Pupil Premium

& Sport Premium Grants

Pupil Premium Funding

The Government have introduced additional funding for schools to help address underlying inequalities between disadvantaged children and their peers. Criteria for this funding include children who are eligible for free school meals due to their parents receiving particular benefits; children who have been 'looked after' continuously for more than six months (ie children in public care, who are placed with foster carers, in residential homes or with parents or other relatives); and children of service personnel.

The Pupil Premium Grant (PPG) was introduced in April 2011. Headteachers and School Leaders are responsible for deciding how to best allocate the funds.The progress of children linked to the Pupil Premium Funding allocation is tracked closely to ensure we are narrowing the gap between them and their non-Pupil Premium peers.

At Westerings Primary Academy, we are able to focus interventions on individuals’ needs and this is how we have decided how to use the funding to best support the identified children.


Pupil Premium Strategy... (See foot of page for prior years)...

Once a child is identified as being eligible for Pupil Premium Funding, they have access to the Westerings' standard offer for eligible children:

* free Breakfast Club

* 25% discount off all educational trips and clubs

* free school meals where eligible

* free Skills 4 Life club (basic cooking, gardening and sewing)

* prioritised emotional support with the Learning Mentor (where needed)

* 1:1 tuition with a qualified teacher at some point during the academic year

* extra curricular and curriculum support tailored to their needs as necessary

Children's specific needs are discussed with the class teacher, SENDCo, Parents/Carers and other staff who know them well. Following an individualised needs analysis based on personal, social and emotional needs, academic needs and other factors, personalised plans can then be arranged to support them.

At Westerings Primary Academy our focus for all children is them as an individual. Some children eligible for Pupil Premium Funding have SEND whereas some may be highly able in academic areas. Every child is different and we aim to support them emotionally and academically to enable all children to progress well from their individual starting points. Our aim for all children is to succeed academically and to be able to confidently face any challenge life may set them in the future.

Support offered may include time with our Learning Mentor. She is able to provide support in many areas, including bereavement, behaviour support, counselling, art therapy; and works alongside our SENDCo and external agencies. She is able to provide 1:1 support to children in the areas that are personal to them and help to address their barriers to learning. This role was created specifically to address identified needs but it has already had an impact on the academy as a whole in strengthening our approach to barriers to learning and raising the awareness of good mental health.

In 2015 we introduced use of the Leuven Scales to monitor Wellbeing and Involvement. Having chosen Early Excellence as our Baseline Assessment provider for Early Years, we could identify a need in our children to monitor Well-Being as an indicator of good mental health, self-esteem and resilience. These had been identified as barriers to learning for some of our children. A high level of Involvement and Engagement is necessary for deep learning and development so by using the Leuven Scales we have been able to identify and address barriers to those children not progressing.

Accelerating progress in English or Maths for specific children continues to be a focus, as well as continuing to fund access to extra-curricular activities that build self-esteem for specific individuals. We have identified that some children who have Special Educational Needs as well as receiving Pupil Premium Funding may need intensive support and, following reference to the Sutton Trust’s research via the Education Endowment Foundation, it was decided that 1:1 tuition from a qualified teacher was likely to have the highest impact. This year our highly experienced Maths Leader, as a Specialist Leader of Education is providing support to all classes as well as 1:1 support for children with PPG. Literacy 1:1 tuition is provided by a highly experienced teacher with a Literacy specialism.

The Leuven Scales

For Wellbeing and

Involvement...





This tool has been developed by a team based at the Research Centre for Experiential Education (Leuven University – Belgium) The tool focuses on two central indicators of quality Early Years provision: children’s ‘well-being’ and ‘involvement’.

  • Well-being: feeling at ease, being spontaneous and free of emotional tensions and is crucial to good ‘mental health’. Well-being is linked to self-confidence, a good degree of self-esteem and resilience.
  • Involvement: being intensely engaged in activities and is considered to be a necessary condition for deep level learning and development.

If there is a consistent low level of well-being and or involvement, it is likely a child’s development will be threatened. The higher the levels of well-being and involvement we can achieve for the child, the more we can add to the child’s development. When there are high levels of well-being and involvement, we know that deep level learning is taking place.

High levels of competence can mask low levels of involvement. The scales may reflect quality of teaching, ie if a child has low levels of involvement, this may be because the lesson is boring or inaccessible. Teachers need to respond to low level scores and alter their teaching to foster a higher level of involvement, and therefore more meaningful learning.

The Leuven Scales of Wellbeing and Involvement are used regularly in Early Years settings. EYFS Assessment tools including Tapestry and the 2015 Early Excellence Baseline Assessment tool use them as indicators of quality learning.

At Westerings Primary Academy, following the recommendation that these scales can be used for all ages, we have been using them throughout the academy. We have found that several of our children with SEND or those with Pupil Premium Funding have low levels of involvement. In order to help them progress faster to be ‘secondary ready’ and to meet their learning potential, we have been using the Leuven Scales to assess their involvement.

We have also developed a child-friendly self-assessment tool, based on the same scale but in language children can use to reflect on their own learning. This also helps adults to compare children’s views of their involvement with adults’ perception. We have been able to share this resource with other schools.

Using these scales to assess at different times, we are able to judge improving involvement and readiness to learn at times when measuring progress is difficult.


At Westerings Primary Academy, we have been focussing on Involvement to accelerate learning.

What is involvement?

When children are...

• concentrated and focussed

• interested, motivated, fascinated

• mentally active

• fully experiencing sensations and meanings

• enjoying the satisfaction of the exploratory drive

• operating at the very limits of their capabilities

...we know that deep level learning is taking place




EXPENDITURE & IMPACT


Pupil Premium Strategy and Impact 2012 - present

In 2012/13, the academy targeted our Pupil Premium allocation mostly at staffing.

Our Year 6 class was a larger class than usual at 36 children and a large group of those had particular needs that needed individual attention. Feedback to children is well known as one of the most effective ways of improving learning. An extra teacher was funded for a year. Having two small classes in Year 6 hugely impacted on the children's understanding, learning and progress. Those children received more individual attention from qualified teachers. It impacted on those with low self esteem and those having difficulty with basic skills. Supporting those children with quality first teaching enabled the academy to ensure learning support staff that would have had to be in that class could be reallocated to other classes around the school to support other Pupil Premium children. The impact of this was seen in the accelerated progress of those children within that one year.

The allocation for 2013/14 was spent on improving Reading provision. This was identified as an area of need for individual children, particularly disadvantaged children and is of extreme importance as a basic skill for our children. Our Pupil Premium Funding was linked to key objectives on the Academy Improvement Plan. We updated resources with online facilities and books that included reading comprehension practice and high interest readers to encourage boys, in particular. These ranged from humorous and adventurous stories to inspirational biographies of Olympic Athletes. Our library facilities were reorganised and non-fiction made more accessible to relight the excitement in reading. The amazing mural of story characters that is covering our library walls was started by our very talented parent. Phonics reading books were purchased so all Reception and Key Stage One children could secure their reading skills by reading specific phonics books as well as their usual reading books. The online Phonics Bug scheme was introduced to aid teaching and learning. Staff were retrained in Guided Reading techniques and reading comprehension. The impact of this focus on reading was clearly seen in children's keen discussions of what they were reading and the speed with which all new books left the library shelves as well as assessment data. 80% of children eligible for Pupil Premium Funding throughout the academy made good progress or were on track to achieve good progress in Reading, compared with 63% in the previous year. In Year 6, 100% of disadvantaged children achieved Level 4 in Reading and this was higher than their peers and the National averages for disadvantaged children and their peers. Reading became a strength for these children. 5 of the 7 disadvantaged children made at least three levels progress in Reading since Key Stage One. Breaking News in 2015! 100% at Level 4 in Reading!

In 2013/14 we also began to use allocated funds to support eligible parents financially with the cost of trips and clubs. This has enabled our disadvantaged children access to participate in a wider range of extra-curricular opportunities, including residential visits, boosting their confidence and social skills as well as enriching their learning experiences.

Following further analyses of the specific needs of identified children, we created a new staffing role of Learning Mentor in 2014/15. Our Learning Mentor is able to provide support in many areas, including bereavement, behaviour support, counselling, art therapy; and works alongside our SENDCo and external agencies. She is able to provide 1:1 support to children eligible for Pupil Premium Funding in the areas that are personal to them and help to address their barriers to learning. This role was created specifically to address identified needs but it has already had an impact on the academy as a whole in strengthening our approach to barriers to learning and raising the awareness of good mental health.

In 2015 we introduced use of the Leuven Scales to monitor Wellbeing and Involvement. Having chosen Early Excellence as our Baseline Assessment provider for Early Years, we could identify a need in our children to monitor Well-Being as an indicator of good mental health, self-esteem and resilience. These had been identified as barriers to learning for some of our children. A high level of Involvement and Engagement is necessary for deep learning and development so by using the Leuven Scales we have been able to identify and address barriers to those children not progressing.

For the past two years, our data showed that we significantly reduced the gap in attainment between the group of those receiving Pupil Premium and those who did not. We continue, however, working with individuals on their specific needs.

Accelerating progress in Literacy for specific children in the Year Three class, (Year 2 in June 2015) was a focus in 2015/16, as well as continuing to fund access to extra-curricular activities that build self-esteem for specific individuals. They received 1:1 tuition from a qualified teacher. At Westerings Primary Academy, we focus very much on individual children. We have identified that some children who have Special Educational Needs as well as receiving Pupil Premium Funding sometimes need intensive support and, following reference to the Sutton Trust’s research via the Education Endowment Foundation, it was decided that 1:1 tuition from a qualified teacher was likely to have the highest impact.

Our funding for PPG pupils to receive discounts on trips and clubs is continuing into the 2017/18 academic year. We are planning trips for PPG pupils to support SMSC goals, such as "aspiring to achieve" by visiting centres such as theatres, local colleges, Southend Airport and local universities. We are also collating reports from previous Westerings pupils on their experiences since leaving us – we have world class ballet dancers, Hollywood movie stars, TV stars, teachers and all kinds people with a plethora of exciting lives to inspire our children and to show them that anything is possible!

We review our PPG spending annually.

SPORT PREMIUM FUNDING

Allocation of Sports Premium Funding 2015-present

1. We are continuing the partnership with Castle Point and Rochford Schools Sports Partnership as it has offered our children and staff so many opportunities. We have made full use of these and are very pleased to have been awarded the GOLD GAMES AWARD for the third year running. Westerings Primary Academy have also been nominated with Distinction and named School of the Year Runner Up in the Rochford District Sports Awards 2015, and winner 2016. We have noticed a clear improvement in children's confidence, attitudes to teamwork, resilience and risk taking and these attributes are influencing their academic work. We have therefore decided to continue to use the Sports Premium Funding to pay for our membership so we can ensure these opportunities.

2. A highly qualified Sports Coach was employed to facilitate training of new staff each Friday morning and focused on Orienteering, Dance, Gymnastics and will be working on Athletics, as identified in staff training requests. Midday Assistant and Learning Support Assistant Training has also been utilised and the coach trained some children as Sports Leaders and new Play Leaders.

3. Following the local schools’ Swimming Gala, swimming lessons and discussions with families, it was discovered that swimming was a weakness at Westerings with several of our older children not confident swimmers. The Sports Premium Grant is being used to fund swimming lessons in 10 weeks blocks for Yr 2s to Yr 6s to establish secure skills. During part of these lessons, the children are taught survival skills. It is likely that this intervention will continue in the next academic year until we can be sure that this important life skill is no longer a weakness throughout the school.

Autumn : Yr 5 and Yr 6 10X ½ hr lessons

Spring : Yr 4 & Yr 3 10X ½ hr lessons

Summer : Yr 2 10X ½ hr lessons, catch up lessons for those needing an extra boost and competitive swimming gala practice

4. With the help of WPSA (Westerings Parent and Staff Association) we have financed a lovely new 17 seat minibus. This is being used to transport children to matches, festivals, competitions, swimming lessons as well as other curricular trips. Whereas previously there were children who could not attend sporting events as their parents could not transport them, we are now able to ensure all children have that opportunity. WPSA have kindly agreed to pay for the first year's rental and some Sports Premium funding is used towards financing fuel. At the moment, usage is being monitored to ascertain exact amounts. Coaches have also been financed for whole class activities such as the KS1 Mini Games Festival and Dance Festival at the Palace Theatre.

5. The Sports Premium Grant has also been used to purchase updated and more suitable KS1 gymnastics equipment and team kits

EXPENDITURE: