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Orgill Primary School

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Pupil Premium

What is Pupil Premium?

The Pupil Premium is a government initiative that targets additional funding at pupils considered to be from deprived backgrounds because research has shown that such pupils underachieve compared to others.  The money is provided to ensure that schools are able to support these pupils in achieving their full potential.  The government have used pupils who are entitled to Free School Meals (FSM) as an indicator of deprivation and they allocate a fixed amount of money per pupil to schools each financial year based upon the number of pupils who have been registered for FSM at any point during the previous six years.  An amount of money is also allocated to pupils who are looked after by the Local Authority (LAC) and pupils who have a parent/parents who are serving in the armed forces. The government does not dictate how this money should be spent but we are expected to employ strategies that we are confident will 'narrow the gap' in attainment between those pupils who are considered to be deprived and those who are not.  We are accountable for this allocation of resources and must demonstrate that pupils in receipt of Pupil Premium achieve well compared to other pupils.

How much Pupil Premium Funding does the school receive?

The amount of Pupil Premium allocated to the school varies each year due to the varying numbers of pupils eligible for the funding.  In the current academic year 2017-18, a total of £119,180 has been allocated.

What barriers to learning do our disadvantaged pupils face?

When we make decisions regarding the use of Pupil Premium funding it is important that we consider the context of the school and the challenges faced by our pupils.  We recognise that pupils can experience many barriers to their learning and that these barriers can be long term, short term or can change over time. We believe that it is vital that these barriers are identified and addressed in order for our pupils to achieve their maximum potential.  Typical barriers to learning experienced by our pupils include:

 

  • attendance and punctuality issues
  • lack of support at home
  • low levels of aspiration
  • weak language and communication skills
  • behaviour and emotional difficulties
  • low confidence and self-esteem
  • lack of resources to support home learning
  • family conflict and social problems
  • a narrow range of experiences and opportunities
  • negative peer influences

How are you addressing these issues?

We have a number of key principles on which we base our approach to overcoming disadvantage.  We believe that these maximise the impact of our Pupil premium spending.  These principles are:

  • High expectations
  • High profile
  • Keep up not catch up
  • Early intervention
  • Inclusive provision
  • High quality teaching and learning
  • Emphasis on basic skills

 

Our provision focuses on four specific areas which cover the range of educational barriers to learning experienced by our pupils and embrace these key principles:

  • Attainment in English and maths
  • Attendance and punctuality
  • Engagement
  • Enrichment

 

We recognise that our pupils are individuals with varying needs and we employ a wide range of strategies within these four areas to ensure that they achieve the highest standards of attainment.  We use strategies that we have already had considerable success with and continually research new approaches to ensure that the best possible provision is in place.

We produce an annual Overcoming Disadvantage Plan which details our provision and use of resources for the year.

Have you been successful in overcoming disadvantage for your pupils?

We have been particularly successful in ensuring that our disadvantaged pupils have excellent rates of attendance.  In the academic year 2016-17, attendance for our disadvantaged pupils was 96.8% which is even higher than the attendance rate of 96% for all pupils nationally. Only 2.8% of our disadvantaged pupils were deemed to be persistent absentees compared to 8.7% of all pupils nationally.  This is a fantastic achievement  and shows the impact of the appointment of our Family Support Worker who works closely with vulnerable pupils and their families.

 

Disadvantaged pupils also perform extremely well in the Year 1 phonics screening check.  In 2017, 81% of pupils nationally achieved the expected standard in this test.  In our school, 100% of our disadvantaged pupils achieved the expected standard.  This reflects our commitment to the Read Write Inc. programme and the use of Pupil Premium funding to provide vital 1:1 tuition enabling vulnerable pupils to keep up with the pace of teaching and learning.

 

By the time disadvantaged pupils leave our school at the end of Key Stage 2, they have outperformed pupils nationally.  In 2017, 88% of our disadvantaged pupils achieved the expected standard in reading, writing and mathematics compared to 71% of all pupils nationally.  In writing, 75% of our disadvantaged pupils achieved the expected standard compared to 76%% of all pupils nationally.  In grammar, punctuation and spelling, 88% of our disadvantaged pupils achieved the expected standard compared to 77% of all pupils nationally.  In maths, 75% of our disadvantaged pupils achieved the expected standard compared to 75% of all pupils nationally.

 

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