Pupil Premium

What is Pupil Premium?

Pupil Premium Funding is a government initiative intended to help raise
achievement for vulnerable and other disadvantaged children. The funding for
each school is based on the number of children who:

• are eligible for Free School Meals (or have been eligible in the past 6 years
• are Looked After Children ( in the care of the local authority
• are children of service families.

If you think that your child may be eligible for FSM (even if you prefer them to bring sandwiches) please claim your entitlement by ringing 0113 2224404) or asking at the school office.


This entitlement will be confidential and your child will not be identified or discriminated against in any way.


At Kippax Ash Tree we are totally committed to ensuring that provision is made which maximises learning opportunities for all our children and their individual needs.

National data indicates that disadvantaged pupils do less well in schools than their peers. This funding is additional other school funding so that we can provide extra support and resources to narrow the gap in achievement for these pupils.

How is the money used?

• Focussed small group and 1:1 interventions
• Nurture Groups
• Enrichment activities
• Learning mentor support

This help extends beyond the school and is linked to the Brigshaw Cooperative Trust where we have immediate access to a Trust Psychologist, Attendance Improvement Officer, Family Support Worker, Child Counsellor and Behaviour Support Worker.


Disadvantaged Pupils

Pupil Premium per Pupil

Eligible to receive of Free School Meals because of low family income.


Have been eligible to receive of Free School Meals because of low family income at any point in the last six years (known as the ‘Ever 6’).


Local Authority ‘Looked After’ children.


Children who have been adopted from care.


Children who have left care under ‘Special Guardianship’.


Children who are recorded as ‘Ever 4’ service children or in receipt of a child pension from the Ministry of Defence.


Early Years Eligible to receive of Free School Meals because of low family income.



What should Pupil Premium be spent on?

Pupil Premium is not ring fenced at school level. Schools are trusted to use this funding for the purpose it was intended but in creative ways that deliver the intended outcomes and displays best practice. ‘Pupil Premium is not a personal budget, it’s a proxy measure for getting more money into schools taking into account the school’s context.’ Department for Education.

How much does Kippax Ash Tree receive from the Pupil Premium grant?

Number of funded eligible Pupils

Ash Tree Pupil Premium Grant 2015/16

87 pupils (26% of pupils)



What is the profile of Ash Tree Pupil Premium Pupils in the 2015/16 Academic Year?

Some of our Pupil Premium children face other disadvantages or barriers to learning in addition to low income, such as having special educational needs, attendance issues, social care involvement or significant emotional need at home that has affected them.

·Almost half (48%) of our Pupil Premium children also face difficulties through one other of the above in addition to low income.

·31% are on the Special Needs Register.

·29% experience two other barriers in addition to low income (SEN, poor attendance, social care involvement or significant emotional need).

We seek to combine this knowledge of each child to formulate a programme of provision so our support can be best targeted to raise achievement and attainment.


How did Ash Tree decide to spend its Pupil Premium Funding in 2014/15?

The staff team reviewed the common themes related to disadvantaged learners. Staff identified the compare and contrast within individual classes. Using EEF research toolkit we then reviewed possible approaches we could develop to effectively challenge the barriers caused by disadvantage in our setting.

Although we could identify many common barriers within our own setting, we felt that one of the most significant barriers we had is that we have children from two very contrasting communities. Children from non-social housing / disadvantaged families had limited access to wider learning opportunities such as after school activities, hobbies or interests. Children from advantaged families had a wide range of achievements in academic and non-academic areas. We felt that achievement is a wider concept than academic results and therefore we developed a wider – out of school learning offer. The majority of the Enrichment opportunities are not academically based but they provide achievement opportunities that enable children to achieve success beyond the classroom.

We also acknowledge that some academic interventions within school are required but the focus of our Pupil Premium approach is based upon the quote by Dr James P Comer “No significant learning occurs without a significant relationship”

We further acknowledge that we have some children with aspects of vulnerability that is not linked to the family socio-economic status and therefore children with any aspect of vulnerability may be considered for our PP support.

Some of the interventions below are accessed by non-disadvantaged pupils and the cost topped up from the general school budget.

Issue Identified


Cost from PP Budget

Impact for Disadvantaged Pupils

Poor attendance and persistent lateness

Attendance monitoring and parent liaison hours for Learning Mentor and development of Pastoral workers in each phase

Liaison with Extended Services including home visits


Attendance has a higher profile and number of PA cases have significantly reduced. 3 PA cases remain. Each case has other complicating factors that school are supporting families with via Gudaince and Support, SEMH and / or counselling.

Lack of engagement in school

After school provision mad science, Enrichment clubs


Increased schools participation, improved behaviour and attitude outcomes

Poor early reading skills

Read Write Inc programme implemented across FS & KS1


Yr phonics attainment 2015

80% attained - which is 3% higher than national although the FSM is higher that average

Low reading Levels

Bug Club to encourage reading and e-reading in addition to the RWInc reading scheme


More time is needed for the RWInc skills to embed and make an impact in SAT outcomes

Low levels of Speech and Language

Purchasing of enhanced speech and language offer (1 day each week)

0.4 SaLT worker

0.2 SaLT worker





Ongoing support given to all children with SaLT need, writing outcomes are improving but this support will need to have a longer time to embed

Need to track, plan for and monitor

Developing of weekly Progress Pathway


Support well targeted and documented in school via Inclusion outcomes.


changing needs/support required

Social, Emotional, Mental Health needs

Art & Play therapy training and delivery

Counselling through Extended Services

TAMHs provision

Nurturing parents support

Webster Stratton Support

Nurture training and provision developed

AIP budget accessed

Improved self-awareness and self-esteem.


Consistency of approach and highest quality of teaching needed

Assistant Head Teacher role developed and made non-class based. Providing teaching and learning coaching to support development of consistently high quality teaching and learning


This strategy did not have the required impact for a variety of reasons (external reasons) and therefore AHT not replaced after gaining promotion in another setting

Inclusion and early identification of SEN

SENco / DHT mande fully non-class based to support high quality inclusion in all classes and early intervention and identification of additional needs


SEN/D strategy and approaches recognised as best practice within the LA

Lack of key person

Pastoral Team developed – 1 TA from each Phase ( 2 yr gps) to do home visitis, IBP, SEMH work, lead CAF’s etc


Improved parental relationships – improved PA attn. data, Paretns survey indicate high level of support offered.

Children unable to afford school trips

Subsidy for PP pupils

£1,000- £2000

All children with parental permission participate in educational visits and residentials.

Lack of equipment

Free school uniform provided to families in need on request


Children are well equipped and feel ‘the same’

Lack of interest in wider learning

Disadvantaged fund requests made to Cluster for ‘Mad Science’ for Y3/4 disengaged boys


Mad Science – outside provider really engaged targeted group of disengaged boys. 2 children with poor attendance had significant improvement in attendance. Enjoyment in wider learning from children.

Lack of wider engagement with school life and learning

Enrichment Clubs

2 members of staff lead Enrichment clubs daily – all other members of staff are encouraged to volunteer to run enrichment opportunities / clubs


Many Enrichment Clubs have waiting lists, PP children and vulnerable children have first priority. Clubs such as Minecraft Club, Retro Gaming, Welly Warrior (environment) Craft, Zumba, Cheerleading, Multi-sports, Cabaret, knitting, homework are all on offer

Low maths levels in KS1

Numicon maths teaching


Numicon/ Visual images and models work not embedded enough and not evident in SATs results. More specific teaching needs to be developed in 2015-16

Low maths levels in UKS2

‘tutorial time, visual images and models


Low levels of boys’ engagement in FS

Re-organisation of FS leadership – AHT post created to lead significant improvements needed


5% increase in GLD outcomes from previous year – 4% below national GLD outcomes

Low levels of attainment in Y6 in maths and English.

Deputy Head – outstanding practitioner teacher class teaching full time


Raise data does not reflect the fact that 4 children with significant levels of vulnerability joined Y6 at end of Y5 or during Y6 – data without new entrants evidences PP children matching non vulnerable


What is Ash Tree spending its Pupil Premium Funding on in 2016/17?


Issue Identified



Impact to be evaluated mid year Jan 2017

Poor attendance

Attendance monitoring and parent liaison hours for Learning Mentor.
Liaison with Extended Services including home visits .

Pastoral Team – home visits, daily phone calls


Attn. continues to be a focus area for PP learners – Holidays in term time being a significant on-going issue

Failure to complete homework & engage in learning beyond the classroom

Enrichment clubs – including weekly homework clubs


All PP children requesting Enrichment club give places to support increased confidence and engagement with education

Low reading levels including low phonics scores

Review and re-development of RWInc with identified RWInc leader in school ensuring fidelity to programme


Improving progress data each half term of academic year of 2016-17

Low reading Levels

Increased individual reading sessions for identified children


Confidence in reading growing – progress data for internal data tracking report evidences improve out comes in KS1 reading

Low levels of Speech and Language

Employment of additional Speech and Language therapist to work with children and train staff
1 day each week

Enhanced SaLT package from LA

HLTA leading KS1 SaLT interventions

Teacher & NNEB trained in Talk Boost Intervention





SaLT outcomes improving via attainment of SaLT IEP target attainment

Need to track, plan for and monitor changing needs/support required

DHT working with key identified groups in all phases to ensure children with significant need have quality first input


DHT ensure disadvantage plans are implemented, are working with identified groups and monitor and evaluate processes on half termly basis. Support T&L in classrooms to improve quality first teaching delivered





Time needed for children with emotional needsto express themselves and their barriers to learning

The Nurtury Programme

£2000 X3 days weekly nurture group led by non-class based TA

Difficulties in social skills and learning behaviours Y4

The Nurtury provision


3 chn left the school

Children unable to afford school trips

Subsidy for PP pupils

£1,000 allocation per year


Underachieving maths for more able learners

‘ White Rose Hub Training, Bar Modelling, Singapore Methods



Underachieving more able writers

Weekly intervention sessions led by DHTs


Low levels of achievement and attainment

Additional DHT teaching support in all Key stages to narrow the gap.


Low levels of achievement of SEN children

Precision teaching in KS1 and FS and KS2 1⁄2 day, daily.


Additional money from the school budget also targets Pupil Premium children’s intervention and support.

How is the impact of Pupil Premium monitored?

The impact of the Pupil Premium spend is monitored by the Headteacher and by the Governing Body via termly reports to the Governing Body where outcomes and pupil progress are analysed, leaders are held to account for outcomes in learning