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Pupil Premium

The Pupil Premium: Using it to make a difference at Harehills Primary School

What is the Pupil Premium?
The Pupil Premium is additional funding to help schools close the attainment gap between children from low-income and other disadvantaged families and their peers. If a child has been eligible for free school meals (FSM) at any point over the past 6 years or has been looked after for one day or more (Child Looked After), the school receives an amount per head within their budget. A provision is also made for children who have a parent in the armed services.
Context
Harehills Primary is a large 3-form entry school with 735 pupils. We serve an area of significant deprivation and our pupils come from a wide range of ethnic minority backgrounds (22 ethnic groups and 43 languages spoken). The majority of our pupils are of Pakistani heritage and we have an increasing number of pupils from Eastern European and African countries arriving in school with little or no English, and no previous schooling. There is a significant language barrier in school with 89% of our pupils’ proficiency in English ranging from New to English to Developing Competence, and a large number of pupils enter school with delayed language and reading skills. Currently, the percentage of pupils eligible for Pupil Premium funding is 31% (Spring census 2017), this figure is decreasing year on year, which is another significant barrier. We believe among other factors, this decrease is because many of our families are new to the country and therefore unentitled to Free School Meals and other benefits, and also it has become increasing difficult for families to claim eligibility for Free School Meals under new benefits criteria.
Rationale
Harehills Primary is determined that all pupils are given the best possible chance to achieve their full potential through the highest standards of Quality First Teaching, focussed support, curriculum enrichment, and pastoral care. We believe the additional provision delivered through the Pupil Premium funding should be available to all pupils within school who we know to be disadvantaged and vulnerable, irrespective of whether they are eligible for the funding. Indeed, it should be noted that many of the pupils identified as requiring additional levels of support are not necessarily those who fulfil the FSM eligibility criteria. There is no expectation that all Pupil Premium funded pupils will receive identical support and the allocation of the budget for each pupil feeds into the whole school budget as opposed to being ring fenced. The school considers best ways to allocate Pupil Premium money annually following rigorous data analysis and the careful consideration of the needs of the pupils.
Strategy
We have a clear, strategic 3-part model approach for Pupil Premium funding provision, which focuses on the following:
 - whole-school strategies that impact on all pupils
 - focussed support to target under-performing pupils
 - specific support targeting pupil premium pupils

Our determined and committed leadership team and wider staff ensure that Pupil Premium funding and provision impacts achievement, attendance and pastoral care. This includes two identified governors having responsibility for Pupil Premium, the Deputy Head teacher, Assistant Head teachers and TLCPs responsible for monitoring provision and outcomes, and the wider staff team to implement and evaluate provision. The Deputy Head teacher and Assistant Head teachers regularly evaluate pupil premium outcomes compared to other pupils in school to ensure the correct strategies and provision are in place.

  

Harehills Primary School actively promotes equality of opportunity for all staff, governors, pupils and parents, creating a harmonious learning community where all can succeed.

 

Ofsted November 2015

"Pupil Premium funding is used very effectively and provides additional teaching and support for pupils’ welfare. As a result, disadvantaged pupils often make better progress than other pupils, relative to their individual starting points. The school carefully identifies any factors that cause pupils to fall behind and carefully plans how pupils can be helped to catch up."

 

Pupil Premium Funding Action Plans for current and previous years

 PP Action Plan 2014-2015  PP Action Plan 2015-2016  PP Action Plan 2016-2017
Document Document

 

Diminishing the Difference

Data Headlines for Disadvantaged (Pupil Premium Funded) Pupils July 2016

The DfE no longer reports key stages 1 and 2 attainment using levels. As this is the first year where children’s attainment is reported as scaled scores and percentages achieving the EXPECTED standard, there are no previous year comparisons.

Key:

PP = pupils funded through Pupil Premium
Other = pupils in school not funded through Pupil Premium
National = all non-Pupil Premium pupils nationally
TA = Teacher Assessed (not tested)

 

Key Stage 2 Attainment July 2016

Key stage 2 national curriculum test outcomes for reading and mathematics are now reported as scaled scores, where 100 represents the EXPECTED STANDARD. Writing and science are not tested, and so Teacher Assessment (TA) is reported for these subjects.

The performance of 39 disadvantaged pupils in the school is compared with that of all ‘other’ (non-disadvantaged) pupils nationally. We have also included the results compared to non-disadvantaged pupils in school.

  

 

 

 

 

Key Stage 2 Progress July 2016

Progress in reading, writing and mathematics is calculated from pupils’ different starting points at KS1.  At key stage 2, pupil progress is calculated from the end of KS1 to the end of KS2.

Key stage 2 national curriculum test outcomes for reading and mathematics are now reported as scaled scores, where 100 represents the EXPECTED STANDARD. Writing is not tested, and so Teacher Assessment (TA) is reported for these subjects.

 

Key Stage 1 Attainment July 2016

The DfE no longer reports key stages 1 and 2 attainment using levels. As this is the first year where children’s attainment is reported as scaled scores and percentages achieving the EXPECTED standard, there are no previous year comparisons.

At key stage 1, teacher assessment is reported for reading, writing, mathematics and science. To support teacher assessment, key stage 1 deliver tests (SATs) to pupils which are reported as scaled scores, where 100 represent the EXPECTED STANDARD.

The performance of 32 disadvantaged pupils in the school is compared with that of all ‘other’ (non-disadvantaged) pupils nationally. We have also included the results compared to non-disadvantaged pupils in school.

 

  

Key Stage 1 Progress July 2016

Progress in reading, writing and mathematics is calculated from pupils’ different starting points from Reception.  At key stage 1, pupil progress is calculated from the end of Reception to the end of Year 2.

The performance of 32 disadvantaged pupils in the school is compared with that of all ‘other’ (non-disadvantaged) pupils nationally.

 

 

  

 

Persistent Absentees

In 2016, the DfE’s raised expectations and amended the Persistent Absentee Threshold from 15% to 10%. If a pupil’s individual overall absence rate is greater than or equal to 10%, he/she will be classified as a persistent absentee.

 

 

For further information about the use of the Pupil Premium at Harehills Primary School please contact

Mrs Jo Lee – Deputy Headteacher
Mrs Janet Haywood - Pupil Premium Governor
Miss Annette Berry - Pupil Premium Governor

 

Further information about school data is available through the link to the Department for Education website on the Standard and Achievements section of our website.