Pupil Premium Grant

The Pupil Premium Grant is additional funding targeted at pupils from deprived or disadvantaged backgrounds.
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 at any point in the last 6 years,
– the number of pupils that have been looked after or were adopted from care.

Based on funding for this year 2017/18:
Total number of pupils on roll: 358
Total number of pupils eligible for PPG: 195
Amount of PPG per pupil: £1,320
Total LAC Pupil Premium Grant: £0
Total EYFS Pupil Premium Grant: £5892
Total Amount of Pupil Premium Grant: £257,400

 

The Government do 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.

How the Grant will be Allocated
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.

Reporting
• 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.

Success Criteria
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.

Measuring the Impact of the PPG:
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 2016/17
    Total allocation for the year: 281 160

     
    Impact of Pupil Premium Grant on outcomes for the disadvantaged pupils at the end of each key stage.
     

    On exit from the EYFS:
    There were 15 pupils identified as disadvantaged in the cohort.
    – 73% of this cohort achieved a good level of development.

    Phonic Check 2017:
    There were 26 pupils identified as being disadvantaged in Year 1.
    – 62% passed the check.

    On exit from Key Stage 1:
    There were 29 pupils identified as being disadvantaged.
    Their attainment is as follows;
    – Reading 76% achieved the expected standard and 11% greater depth,
    – Writing 69% achieved the expected standard and 15% greater depth,
    – Maths 76% achieved the expected standard,
    – Science 83% achieved the expected standard.

    Compared to the previous year, there was an increase of disadvantaged pupils reaching the expected standard and greater depth.

    On exit from Key Stage 2:
    There were 26 pupils identified as being disadvantaged in this cohort.
    Their attainment is as follows;
    – 69% of this group reached the expected standard in reading, writing and maths combined. This represented an increase of 25% from the previous year. It was below ‘other’ but the gap had closed from 36% to 2%.
    – Reading 85% achieved the expected standard, representing an increase from the previous year and broadly in line with ‘other’.
    – Writing 77% achieved the expected standard and the % increased from the previous year.
    – Maths 88% achieved the expected standard and the % increased from the previous year.
    Where the % of pupils at the expected standard was below national other – the gap had closed compared to the previous year.

    Progress:
    – Reading: Overall, disadvantaged pupils made more than expected progress. Based on prior attainment bands, low and middle made more than expected progress.
    – Writing: Overall, disadvantaged pupils made just below the expected levels of progress. In school tracking shows that this is linked to need.
    – Maths: Overall, disadvantaged pupils made more than expected progress. Based on bands of prior attainment, this was also the case.

    Action Impact/Evaluation

     Early Bird Club – Breakfast Club

    Pupils have a nutritious and calm start to the day

    The early Bird club was well attended. On average 30- 35 children attend daily. Over the year this meant that on average 80% of the pupils that attended were Pupil Premium pupils. In order to meet the needs of pupils, the club ran each day during the term (in the past, it started the second week back and didn’t run the last week).

    The pupils 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 pupils targeted to attend

    Provision of Music Therapy

    Addressing barriers to learning for identified children through structured sessions. Parental involvement encouraged

     The programme of provision was a combination of 1:1 sessions and group. All pupils made progress and were referred to other services where it as deemed necessary.

    TOPPS –Tavistock Clinic

    Psychotherapy support for identified pupils who are identified through Inclusion Team meetings 

     10 pupils received individual or parent/ child weekly psychotherapy session and there were 2 new referrals. The work in this area continues to be vital to meet the needs of the pupils.

    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

     Pupils’s support was personalised to meet their needs. This was combination of small group or 1:1 support. All pupils made good progress and completed the year successfully.

    First Wave Quality teaching

    Experienced staff lead smaller grouping to close the gap for identified children

    End of Key Stage 2: The % of pupils that reached standard was above national in all areas. The % of pupils reaching a higher standard in reading and maths was above national and just below national in writing and combined reading, writing and maths overall.

    69% of pupils in the disadvantaged cohort reached standard combined –this exceeded the national levels of both disadvantaged and non-disadvantaged.  

    As a result of the additional  support, the % of pupils that ended the year in the year 4 and 5 curriculum increased- this demonstrated that the gap had closed as a result of the support.

    Interventions to close the gap

    This includes Beanstalk –reading interventions and in school speech and language support.

    11 pupils have had reading recovery over the year, four are part way through the intervention. Of the 7 that have completed, all pupils made accelerated progress.

    114 pupils were screened as part of language link- 60 were found to have identified needs and all received support this year. Progress was varied and where appropriate, follow on referrals were made.

    16 pupils were supported through Beanstalk – volunteers readers this year and all made good progress.

    Enhancing children’s learning experiences

    Supporting a portion of the year 6 school journey.

    Ensuring that all pupil premium pupil can attend school trips.

    The year 6 journey went ahead and feedback from the attendees was really positive. The impact was evident in the calm start they had to the year, their attitude to learning and their independence.

    In other year groups- all the planned trips went ahead and all pupils participated- this also meant that all pupil premium pupils did also.

     

    Provision of in school music lessons for identified pupils

    Yr4: weekly violin lessons for all children (50% Free School Meals) with Wider Opportunities Fund

    2 days per week of music teacher who will lead on developing the school choir, teaching identified children instruments and teaching lessons across the school

    All the pupils in year 4 learned to play the violin (this included all the pupil premium pupils) and also participated in a mid and end of year concert for their families.

    All classes across the school received music lessons; the EYFS also had regular sing-alongs with their parents. The standard of performances at year end show the very positive impact. Identified children also participated in a secondary school music group.

    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

    Each year group completed an Enabling Enterprise project across the school year- they sold their products at the Christmas and end of year school fair. All key stage 2 classes an additional activity/treat using the money they raised.

    The whole school participated in an Enabling Enterprise challenge day- feedback from the facilitators was that the children demonstrated an increased ability to justify their reasoning and work in teams.

    The trips to places of work resulted in children’s experiences of the work place being broadened and encouraged them to think about possible careers.

    Silent Film Festival

    Pupils working with Film in Education to write, produce, star in and film their silent film

     The year 6 pupils showcased their film at the leaver’s assembly. The film won the award for best actor and was really well received by the film board.
     

    Inspire Project

    Links with businesses to give year 5 and 6 pupils the opportunity to visit, increase their awareness of the necessary skills to follow various careers

     Feedback from the pupils was very positive regarding the trips. The visit from the local business allowed them to ask questions –the pupils now cite a range of careers they would like to pursue 

    REACH OUT PROGRAMME

    Targeting year 6 boys to motivate them in their learning and close gaps

     There were 21 boys in year 6. All achieved standard or greater depth, with the exception of 3 boys. Each of these boys had additional needs that would impact on them reaching standard.
     Pupils have access to high quality home readers to develop their interest in reading  The school has clear systems  for pupils to take home readers- the reading corner are well stocked .Pupil voice shows that pupils are able to talk about the genre they like to read

    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

    All new arrivals in the EYFS received a home visit and were part of the structured entry to Carlton.

    15 families were supported by the Family Support Worker through the year

    Classes such as Stay & Play, Play and Relationships and Family Kitchen were well attended by families. Parents enjoyed the sessions and encouraged their children to join in.

    Engagement of parents in their children’s learning

    -structured parent meetings to discuss targets for identified children and share aspirations with the child present

    Equivalent of 2 days  cover per teacher per year

     Over 90% of families attended the meetings .The impact is that they are aware of how their child is progressing and know how to help them.
     Continue to tackle persistent non attendees – targeting parents of non-attendees and target families with EWO support  The attendance at year end was 95.66%. The school works closely with the Educational Welfare Service and is relentless in tackling non attendees. This will continue to be a focus.
     Helping children with the cost of accessing on line homework 

    All reading corners well stocked and well used by the pupils

    The Mathletics after school club was the most well attended by the children

    Pupils have made use of the books provided by the school for homework- feedback from parents was mostly positive.

    The pupils are accessing the online element of their homework and completing what is required of them.

     Total:  £281 328
     Pupil premium funding:  £ 281 160
    Carlton School – Pupil Premium Allocations 2017/18
    Total allocation for the year: 257 400

     

    Action Allocation Success Criteria
     Early Bird Club – Breakfast Club

    Pupils have a nutritious and calm start to the day

     £7600

    Increased levels of engagement of pupils in class.

    Targeted pupils have a calm and positive start to the day.

    TOPPS –Tavistock Clinic

    Psychotherapy support for identified pupils who are identified through Inclusion Team meetings 

     £7500  Pupils are supported in developing their emotional  wellbeing, to be able to access school life and their learning

    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

    Pupils are supported and challenged in order to close any gaps they have.

    Pupils with speech and language needs will be supported in developing their language skills.

    Interventions to close the gap

    This includes Beanstalk –reading interventions and in school speech and language support

     £ 2568  Evidence of raised attainment in reading of supported pupils who are closing the gap

    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

    Pupils experience a broad and balanced curriculum –regardless of financial background.

    Their learning experiences are widened

    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  All pupils, especially pupil premium pupils, have equal opportunity to develop their musical talents through a well taught  curriculum

    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 in the first instance

     £2000  The school will be able to provide Forest School provision for the children across the EYFS and year 1 and develop it throughout the school 

    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

    Development of risk taking skills, team building and communication between the pupils.

    Build on their independence and broaden their experience of the working world

    Silent Film Festival

    Pupils working with Film in Education to write, produce, star in and film their silent film

     £2500

    Application of literacy skills from units

    Development of team work and collaborative skills

    Inspire Project

    Links with businesses to give children the opportunity to visit, increase their awareness of the necessary skills to follow various careers

     £4500  Development of knowledge of the necessary skills to do various career paths. Pupils get the opportunity to  experience these careers and meet speakers to widen their horizons

    REACH OUT PROGRAMME

    Targeting year 6 boys to motivate them in their learning and close gaps

     £1500  Weekly programme –after school for year 6 boys to develop their literacy skills and motivation levels
     Pupils have access to high quality home readers to develop their interest in reading  £3000  Pupils develop strong foundations in reading that they can build on as they move through the school

    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

    Continued involvement by parent/carers in their children’s education.

    All classes well attended by targeted families-

    strategies that parents /carers learn impact on their children’s behaviour and attainment at school

    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
     Continue to tackle persistent non attendees – targeting parents of non-attendees and target families with EWO support  £1715

    Overall % attendance of the school to exceed 96%.

    Increase in all key groups by year end

     Helping pupils with the cost of accessing on line homework   £2662

    Developing families access to off-site learning.

    Supporting families in developing pupil’s independent learning habits.

    Total:

     £ 258 701

    Pupil premium funding:

     £ 257 400

    School Awards

    letsgetcooking2011  Camden award for inclusion 3As_Gold_14-16_RGB-achievement-for-all Food for Life - BronzePrimary Science Quality Award - Silver gold-award healthy schoolsEnabling-Enterprise-School-Kitemark-logoschoolgamesbronze

    “The school is very nice and the adults are very caring”

    Ismail, Year 6

    “There are many fun and interesting lessons”

    Anika, Year 6

    “Carlton is very helpful: I learnt English in less than 3 months!”

    Paul, Year 6

    “Carlton Primary School is a great place to achieve an excellent career and future.”

    Sufi, Year 6

    “Carlton is a really enjoyable school with lots of fun lessons”

    Maesha, Year 6
    Phone: 0207 485 1947
    Fax: 0207 485 1482
    Carlton Primary School
    Grafton Road, London, NW5 4AX