Pupil Premium Grant
The grant is provided in order to support these pupils in reaching their potential and close the attainment gap between them and their peers.
The amount of money the school receives each year is dependent upon :
– the number of pupils registered as eligible for free school meals (FSM) at any point in the last 6 years,
– pupils identified in the January school census or the alternative provision census as having left local-authority care as a result of one of the following:
- 1. adoption,
- 2. a special guardianship order,
- 3. a child arrangements order (previously known as a residence order),
- 4. pupils that have been in local authority care for one day one day or more.
- 5. Pupils whose parents are currently serving in the armed forces
The Government does not dictate how schools should spend the grant, but are clear that schools will need to employ the strategies that they know will support their eligible pupils to increase their attainment and ‘narrow the gap’.
When allocating the pupil premium grant at Carlton, we have considered what our eligible children need in order to achieve their full potential and what the barriers are for them.
We have agreed on the following areas and have directed the funding into initiatives that will meet these needs :
1. Pupils being emotionally and physically ready to learn;
2. High quality 1st wave teaching that leads to raised attainment;
3. A meaningful and enjoyable curriculum that engages and enthuses pupils;
4. Engagement of parents/carers in their child’s learning and life at school;
Please click on the tabs that outline how we spend the pupil premium allocation at Carlton each year.
The impact of initiatives is measured at the end of each school year. Achievement data for pupil premium/disadvantaged pupils is gathered and comparisons are made between them and non-pupil premium/disadvantaged pupils nationally.
The strategy and allocations are reviewed annually to ensure it meets the needs of our pupils.
In order to meet the above requirements, the Governing Body will ensure that provision is made which secures the teaching and learning opportunities that meet the needs of all pupils.
As part of the additional provision made for pupils who belong to vulnerable groups, the Governors of the school will ensure that the needs of socially disadvantaged pupils are adequately assessed and addressed through termly pupil progress monitoring and a range of other means e.g. surveys/pre & post intervention assessments.
In making provision for socially disadvantaged pupils, the Governors of the school recognise that not all pupils who receive Free School Meals. The Governors reserve the right to allocate the Pupil Premium grant to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
In order to ensure that the grant impacts on outcomes for children, the Pupil Premium Grant (PPG)spending will be allocated based on analysis of in-school data and finding from reviews etc..
Priorities are based on analysis of this data and planned accordingly.
The priorities for the school for the current academic year can be found in the Pupil Premium Plan.
- The Head Teacher/Deputy Head/SENDCO’s are responsible for maintaining a record of the priorities and evaluating their impact. The Finance Officer is responsible for costing up the priorities and ensuring best value for money.
- The impact of all actions will be reported through the School Improvement Committee. The Head Teacher is responsible for reporting the overall impact to the full Governing Body in their reports and at each School Improvement Committee meeting.
- There is a named Pupil Premium Governor.
The evaluation of this policy is based on how quickly the school can ‘narrow the gap’ between socially disadvantaged pupils and their peers.
The success criteria for the Pupil Premium Policy are:
- Provision of research based interventions and support for socially disadvantaged children
- The vast majority of socially disadvantaged children will meet their individual targets
- Effective parental pupil school support
- Having an effective system for identifying, assessing and monitoring pupils
- Create a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing, confident and independent learners.
- All children will have outstanding learning experiences.
In 2017/18, the impact of the Pupil Premium Grant (PPG) ill be measured as follows;
- findings from lesson observations, learning walks and work scrutiny
- ongoing in school termly data
- end of year data – attainment and progress
- end of key stage data/phonic check data
- analysis of interventions provided
- analysis of attendance data
- SEND progress data
- Behaviour Records
- % Parental attendance at events/meetings
Carlton School –Pupil Premium Allocations and impact 2019/20
To maximise the impact of pupil premium funding, Carlton School has set out the following priorities to ensure that the funding meets the needs of the pupils:
1. Pupils are emotionally and physically ready to learn.
2. Evidence of high quality 1st wave teaching and interventions that lead to raised attainment
3. A meaningful and enjoyable curriculum that engages and enthuses pupils
4. Evidence of engagement of parents/carers in their child’s learning and life at school
The school recognises the impact of high quality first wave teaching and the value of pupils learning together and sharing experiences, therefore the allocations are targeted at all pupils in the setting/year group unless otherwise specified
| Pupils being emotionally and physically ready to learn | |
| £10, 569 | Early Bird Club – Breakfast Club: All pupils have a nutritious and calm start to the day. |
| £8751 | TOPS –Tavistock Clinic: Psychotherapy support for all identified pupils and their families who are identified through Inclusion Team meetings. |
|
High quality 1st wave teaching and interventions that lead to raised attainment |
|
|
£46 930 |
Additional teacher time to focus on working with smaller groups of children to close gaps in their learning |
|
£29 207 |
Speech and language interventions with pupils from eyfs to year 1 |
|
£25 398 |
Literacy and maths termly interventions (academic and personal that are run to close |
|
£1000 |
Beanstalk ( Volunteer Reading Help) |
|
£3500 |
Children have access to a range of high quality texts to develop their reading for pleasure- |
| A meaningful and enjoyable curriculum that engages and enthuses pupils | |
|
£21 600 £2900 |
Provision of high quality in school music lessons for all pupils Yr4: weekly violin lessons for all pupils with Wider Opportunities Fund 1.5 days per week of music teacher who will lead on developing the school choir, teaching identified children instruments and teaching music lessons across the school Exposure for all pupils in year 5 to classical music and the opportunity to work with classical musicians |
| £2000 | Enhancing all pupil’s learning experiences – ensuring that all pupils can attend school trips- this includes year 6 residential (oracy focus) All pupils in year 4 and 6 compete in the English Speaking Board Exams |
|
£2 500 £2000 |
Enabling Enterprise Association Each class across the school to take part in activities from Enabling Enterprise during the term to enhance their enterprise and team work skills Each class to take part in the £50 enterprise challenge –putting these skills into actionChildren’s leadership Programme Continue programmes across the school year to develop pupil’s** leadership skills Carlton Crunchies Anti-bullying champions School council Min health champions Career champions ** with each initiative above- pupils can interview for the post or be nominated. The groups are a mixture of PP and other pupils |
| £2500 | Inspire Project.Links with businesses to give all pupils the opportunity to visit, increase their awareness of the necessary skills to follow various careers |
| £1500 | REACH OUT PROGRAMME Targetting year 4-6 pupils to motivate them in their learning and close gaps – the groups are picked on pupil attitude and needs |
| Engagement of parents/carers in their child’s learning and life at school | |
| £42,000 | Supporting our Families Provision of specialised sessions for parents based on need to develop parental support of their children’s learning /their skills as parents. Ensuring smooth transitions from home to school. |
| £9400 | Dedicated time to continue to target persistent non attendees |
| £3 200 | Supporting children in their learning All teachers have release time to meet with parents of targeted pupils to discuss their progress both personal and education. |
Total cost:
Allocation £216 755
£216 480
Pupil Premium Grant per pupil for 2018/19
Impact of Pupil Premium Allocation 2018/9
Financial Year: 2018-19
Allocation: £259,365.00 (based on January 18 census – 197 children eligible – indicative)
To maximise the impact of pupil premium funding, Carlton School has set out the following priorities to ensure that the funding meets the needs of the pupils:
1 .Pupils are emotionally and physically ready to learn.
- Evidence of high quality 1st wave teaching and interventions that lead to raised attainment
- A meaningful and enjoyable curriculum that engages and enthuses pupils
- Evidence of engagement of parents/carers in their child’s learning and life at school
The school recognises the impact of high quality first wave teaching and the value of pupils learning together and sharing experiences, therefore the allocations are targeted at all pupils in the setting/year group unless otherwise specified
To maximise the impact of pupil premium funding, Carlton School has set out the following priorities to ensure that the funding meets the needs of the pupils:
1. Pupils are emotionally and physically ready to learn.
2. Evidence of high quality 1st wave teaching and interventions that lead to raised attainment
3. A meaningful and enjoyable curriculum that engages and enthuses pupils
4. Evidence of engagement of parents/carers in their child’s learning and life at school
The school recognises the impact of high quality first wave teaching and the value of pupils learning together and sharing experiences, therefore the allocations are targeted at all pupils in the setting/year group unless otherwise specified.
| Action | Impact/Evaluation |
|
Pupils being emotionally and physically ready to learn |
|
|
Early Bird Club – Breakfast Club Pupils have a nutritious and calm start to the day |
Impact: The Early Brid club continues to have an impact on the start of the day for the pupils that attend. Over the year, we have had an average of 27 pupils attending each day. The children make healthy food choices and transition well into class. |
|
TOPS –Tavistock Clinic Psychotherapy support for all identified pupils and their families who are identified through Inclusion Team meetings |
Impact: There was a range of support models provided- 1:1,or family children supported Intervention continuing to be highly effective for children referred .Feedback tells us that the families are fully engaged |
| Behaviour for learning support – supporting identified pupils (pupil premium/other) in addressing barriers to learning resulting in the closing of gaps in reading, writing and maths. | Impact: Pupils were supported in developing strategies to help them be ready for learning .Visits to classrooms showed that this support was highly effective in allowing pupils to access their learning. This was reflected in the behaviour data collected. |
|
Educational Psychologist Purchase of additional half day per week of support for the school. Assessment and identification of all pupils identified across the school. |
Impact: The school carried out the planned assessments and re-assessments. Throughout the year, the cycle secured clear identification of strengths, needs and provision. |
|
High quality 1st wave teaching and interventions that lead to raised attainment |
|
|
Funding additional teacher part of 3 way groupings to teach literacy and maths Speech and language support Targeted interventions Volunteers from Beanstalk reading with identified pupils. |
Impact: KS1: Reading and writing were an increase from the previous year and disadvantaged pupils attainment was in line with or better than other pupils in the school. In maths, the number of disadvantaged pupils achieving standard was broadly in line with 2018. For disadvantaged pupils: on exit from ks 1, in reading, 67% reached standard, 22% at greater depth. In writing, 61% at standard and 6% at greater depth. In maths 61% at standard and 6% at greater depth.
KS2: On exit from ks 2 In maths, 78% of disadvantaged pupils reached standard and 3% greater depth. In writing, 76% reached standard and in reading 59% standard and 16% greater depth. In writing and maths there as an increase in % of pupils reaching standard and a higher % of disadvantaged pupils met expected standard than other pupils in the school. In reading, there was a decrease in the % of pupils at standard for disadvantaged and other pupils.
Progress continues to be within ‘average’ and there was a small increase in progress of disadvantaged pupils in reading, writing and maths compared to the previous year. |
|
A meaningful and enjoyable curriculum that engages and enthuses pupils |
|
| Provision of high quality in school music lessons for all pupils – including the Wider Opportunities Initiative |
Impact: Each child in yr 4 learned the violin this year. There were 2 recitals where children played for their families and peers. The recital also showcased other children who demonstrated an ability and interest in playing a musical instrument The role of music across the school continues to go from strength to strength |
|
Enhancing all pupil’s learning experiences through a wide variety of off- site education, reading gladiator programme and participation in yr 4 and 6 speaking board exams. |
Impact: Each year group had at least 2 opportunities to be educated off site during the year. Every child attended and no child was refused.
The reading gladiator programme was enjoyed by the pupils. The impact was evident in their ability to talk to their peers about the books that they had read and make recommendations. The demonstrated a love of reading.
The children in year 4 completed a school organised assessment and the children in year 6 an external assessment. Both were really successful, the children were very committed and demonstrated their developing skills .Each child passed and some children were awarded merits |
|
Enabling Enterprise Association Each class across the school to take part in activities from Enabling Enterprise during the term to enhance their enterprise and team work skills
Inspire Project Links with businesses to give children the opportunity to visit, increase their awareness of the necessary skills to follow various careers
Reach Out Programme Targetting year 5 and 6 boys to motivate them in their learning and close gaps |
Impact:
The children continue to be very engaged with the EE units –this was evident in their teamwork and approach in class. Their work was well –represented in the £50 challenge activities. Feedback from the facilitators was extremely positive about children’s risk taking, team work and communication
As a result of the school’s relationship with Multiplex, the pupils had access to a range of professionals and learned about many careers. They also visited work settings
The boys attended Reach Out club last year (from November through March). All met at least Expected Standard across all subject areas (Combined), while improving their social communication and collaborative skills. They also demonstrated a more positive approach to their learning. |
|
Children’s leadership Programme Continue programmes across the school year to develop pupil’s leadership skills Anti-bullying champions School council Min health champions Career champions ECO group |
Impact: The groups were well attended by the children. The groups visited class during special weeks to talk to their peers and lead activities. They led on initiatives such as encouraging children to eat healthier at lunch. They worked as a team and made decisions that impacted on their peers.
This year the school was awarded bronze Eco award and the silver Rights Respecting Award |
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Finding Futures Project Resiliency/confidence programme for all year 5 and into yr 6 – the sessions will be run by trained professionals and include coaching sessions, off site visits and a residential. |
Impact: Children’s participation in the programme was very positive. This cohort continued to be the focus of the behaviour for learning member of staff. The cohort completed the yr 6 programme and transitioned well into year 7. |
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Engagement of parents/carers in their child’s learning and life at school |
|
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Family Support Worker Provision 1:1, group sessions for parents based on need to develop parental support of their children’s learning /their skills as parents. |
Impact: The school provided 1:1, group support for families. The links with outsides agencies ensure that there was a wide variety of classes on offer. Home to school transitions were smooth |
| Promoting children’s attendance continue to tackle persistent non attendees |
Impact: 18/19 attendance Y1- 6 96.07 YR – Y6 95.75 YN – Y6 95.41 |
|
Learning beyond the school gate Increased access for all pupils in online homework |
Impact: The after school clubs that facilitate IXL were well attended and included targeted pupils. In school records showed that pupils were completing the online homework |
Carlton School –Pupil Premium Allocations and Impact 2017/18
Total allocation for the year: 257 400
| Action | Allocation | Impact of funding/intervention |
|
Early Bird Club – Breakfast Club Pupils have a nutritious and calm start to the day
|
£7600 |
The early Bird club continues to be well attended. On average 30- 35 children attend daily. The children that attended the Early Bird club all made healthy choices for breakfast and transitioned well into class in the mornings. This is also true of the children targeted to attend. |
|
TOPPS –Tavistock Clinic Psychotherapy support for identified pupils who are identified through Inclusion Team meetings
|
£7500 |
There was a range of support models provided- 1:1,or family children supported Intervention continuing to be highly effective for children referred. |
|
Behaviour for learning support– Supporting identified Free School Meal pupils in developing social and emotional skills resulting in the closing of gaps in reading, writing and maths |
£26 828 |
Pupils are supported in developing strategies to help them be ready for learning –they will be able to utilise strategies taught to them to access the curriculum. Targetted small grp work will address the gaps. |
|
First Wave Quality teaching Experienced staff lead smaller grouping to close the gap for identified pupils |
£114 148 | Refer to attainment grid below that outlines attainment on exit at year 6. |
|
Interventions to close the gap This includes Beanstalk –reading interventions and in school speech and language support
|
£ 2568 |
Over 95% of the pupils supported closed their reading gaps.
|
|
Enhancing children’s learning experiences supporting a portion of the year 6 school journey ensuring that all pupil premium pupils can attend school trips
|
£5000 |
All children attended a range of trips this the year. The impact was evident in their enthusiasm for learning and also children referred to their trips back in a class setting |
|
Provision of in school music lessons for identified pupils Yr4: weekly violin lessons for all children through Wider Opportunities Fund 1.5 days per week of music teacher who will lead on developing the school choir, teaching identified children instruments and teaching lessons across the school |
£26 100 | Each child in year 4 learned the violin this year. There were 2 recitals where children played for their families and peers. The recital also showcased other children who demonstrated an ability and interest in playing a musical instrument |
|
Forest School Provision
The reception teacher to attend training as a lead Forest School teacher and develop the place of Forest School across EYFS to year 1 |
£2000 | Forest School has been launched in the EYFS and will be embedded in the coming year. Observations of pupils that attended Forest School was captured in their profiles. |
|
Enabling Enterprise Association Each class across the school to take part in activities from Enabling Enterprise during Celebrating Learning Time to enhance their enterprise skills and expose them to career possibilities Each class to take part in the £50 enterprise challenge |
£5600 |
The children continue to be very engaged with the EE units –this was evident in their team work and approach in class. Their work was well –represented in the £50 challenge activities. Feedback from the facilitators was extremely positive about children’s risk taking, team work and communication |
|
Silent Film Festival Pupils working with Film in Education to write, produce, star in and film their silent film |
£2500 |
The children continue to be very engaged with the EE units –this was evident in their team work and approach in class. Their work was well –represented in the £50 challenge activities |
|
Inspire Project Links with businesses to give children the opportunity to visit, increase their awareness of the necessary skills to follow various careers
|
£4500 | The school forged a strong relationship with Multiplex this year. As a result, the pupils had access to a range of professionals and learned about many careers. They also visited work settings and welcomed them to the school during careers week. |
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REACH OUT PROGRAMME Targetting year 6 boys to motivate them in their learning and close gaps
|
£1500 | 70% of boys in year 5 reached standard and 90% in year 6. These figures both represented an increase from the previous academic year. |
| Pupils have access to high quality home readers to develop their interest in reading | £3000 | The texts in year 1 & 2 were replenished and used as home readers. The pupils made excellent use of them and they were well used throughout the year. |
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Support for Families Provision of specialised sessions for parents based on need to develop parental support of their children’s learning /their skills as parents- Home visits – structured discussions Family learning Stay and Play |
£39 980 |
The allocated time was well used to support parents and carers this year. Classes run were well attended and where appropriate, parents were signposted to further classes.
Home visits proved to be a highly effective means of transition for all the children joining our school. |
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Engagement of parents in their children’s learning -structured parent meetings to discuss targets for identified pupils and share aspirations with the child present Equivalent of 2 days cover per teacher per year |
£5500 |
Parent are heavily involved in their child’s learning and receive support from the school In helping their children. End of year data shows that the attendance at parent meetings and Structured Parent Meetings continues to be extremely high |
| Continue to tackle persistent non attendees – targeting parents of non-attendees and target families with EWO support | £1715 |
At year-end attendance of the school was at 96.10%, which represented an increase from the previous year.
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Helping pupils with the cost of accessing on line homework
|
£2662 | All pupils were given a password -children who did not have access at home were offered a place at homework club -70% approx. took up a place. Feedback from teachers is that the system is well used by pupils that do not attend the after school club. |
| Total: | £ 258 701 | |
| Pupil premium funding: | £ 257 400 | |
| End of Key Stage 2- (2017-2018) Attainment | |||||
| Disadvantaged pupils | Other pupils | All pupils | |||
| % ATTAINMENT Meeting Expected Standard |
School National % |
School | National | School | National |
| Reading | 73% 60% |
82% | 77% | 76% | 75% |
| Writing | 73% 66% |
88% | 81% | 78% | 78% |
| Maths | 76% 63% |
88% | 80% | 80% | 75% |
| R/W/M combined | 61% 48% |
71% | 67% | 64% | 64% |
| End of Key Stage 2- (2017-2018) Attainment | |||||
| Disadvantaged pupils | Other pupils | All pupils | |||
| % ATTAINMENT Higher Level |
School National % |
School | National | School | National |
| Reading |
12% 14% |
16% | 35% | 16% | 28% |
| Writing |
12% 10% |
22% | 25% | 18% | 20% |
| Maths |
12% 13% |
18% | 30% | 18% | 24 |
National figures are based on 2017 national figures
Carlton School –Pupil Premium Allocations and impact 2016/17
Total allocation for the year: 281 160
© Carlton Primary School
Phone: 0207 485 1947 Email : admin@carlton.camden.sch.uk