Pupil Premium / PE and Sports Funding
Pupil Premium Statement
At Fulbrook Middle School we work to ensure that every individual is given the best possible chance of achieving personal success.
Nationally, students from low-income and disadvantaged families have been at risk of lower achievement, lower attendance and are at more risk of exclusion than other students. The Government provides Pupil Premium (PP), in addition to main school funding, to narrow the gap between these students and their peers.
Objectives in Spending PPF
The pupil premium allocation is spent either by providing academic support to boost attainment or as a means by which pupil’s learning or experience in education may be enriched. The funding is used to narrow and close the gap between the achievement of “Disadvantaged” pupils and their peers. We assess each child regularly to determine we are providing the most effective support. Monitoring of achievement is undertaken in dedicated Subject and Year Group meetings. In these meetings we discuss academic and pastoral strategies to challenge and improve our data in response to changing circumstances. Through termly interviews, pupils and parents are asked to share strengths, weaknesses and concerns.
When selecting pupils for intervention or additional support, the school will look at all pupils across the school. There are some pupils who are illegible for PP who will benefit from this support if their needs are similar and we believe progress can be made towards individual targets.
Through targeted interventions, we are working hard to eliminate barriers to learning and progress. One of the school’s aims is to ensure that ALL groups of pupils make at least expected progress.
Sports Premium Funding
Working in partnership with Leighton Linslade School Sport Partnership
The funding has been provided to ensure impact against the following Objectives and Indicators:
To achieve self-sustaining improvement in the quality of PE and sport in primary schools.
We would expect indicators of such improvement to include:
the engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles
the profile of PE and sport being raised across the school as a tool for whole school improvement
increased confidence, knowledge and skills of all staff in teaching PE and sport
broader experience of a range of sports and activities offered to all pupils
increased participation in competitive sport
It is important to emphasise that the focus of spending must be sustainable and leave a lasting legacy beyond the funding allocation.
It is a statutory requirement of Ofsted, under their Common Inspection Framework, to ensure that information on the use of the Primary PE and Sport Premium is available on the school website.
Schools must use the funding to make additional and sustainable improvements to the quality of PE and sport they offer. You should not however use your funding to:
employ coaches or specialist teachers to cover planning preparation and assessment (PPA) arrangements - these should come out of your core staffing budgets
teach the minimum requirements of the national curriculum – including those specified for swimming
Planned Spending for the period 2019/2020
Total Cost forecast to be spent £17,441.36 Total Funding Allocation £18,340
The total Pupil Premium Allocation for the 2017-2018 School Funding Year was
The expected premium for 2018-19 will be £74,515 and will be spent to remove barriers to learning and to improve progress.
To read the full Pupil Premium Statement for the last academic year, the allocations and predictions for the current academic year, and the impact on the attainment gap in both key stages, please read the document below:
Year 7 Catch-up Funding Statement
Fulbrook uses the Year 7 Catch-up funding to enhance, enable and enrich the learning of our vulnerable pupils. It is for those pupils who did not meet the expected standard at the end of Key Stage 2 (Year 6).
The Year 7 Catch Up premium for 2017/18 was £5,533
Year 7 Catch-up funding was used to fund, subsidise or create:
Additional teaching/support provided by the SEND team, as well as English and Maths intervention teams.
One to One curriculum support withdrawal sessions in the core subjects to further pupil progress, e.g. individual reading sessions or Maths tuition group sessions.
Classroom support additional to any that may be identified on a Statement of Educational Needs/EHCP or Provision Plan.
Peer mentored programmes for Literacy and Numeracy
Preferential staffing –smaller class sizes
Improved tracking resources.
For 2018/19, intervention programmes are up and running for those pupils who did not meet the expected standard by the end of Key Stage 2.
Link governors visit school three times a year to review the spend impact.
2015-16 Impact of Year 7 Catch-Up Funding
Teachers develop pupils' reading, writing, communication and numeracy skills well across the curriculum. The teaching of phonics is used for individual pupils and groups across the school as necessary. For some this is a short term intervention in order to help pupils improve their reading skills and catch-up with their peers. For others it is offered as an alternative/additional reading curriculum and/or to meet a specific learning difficulty (e.g. dyslexia). The Fresh Start programme has been instrumental in supporting the progress of reading across the school and plays a significant role in the Year 7 catch-up programme.
In Reading, seven pupils did not attain level 4 at the end of KS2. Following Y7 catch-up intervention, six out of seven pupils had attained Level 4 and - on average - they had made seven points progress in one year. this is better than expected progress.
Similarly, the work of one of our HLTAs in the delivery of catch-up and booster mathematics has led to accelerated rates of progress for individuals and groups, helping to narrow the attainment gap for disadvantaged pupils.
In Maths, a different group of seven pupils did not attain Level 4 by the end of Y6. By the end of Year 7, and following rigorous catch-up support delivered by our HLTA with mathematics specialism, all seven had secured Level 4 (with one attaining Level 5). This group also made - on average - seven points progress across the year, demonstrating excellent progress.
Please note that six points (one level) progress is the national expectation over two years. It is also worth noting that 100% of these catch-up pupils (in both the Reading and Maths groups) are also pupils with SEND.