Pupil Premium Funding

Did you know that your child could be eligible to receive the Pupil Premium Funding which is up to £1,300 per year? This can help to financially support your child on trips and/or provide extra tuition in school to ensure your child makes the best possible progress.
 
This funding is given to schools to specifically target children from lower income families and is judged in the same way as free school meal entitlement.

Letter to Parents and Application Form
 

Documents

Pupil Premium

Pupil Premium Award Winner 2016

‘One of the most improved school in the country for the attainment and progress of disadvantaged pupils since 2011’ DfE 2016


This report will explain how this funding has been spent across the school in the year 2015-16 and the impact it has had.

Key Priority 2015-16:  To raise the attainment and narrow the gap of Pupil Premium children

Pupil Premium Funding – 2015-16

The amount of allocated funding per child eligible for receiving Pupil Premium funding was £1300 per child. Dashwood Banbury Academy therefore received approximately in excess of £110,000 in total to enhance and support the opportunities for this identified group of children. The information below shows how the funding was used to successfully close the gap.

What has been the impact on our children that are eligible for Pupil Premium funding 2015-16?

  • Dashwood Banbury Academy won a pupil premium award in 2016 for being ‘one of the most improved schools in the county for attainment and progress of disadvantaged pupils since 2011’ (DfE 2016) This is based on 2015 Key Stage 2 data (under the old curriculum).

We will provide 1-1 tuition and small group intervention; we will provide this before and after school:

  • All children who are in receipt of the Pupil Premium were discussed in termly pupil progress meetings with senior leaders. Pupils and their needs are identified and 1-1 or small group intervention is provided before and after school to support normal classroom practice. Specific targets are set to close any gaps.

We will identify children’s progress through the use of the Pupil Asset data system:

  • All teachers confidently use Pupil Asset to prepared data for the Pupil Premium group. They are clearly identified on all pupil progress notes. Clear targets are set and intervention planned accordingly.
  • Dashwood Banbury Academy use Pupil Asset to track Pupil Premium as a group. Staff training has taken place this term to develop staff confidence with the system.
  • We have carried out ‘Increasing the Chances of Success Meetings’ again this year from Reception to Year 6. These children were identified through the use of Pupil Asset and targeted to accelerate progress. Class teachers, Key Stage  Co-ordinators and parents attended the meetings, looked at data and were given resources to support their children at home. Parents have been positive about the meetings; one parent said ‘he has enjoyed the leadership responsibilities given in school since the meeting and positive about the resources given to support at home.’ Year 3
  • Sarah Gordon-Weeks, Associate Principal, is our nominated Governor. She is in charge of the Pupil Premium and monitors the progress of this group of children. Regular updates of this group are presented at Governor Meetings and monitoring of pupil attendance and inclusion in school events are regularly updated and responded to.

We will continue to link with our secondary academy partners, Banbury Academy and Space Studio Banbury, to provide challenging enrichment opportunities for more able children:

  • Our more able scientists collaborate with the secondary academy at given opportunities in the year to extend their learning in this subject.

We will provide 1-1 musical and drama opportunities by our music teacher:

  • 4 of our children eligible for Pupil Premium funding have violin lessons through Oxfordshire County Music Service. The Pupil Premium has funded LAMDA exams and Musical Theatre exams paid for by the school.

We will provide financial support for extra-curricular trips and outward bound experiences:

  • We have supported families financially to ensure the children are able to attend extra-curricular trips and residential experiences. We applied for Banbury Charity Funding to support these families.

We will provide reading resources such as ‘Book for Breakfast’ to broaden the children’s reading experiences and use iPad technology to further engage reluctant readers:

  • Our parent governor runs a ‘Book for Breakfast’ more able reading group that shares, analyses and studies high quality literature. Our more able Year 6 ‘Pen Pals’ writing group has been supported through extended challenges to deepen their written responses and outcomes.
  • More I-Pads have been purchased which allows all children access one each during lessons.

To continue to target children in receipt of the Pupil Premium for opportunities inside and outside of school:

  • Over 80% of children eligible for the Pupil Premium funding has taken part in one or more enrichment opportunities from September 2015. Pupil Premium pupils have visited the Poppies in the Moat, been to Lords Cricket Ground, and competed at county and national level sporting events.

Other opportunities:

  • Breakfast Club runs from 8am in the morning and is free to children in receipt of the Pupil Premium funding.

Fantastic News for 2016!

  • We put a successful bid into OCC to take 2-3 year olds at the school in order to start working with vulnerable families at a younger age in order to close the gap earlier in life. We have been given 24 funded places for those families eligible.

Were we successful?

The table below shows the children that were here for their Key Stage two assessments and those who have been educated throughout Key Stage 2 at DBA.

Closing the Gap – Pupil Premium vs. Non-Pupil Premium  2015-16

Year 6 Maths Reading Writing Combined Combined
  PP Non PP Non PP Non PP Non
% of children
achieved expected
level
  80%   71%  70%   71%   80%  79% 70% 64%
%  of children
achieved expected level of those who were at DBA since start of KS2
73% 75% 64% 88% 82% 75% 70% 75%

Year 2 Maths Reading Writing
PP Non PP Non PP Non

% of children achieved expected level

57% 77% 69% 81% 69% 70%

Reception Maths Reading Writing
PP Non PP Non PP Non

% of children achieved expected level

72% 88% 72% 85% 67% 85%


Data shows that for writing our pupil premium children have outperformed the Non Pupil Premium children and the gap over time diminishes. Although there is a clear gap in attainment in maths, the data for those who have been educated at DBA since the start of year 3 shows that the gap is no longer present (if one extra pupil premium child had achieved the expected level then they would have outperformed the non-pupil premium children). The year 6 cohort were in Reception in 2009-10. The mobility is high in this year group however; their reception data was as follows: Pupil Premium 33% at expected level and Non Pupil Premium 56% at expected level. This shows that not only has attainment risen dramatically but how the gap is closing.

The school was successful in closing the gap for both writing and maths however were not successful in closing the gap in reading which is a key action on the school improvement plan for 2016-17.

What will we do in 2016-17?

The amount of allocated funding for 2016-17 is £1320.00 per child therefore Dashwood Banbury Academy will receive approximately £122,760 in total to enhance and support the opportunities for this identified group of children. Our key priorities for the year 2016-17 are as follows:

Key Priority

  • To use the EYFS Pupil Premium to support vulnerable learners in order to close the gap.
  • To continue to target individual children who are under performing
  • To promote teaching, learning and enjoyment of reading with staff, pupils and parents
  • Every Pupil Premium  child will participate in competition
  • To support new staff when identifying groups using Pupil Asset to ensure consistency.  
     

Success Criteria

  • Attainment gap between PP and Non PP will close over the reception year .
  • Targeted pupils will make better than expected progress from their starting points
  • Reading attainment for Pupil Premium children is closing the gap over time to ensure that by year 6 the attainment is broadly in line with Non-Pupil Premium
  • Pupil voice show how competition has led to development of resilience to impact on learning and behaviour
  • New staff will be able to identify and target their teaching

Barriers to learning

In school barriers to future attainment:

  • Passive learning behaviours of some children.

The specific actions to reduce the barriers to academic achievement:

  • Aspirations curriculum focusses on increasing children’s engagement in their learning
  • Careers days:  including a trip to the Houses of Parliament
  • Pupil voice allows children and adults to discuss their likes/dislikes and interests both inside and outside of school
  • Guiding Principles- self-worth being at the heart and raising sense of accomplishment.

External barriers to future attainment:

  • In some cases home support and parental engagement is a barrier especially in homework and reading
  • Parent aspirations for themselves and their children and the local community
  • Attendance for the FSM
  • Health needs e.g oral health and poor diets.

The specific actions to reduce the barriers to academic achievement:

  • Two weekly attendance analyses: letters, parent contracts set up with attendance targets.
  • Attendance assemblies and rewards
  • Parent lesson observations and workshops to engage parents and carers in their child’s learning
  • Homework club targeting specific children who need extra support
  • Increasing the Chances of Success Meetings discuss future aspirations of their children and share with parents supportive ideas
  • Leadership and Responsibility condition for learning focuses on careers, dealing with money and the importance of money to support their future plans
  • Healthy Schools Fair to give advice and support in key areas  
  • Homework activities are completed in school with support
  • New reading planning to engage children and develop oracy skills
  • Regular parents and pupil voice to identify areas of need and support.
  • Volunteers to support 1-1 readers. 
     

General actions for 2016-17:

  • We will have an ‘Increasing the chances of success meeting’ with all children who are receipt of the Pupil Premium. 
  • We will use Pupil Premium funding to purchase and deliver Project Code reading and Sound Training interventions to raise reading attainment in years 4-6
  • We will set up and evaluate the use of reader leaders for pupils for years 1-3
  • We will ensure all children’s key worker in reception is a teacher.
  • We will adapt our marking a feedback policy to ensure the disadvantaged pupils books are marked first
  • To continue to target children in receipt of the Pupil Premium for opportunities inside and outside school including competition.
  • We will provide financial support for extra-curricular trips and outward bound experiences.
  • We will provide focused 1-1 tuition and small group intervention; we will provide this before and after school.
  • We will identify children’s progress through the use of the Pupil Asset data system.
  • We will continue to link with our secondary academy partners, Banbury Academy and Space Studio Banbury, to provide challenging enrichment opportunities for more able children.
  • We will provide musical and drama opportunities to raise self- esteem.
  • We will seek opportunities to provide experiences for our more able children to raise their cultural awareness and increase their aspirations.
  • We will use iPad technology to engage reluctant readers.
  • We will provide pupil leadership opportunities.


The date of the next Pupil Premium strategy review is 20th July 2017.