Pupil Premium

What is it?
Pupil Premium is an additional source of funding provided to schools by the government. The amount allocated is based on numbers of pupils eligible for free school meals at any any time during the last 6 years, or who have been looked after continuously for 6 months. This funding is intended to address the inequalities in achievement between disadvantaged and non disadvantaged pupils across the country. Schools are free to spend the Pupil Premium as they see fit and are held accountable, externally, for outcomes for all pupils.

Objectives

The funding will be used to narrow the gap between the achievement of disadvantaged pupils at Holland Haven Primary compared to non-disadvantaged pupils nationally
The leadership team will regularly review the provision and evaluate its impact, as outlined in the school's Pupil Premium Strategy

Key Principles

High expectations are in place for all pupils
Deprivation is not equated with low outcomes or potential
Evidence-based research is used to inform provision (teaching practice that makes the most impact on progress)
Needs and outcomes are monitored for all pupils

How is the funding spent?

The charts below show how the Pupil Premium funding is spent at Holland Haven Primary School. Pupils eligible for the grant receive free:

educational trips and activities
in-house clubs

The school employ a full-time Learning Mentor who works collaboratively with the Senior Midday Assistant, in-house Family Liaison Worker, SENCo, Art and Drama therapists and teachers in order to support and develop pupils' social, emotional and behaviour needs. The school also work closely with an attendance company and NHS nurses to ensure all pupils access school. Interventions include teacher-delivered small-group tuition which target pupils' achievement based on current attainment compared to national standards, or the progress to-date. In addition, staff training and an additional teacher, improves quality-first teaching and benefits all pupils.

Click here for pupil premium provision and intended impact

Click here to read our Pupil Premium Strategy

Impact

The Pupil Premium has funded activities and interventions that have had a positive impact on progress and attainment. The long term effect of these measures has manifested itself in improvements in behaviour, learning attitudes, attendance and achievement. (Green = positive data outcomes)

£ Allocated in budget

Provision

Provision

Impact statement for 2013/14
The number of pupils who attained the expected standard (Level 4) at the end of Year 6, in both the non-pupil premium group, pupil-premium group, and ‘all pupils’ group, was equal to - if not higher - than that achieved nationally and in comparison to the previous year’s school data across Reading, Writing and Maths. Pupil progress was also similar for both groups and compared to national outcomes.

Impact statement for 2014/15
The number of pupils who attained the expected standard (Level 4) at the end of Year 6 was in-line with the national average in Writing but below in Maths and Reading. The numbers of pupils who made expected progress across KS2 was similar in both pupil premium and non pupil-premium groups in Writing and Maths, and broadly in line with national expectations. Outcomes in Reading progress were below for all groups, however, all pupils in this group without additional special educational needs, achieved at the same - or higher - than the non pupil-premium group, in all areas.

Impact statement for 2015/16
The number of pupils in the pupil-premium group that attained the expected score (100, and above) was 12% lower in reading, 18% lower in writing and 10% lower in maths than the non-pupil premium group. However, 71% of pupils in this group without additional special educational needs attained the expected standard in reading and 100% in maths and writing.
Note: Expectations in Year 6 increased this year with only an average of 53% nationally attaining Reading, Writing and Maths compared to 80% last year.
Disadvantaged pupils (and SEND) at Holland Haven made more progress in Reading, Writing and Maths than disadvantaged pupils (and SEND) in the Local Authority. Disadvantaged pupils made less progress than non-disadvantaged pupils at Holland Haven but both groups made at least expected progress.