grant will be used specifically to pay for outstanding intervention teaching in number, reading, English, maths and spelling and to ensure that all children have equal opportunities in school. These spending decisions supports the school’s priorities for development as outlined in the ‘school improvement plan’ and ‘raising achievement plans’. The exact nature of interventions and opportunities funded by Pupil Premium has been and will be determined after rigorous data analysis of each child’s progress and attainment undertaken by staff termly combined with a broad knowledge through the study of relevant research so to ensure strategies that make the most impact.

All interventions are chosen carefully to tackle underachievement, address barriers to learning, and support more able pupils with the ultimate aims of closing any gaps in attainment between groups of pupils / national performance in these areas and enriching the learning experiences of the children.

Funding will also be spent to support individual pupils and their families further to provide them with enrichment or wellbeing opportunities that without additional intervention, they may not have accessed.

In addition to the PPG funding, Cale Green provided additional financial resources from the school’s annual budget to pay for a number of additional interventions / activities /staff that will benefit all children and further support the objectives of ‘closing the gaps’ between groups of pupils and extending learning opportunities for all children across the school.

 

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