Pupil Premium

Currently, one in four children in the UK are growing up in poverty (DWP 2009). The impact of poverty on these children’s chances of educational and life success is profound. Despite average overall improvement in test scores, there are still substantial differences according to socio-economic status that continues to persist.

Forty two percent of Ever 6 children achieve five A-C grade passes, whereas sixty seven percent of middle class children achieve these grades, ‘therefore creating a socio-economic gap’.

Looked After Children (LAC) stand a statistically greater chance of going to prison than University.

The vast majority of children at Queen Victoria join our school in Reception below national average in attainment, many functioning at twenty two to thirty six months. Very few children come into school at expected or above. The children joining at two and three are functioning well below their age.

In 17% of all schools, FSM attainment is above the national average for ALL pupils

  • Free School Meals 22%
  • Ever FSM (qualified at any time in the last 6 years) 31%
  • Disadvantaged (FSM including LAC, adopted and those with a Special Guardianship Order) 39%
  • Early Years Pupil Premium
    This is as a result of running Time for Twos from September 2015. 79%
  • Click here to see our latest news on our disadvantaged pupils results

The scrutiny of data indicates that Ever 6 children are not achieving as well as they should be in 2015 however up until this our pupils were all performing above the national average for ALL children in L4 but not in L5. The combined achievement for L4+ for our FSM children was above national for ALL pupils. We received a letter from the Government congratulating us on the work we have done with our Pupil Premium children This indicates that overall we are having a huge impact with the work that we do.

Our aim for our Pupil Premium and Disadvantaged children is to achieve attainment above national for ALL children for expected and above expected standards.

How

We have used The Sutton Trust Report since 2009 and embedded the top strategies that research has found to have an impact. We have a Creative Curriculum, differentiated to suit the needs of all groups of children, creating innovative and inspiring learning opportunities for all children. The children lead their own learning – “we learn far more than the teacher can ever teach us”.

Meta-Cognitive Learning

The children understand and can articulate how they learn, not just what they learn. Children can assess and evaluate their own learning and peer and self assessment is a strength. They plan their own tasks to learn in the Learning Irresistible (topic) lessons and are currently supporting children in another school to do this in Year 6. The children evaluate their cross curricular learning at the end of each topic with their teachers in the form of “Pink Posters”.

Effective Feedback

This has been greatly developed which has a good impact on learning. Staff and children contribute to this (see above) with oral and written feedback following the school policies. Conferencing takes place at the end of each half term in order to discuss the children’s progress with them and to set new targets.

Peer Tutoring

The children are Learners to Leaders in specific areas of learning within the lesson and children cascade their learning to other groups all over the school in many areas of the curriculum. They run lunch-time clubs to pass on their expertise and interests to other children.
The Sutton Trust has updated its’ research with The Education Endowment Fund recently.

Early Interventions

The Social Inclusion team has been created who run the Nurture Programme to give support to needy children and their families. A whole range of early interventions are used with children. Beat Dyslexia, Language for Learning, Socially Speaking, Speed Up to name but a few.
We are currently working with a region in Finland and following seeing their practice we are developing an early intervention programme – this is by admitting two and three year olds with our own bespoke programme for them to develop social and emotional development first and foremost and by creating an “Early Intervention Teacher’s role” who will be based in Early Years and liaise with the Social Inclusion Manger.

One to One Tuition

We have used this for a number of years with success both for academic and socio – emotional support. Currently we are using a programme with a University that provides our targeted children with a weekly one to one lesson with maths teachers in China. This was very successful last year.

Reading Comprehension Strategies

We have recently invested in a large amount of new materials to use. Children are also able to access “Bug Club” at home and at school. Books are provided for the children to read and comprehension assessments inform the teacher of strengths and development that is needed.

The Pupil Premium Entitlement at Queen Victoria

We believe to narrow these social constraints we need to provide our children with experiences and opportunities to inspire and motivate them that they would not otherwise have. This is done in many adventurous and unique ways at Queen Victoria. Each Research Team chooses activities that they know that the children have not experienced at all or seldom. They are charged with completing thirteen fun activities so that by the children leave us they have done “one hundred things by the time they are clever!”

We provide aspirational opportunities for the children, very much led by the children themselves indicating what they feel they would benefit from, enjoy and achieve as a result. Last year one pupil premium group wanted to organise a tea party for senior citizens, which is what they did. Another wanted to create a sensory garden in the playground which they also did! This is also done through visits to: The Theatre, Council Houses, Parliament, The Opera, Museums, and University. We also actively invite visitors and speakers into school to talk to the children during assemblies to inspire them including; The Police, Fire service, Magistrates, Judges, Politicians, Bank Mangers, IT workers, Nurses and Charity Workers.

Research Teams

Research Teams (RT) play a major part in shaping these opportunities. All staff work together in year group teams including TA’s and HLTA’s. Children who are Ever 6 are placed in our RT in each year group and are provided with bespoke and specialised interventions. Information and data is collated by staff about the needs of RT children, their likes, dislikes strengths and areas for development using the ‘Apgar’ scale to ensure children “thrive” as advocated by Professor Mick Waters: Articulacy in Literacy and numeracy; getting on with the teacher; contributing to school; general knowledge and wider friendships. This then leads staff to where any gaps may be, and how to implement effective and appropriate interventions with the support of colleagues. An evaluation is done in the form of a “Pink Poster” at the end of the year. This year we are using “learn to learn strategies as our “apgar score” concentrating on “reflective learners, resourceful thinkers and independent enquirers to link to our teaching learning focus on depth and mastery. All work and impact for each teacher is going to be reported at each pupil progress meeting when pupil premium is on the agenda. The focus changes according to the data.

Who

RT interventions are delivered by a qualified teachers and support staff on a regular basis. The Inclusion Team and support staff also offer bespoke interventions such as:

  • Lunch time interventions and support
  • Circle of Friends
  • First Aid
  • Play-pals
  • Pupil Leadership teams
  • Car Interventions
  • Golf
  • Fencing
  • Fishing
  • Forest School/Outdoor Education
  • Home support
  • Parenting classes
  • Support in attending appointments
  • Family Learning

Family Links and Day Trips

The Inclusion Manager organises subsidised day trips and outings during term breaks for Ever 6 children and their families. Creating opportunities that are more cost effective and provides activities that otherwise may be out of financial reach for the families; this also builds positive relationships for families and school. We are aiming to support families to “value” education and to support them in taking part in their child’s learning. We do this by having termly Open Days when parents can see how their child learns in Literacy, Maths and another subject eg Science, IT or PE. There are “Inspire Days” when the parents can come in and produce decorations, games etc linked to their learning. There are Parent Workshops linked to the data for each year group and parents are invited to stunning starts or fabulous finishes to share their children’s learning. Families and friends join in supporting the children with their “Creative Homework”. This is a non threatening way whereby the children and adults can make choices about completing different challenges based on different learning styles for different subjects. Even next door neighbours get in on the act!! It is a great way to encourage children TO LEARN MORE!

Please click on the links below to read our case studies.