What is Pupil Premium?
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
Schools are free to spend the Pupil Premium as they see fit. At The Marton Academy we carefully identify where to spend this funding to ensure that it has a positive impact on the emotional well-being and progress and attainment of the children it is intended for. Its impact is carefully monitored and measured to ensure it is making a positive difference.
Find out more about whether your child might be eligible – even if you choose not to have a school dinner, the pupil premium will benefit the pupil and the school. If you wish to discuss this further please do not hesitate to contact us.
2016-2017 Pupil Premium Strategy Report
26% of pupils in the school qualify/qualified for free school meals in the past 6 years
3% of pupils in school are looked after
0% of pupils are from service families
Funding allocated: £36’220
In School Barriers:
- Poor oral language
- Gaps in knowledge and understanding of mathematics
- Gaps in knowledge and understanding of phonics, spelling, grammar and punctuation
- Breadth and depth of understanding of higher-level vocabulary
- Poor motor skills
- Poor home learning environment
- Equal access to curriculum enrichment and opportunities; emotional resilience and poor learning behaviours
- Attachment issues
- Improved oral language
- Secure knowledge, understanding and application of the basic skills of reading, mathematics and spelling and grammar across the curriculum
- Access to curriculum and cultural learning opportunities
- Increased awareness and knowledge to support and improve outcomes for pupils with attachment issues
- Quality of teaching for all
Continued professional development for teachers focused on classroom based research in:
- Mathematical understanding
- Vocabulary development and inference skills
- Targeted Support
Mathematics, Speech and Language, Phonics, Spelling, Grammar and Punctuation, Emotional Resilience and Positive Learning Behaviours
- Other Approaches
Staff Development in Attachment, Emotional Resilience and Positive Behaviour
Ensure access to music lessons and educational visits
|Targeted Support – mathematics, speech and language, phonics, spelling, grammar and punctuation, emotional resilience and positive learning behaviours||£24’862
|Develop positive mindsets;
Support pupils to secure phonics, early reading, speech and language, fine-motor control, basic number skills and mathematical understanding.
Boost self-esteem and build emotional resilience – targeted counselling
|Quality of teaching for all – continued professional development for teachers focused on classroom based research in: mathematical understanding; vocabulary development and inference skills||£5’261
|To support pupils to achieve success in Mathematics and English
1:1 Teacher Intervention
Booster sessions SATS
Research / Training
|Other Approaches – staff development in attachment, emotional resilience and positive behaviour; ensure access to music lessons and educational visits||£1’802
|Involvement of pupils in music lessons and educational visits.
Staff development in attachment
|Whole School Mathematics: [ children receiving Pupil Premium ]|
|Working Towards Expected Standard||17%|
|Achieved Expected Standard||83% (+26% from 2016)|
|Whole School Reading: [ children receiving Pupil Premium ]|
|Working Towards Expected Standard||39%|
|Achieved Expected Standard||61% (-4% from 2016)|
|KS2 Outcomes * Value Added progress score for disadvantaged pupils|
|All subjects||3.17 above|
|Summary: KS2 performed in line with National Expectations in all subjects and above in writing|
KS2 *comparisons of average scaled score to National Expectation of 100
|All subjects||106 above|
|Grammar, Punctuation & Spelling||105 in-line|
|Summary: KS2 performed above and in line with National Expectations|
By the end of key stage 2 the gap between the national expectation of 100 is closing and disadvantaged pupils are achieving in line or above in all subjects.
Disadvantaged pupils’ value added exceeds sufficient progress measures.
Disadvantaged pupils perform as well as all pupils nationally at this school.
*comparisons made with non-disadvantaged pupils nationally