Pupil Premium and Sports Funding

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PUPIL PREMIUM

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers. In the 2016 to 2017 financial year, schools receive the following for each child registered as eligible for free school meals at any point in the last 6 years:

  • £1,320 for pupils in reception year to year 6
  • £935 for pupils in year 7 to year 11

1. Summary information
School Beckmead School
Academic Year 2016-17 Total PP budget £124,877 Date of most recent PP Review Sept 2016
Total number of pupils 160 Number of pupils eligible for PP 107 Date for next internal review of this strategy Sept 2017
2. Context

67% of pupils at Beckmead currently qualify for the Pupil Premium. These pupils are in every class and across the ability range. Our school caters for boys and a small number of girls who all have difficulties in the areas of Social, Emotional and Mental Health, including a dedicated school for boys with autism and challenging behaviour. Barriers to our pupils’ learning include:

  • poor literacy skills
  • low attainment in Maths and Writing
  • low attendance
  • low levels of emotional literacy and self-regulation.

The Beckmead Family of Schools seeks to ensure that every pupil makes as much progress as they possibly can – academically, socially and emotionally – and our PP spend focuses on removing the barriers to learning that our pupils experience. Due to the wide range of learning difficulties and special educational needs, a high level of differentiation and personalised learning is required. All of our funding, including the Pupil Premium, is used highly effectively to ensure that no child is disadvantaged and that all make good progress in their areas of need. Analysis of our data shows that this is the case. As well as measuring our pupils’ academic attainment, we ensure that we take an annual ‘snapshot’ of all our pupils’ emotional and social development, which shows that our PP pupils are making excellent progress in these areas.

Full details of our pupils’ attainment is shown at the end of this report.

3. Outcomes
Desired outcomes and how they will be measured Success criteria
A. Improved progress in Literacy across KS1 and KS2 Average progress against national average improves for all PPG pupils.
B. Improved progress in Maths across all key stages Average progress against national average improves for all PPG pupils.
C. Improved attendance across whole school Average whole school attendance reaches national average (92%).
D. Reduced incidents of physical intervention and increased engagement from all pupils Incidents reduce across whole school; positive feedback from pupils in survey.
4. Planned expenditure
Academic year 2016/17
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
i. Quality of teaching for all
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
A. B. Purchase of ActiveLearn software for use in KS1 and KS2. ActiveLearn is a highly-regarded suite of software encompassing Wordsmith (English) and Abacus (Maths) at KS1 and KS2. By implementing this across Beckmead Lower school, we will ensure a consistent approach to teaching and assessment. The suite of software also encompasses the Bugclub reading package, which children are able to access at home as well as in school. Termly assessment of all pupils; regular monitoring of lessons through observations and learning walks. DM/JA July 2017
A. Training for colleagues in Creative Literacy. Training for colleagues to actively engage children in reading, to encourage a more creative approach which will improve pupils’ engagement with literacy. Termly assessment of all pupils; regular monitoring of lessons through observations and learning walks DM/JA December 2017
C. D. Purchase of resources to deliver BTEC curriculum to KS4 students. We have introduced a number of new BTEC courses to offer a wider choice of meaningful and interesting qualifications to our KS4 cohort. This will improve attendance and engagement at KS4. Termly assessment of all pupils; daily monitoring of attendance; termly attendance figures produced for KPIs. MN/AG Termly
Total budgeted cost £9,103
ii. Targeted support
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
A. B. Purchase of specific interventions (eg Toe by Toe, Single Word Spelling test) for use with targeted pupils. Early identification through baseline assessments enables teachers to target children with specific issues with interventions designed to improve that area of difficulty. Regular progress checks by class teacher / TA. All HoS Ongoing
A. C. D. Football Beyond Borders literacy intervention. This intervention is a combination of classroom-based learning from a football-themed literacy curriculum and character-focused football coaching. It is designed to increase engagement of boys with literacy and to improve their literacy skills. Regular monitoring of attendance; progress data reviewed termly AM July 2017
C. Contribution to employment of Attendance/Family worker Many of our families require additional support and advice to resolve issues that impact on a young person’s attendance. Our dedicated Attendance/Family worker can work with families where attendance is at a concerning level to identify any issues and help to resolve them. Regular monitoring of attendance; Pupil Care Committee meets termly HoS/JA July 2017
C. Contribution to lease of vehicles to provide targeted support during times of need (eg when awaiting LA transport or when families housed in emergency accommodation). Many of our children are unable to access transport for reasons which can be out of their control. By supporting specific children, we can ensure that attendance remains high during what can often be turbulent times for the child. Attendance monitored by class team and attendance officer. HoS Ongoing
C. D. Sporting Chances alternative curriculum provision for selected KS4 students. Investment in gym equipment for students in the Community Learning Team. This group of young people have found it historically particularly difficult to engage with schooling; our approach with older students is to tailor a bespoke timetable and to offer activities on and off-site that the young people will find motivational. Attendance monitored by AG/MN and attendance officer. AG/MN Termly
Total budgeted cost £41,229
iii. Other approaches
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
A. B. C. D. Investment in therapy service, including new therapy equipment/resources and contribution to the cost of in-house therapist; training for staff on Drawing & Talking / Lego Therapy / Emotional Support Literacy Assistant. A high proportion of our pupils and young people have historically found school to be a difficult environment for them to succeed in. At Beckmead we take a highly therapeutic approach, using a range of approaches to give our children and young people an option that will work for them individually. Regular monitoring by Head of Therapy; annual reviews HoT Ongoing
C. D. Various activities and resources to improve children’s self-esteem and enable all to access the school curriculum, including school residential, reward trips, provision of school uniform when required, nurture food order to give all children the opportunity to eat together as a family. Investment in curriculum activities including Swimming and Forest Skills. Many of our children have found school difficult and suffer from low self-esteem. At Beckmead, we place great store in using a therapeutic approach, but also in offering opportunities for children to be successful; this is often through sport. Play times and curriculum offer monitored by HoS and DEHT MN/DM/JA/AM Ongoing
A. B. C. D. Resources and training to continue the Edible Garden project in Chaffinch Brook. We have found this to be a successful way to engage children in school and learning, with cross-curricular links to many other subjects, including Literacy and Maths. Lesson plans monitored by AHoS; increased engagement in lessons by children. JA/AM July 2017
Total budgeted cost £74,545
5. Review of expenditure
2015-16
i. Quality of teaching for all
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
Improved life skills and opportunities post-school for KS4 children College placements, specialist training courses and WEX placements to enhance the education and outcomes of the older pupils by providing meaningful, vocational and WEX opportunities. 100% progression into work or training. 87% sustained placements from previous year. Some of our older pupils - especially those who are referred to the school in KS4 – require specialist and personalised pathways through their education to help them achieve meaningful, sustainable outcomes and life chances. We will continue to work with a variety of local partners to access accredited courses in subjects such as catering, mechanics, joinery and construction. The school has worked with a local business that interviews pupils and matches them with suitable WEX placements; however lack of knowledge of young person and their aspirations means that this may be more successful if brought back “in house.” £38,000
ii. Targeted support
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
Improved attainment for all PP children Literacy and numeracy interventions to provide specialist, catch up interventions for delayed learners.
Library books for children with SEN to provide reading materials for our increasingly complex pupils with learning difficulties.
In all areas of KS’s 2 and 3, PP pupils outscored non PP pupils except in KS2 speaking and listening.
KS2 reading, 2 or more sub levels PP pupils 54%, non PP 40%.
Key stage 3 reading, PP 2 or more sub levels 63%, non PP 34%.
All children are taught in small groups, however some of our more vulnerable learners benefit from increased support, in the form of 1:1 tuition or support in lesson.
PP pupils have made excellent progress in reading and we will continue to monitor this next year.
£2,000
Improved attendance & punctuality amongst PP students ‘Crisis’ transport to ensure our most vulnerable children can access school even in crisis housing situations.
Food for breakfast time and nurture time.
Two pupils temporarily located out of Borough due to crises. Attendance at 80.95 and 77.01 due to transport. One of them achieved C grades in full GCSE maths and English exams. Additional PP children given temporary support to access school until LA transport in place.
Attendance for PPG pupils was 3% lower than for other pupils. Punctuality not an issue.
Well-nourished children are healthier, happier and more likely to achieve academically. Breakfast is an integral part of the daily routine as are nurture time and lunchtime. A healthy and satisfying start to the day has helped raise attendance and punctuality with the attendance figure for 2015 – 16 across the provision being 91% for all statemented pupils and 90.09% for pupils in receipt of PP.
Attendance will continue to be monitored and supported next year.
£14,000
iii. Other approaches
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
Improved self-esteem for all PP children Investment in therapy offering across the school, including funding for SALT at Chaffinch Brook.
Training and resources for Lego Therapy and Drawing and Talking across the family of schools; resources for Sand Tray, Music and Drama therapy.
Training at Beckmead and Bramley Bank in restorative approaches.
Contribution to Therapy Bus to provide a dedicated, fun, emotionally and physically safe therapy base.
Purchase of school uniform to ensure all children have equal access to school.
2 or more sub levels of progress in S and L at CB (PPG pupils 56% Non PPG pupils 52%).
Overall 66% reduction in bullying.
13% reduction in behaviour incidents.
31 pupils access therapy.
0.4% non-attendance.
5 families accessing.
Pupil satisfaction 93%.
Reduction in SEBD 26% over pre-therapy baseline.
Pupil statements: ‘It helps calm my anger’, ‘Good for my feelings and my family’.
Positive impact on management and expression of feelings, improved social skills, reductions in hyperactivity.

Specialist therapeutic input at CB has enabled some of our most disadvantaged pupils to make progress in their social skills and also in their learning.
Colleagues were positive about the training and believe it has affected attitudes of students. We will not repeat the training, but continue implementing the approach and monitoring pupil response.
Providing healing relationships within the school environment helps our pupils control their emotions and improve their self-esteem. Learning improves as does the ability to accept help.
Self-esteem will remain an important focus for next year.
£34,400
Improved engagement of PP children Provision of sports kit for children to use at playtime; funding for Activity Week to enable all children to participate in a fun week consisting of stimulating, topic based curriculum activities.
Hire of wheelchair for 1 pupil who has developed Perthes disease.
Reduction in lunchtime incidents of 29%.
Community engagement with archery, forest skills, library, post office, market and shops, Wimbledon Temple, Pizza kitchen and a variety of public transport.
Colleagues report improved relationships, team work, problem-solving and social skills due to the significant amount of “play” that takes place within BM. This will remain a focus for next year. £7,000
7. Sport Funding

In 2016-17, Beckmead received £4,827 for PE and Sport Premium (£8,296 for the year 2015-16).

This will be spent on the following items:

  • football kit
  • basketball hoops
  • hire of sports ground for sports day
  • special league football
  • swimming lessons for KS1 and KS2 pupils.

In 2015 – 16, PE and Sport Premium was spent on:

  • curriculum resources to enable students to access BTEC Sport
  • swimming lessons for KS1 and KS2 pupils
  • forest skills resources and lessons
  • hire of sports ground for sports day
  • training of staff to enable them to deliver sports-focused therapy.

We have seen an improvement in team-building, self-esteem, engagement and academic progress from all pupils in Beckmead over the past year, much of which is down to the emphasis we place on adults and children playing together. This approach leads to improved relationships between adults and children but also between peers, which filters through to the classroom.

KS2 Attainment - Using our internal school assessment system for measuring progress:

Reading (at the end of KS2) No. Students % below expected % expected % exceeding expected
All students 20 10 70 20
Pupil Premium 14 28 72 0
Writing (at the end of KS2) No. Students % below expected % expected % exceeding expected
All students 20 25 40 35
Pupil Premium 14 14 42 42
Maths (at the end of KS2) No. Students % below expected % expected % exceeding expected
All students 20 40 55 5
Pupil Premium 14 35 64 7

Yr 11 Attainment 2016

    English Language GCSE
  • 100% of students entered successfully achieved a pass grade D – G
  • Maths (Linear) GCSE
  • 38 % of students entered successfully achieved a pass grade C – G (3 students)
  • Maths and English GCSEs
  • 38% of students successfully achieved pass grades in both English and Maths (3 students)
  • Citizenship Studies (Short Course) GCSE
  • 88% of students entered successfully achieved a pass grade D – G
  • IGCSE ICT
  • 100% of students successfully achieves a pass grade D - E
  • ICT Functional Skills
  • Level 1: 100% who were entered passed the course
  • Level 2: 100% of students entered passes the course
  • BTEC Sport and Active Leisure (Level 1)
  • 100% of students entered passed the course
  • Vocational (SILC Training, Ilderton Motor Vehicle and LESOCO College)
  • 100% of students attending external provisions successfully gained a vocational qualification related to their course. E.g. Entry Level 3 in Basic Construction Skills, Motor Mechanics, Sport
  • 80% of Yr11 leavers secured places at colleges or training

Information from FFT on attainment and progress for the 2016 Yr6 group: