Assessment Arrangements

The Pupil Premium, which is additional to main school funding, is allocated to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for FSM in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months.

In 2022/23 each pupil received funding of £1,385 (LAC: £2,410). Funding per pupil in 2023 to 2024 is £1,455 (LAC: £2,530); total allocation is £197,580. Schools have the freedom to spend Pupil Premium funding, in a way they think will best support the raising of attainment for pupils.

The Sutton Trust and Education Endowment Fund have researched ways to utilise this funding, highlighting aspects which will have the greatest benefit to learning. Sutton Trust website and https://educationendowmentfoundation.org.uk/.

IMPACT OF PUPIL PREMIUM EXPENDITURE

Pupil tracking data is used to monitor progress. The attainment and progress of those pupils who attract pupil premium funding is compared with that made by all pupils.

SATs Results 2023 (Unvalidated)

In terms of progress made from KS1 to KS2:

Reading: 24 DISADVANTAGED PUPILS: +1.2
                   61 NON-DISADVANTAGED PUPILS: +1.22

Writing: 24 DISADVANTAGED PUPILS: +2.74
                 61 NON-DISADVANTAGED PUPILS: +2.18

Maths: 24 DISADVANTAGED PUPILS: +4.93
               61 NON-DISADVANTAGED PUPILS: +3.62

Data for pupils in Years 3 to 5 are tracked on Target Tracker and are analysed by class, year group and leaders. Evaluations of Pupil premium data sets the agenda for target intervention groups.

Disadvantaged Pupil Performance 2023

Measuring the impact of the Pupil Premium

School leaders are all aware of the gaps in attainment and progress between their Pupil Premium pupils and the remainder of each cohort, and have been involved in analysing these gaps for different groups, years and subjects. They are confident that they have accurately identified needs, tracked the progress of Pupil Premium pupils and monitored the spending of the Pupil Premium grant.

A comprehensive range of strategies designed to evaluate the impact of Pupil Premium grant spending has been utilised. These include a combination of ‘hard’ and ‘soft’ data; the former informed by measuring academic performance, behaviour and attendance and the latter through measures such as individual case studies, parental surveys, pupil voice activities and discussion with teachers.

• Every teacher knows which of their pupils are eligible for the Pupil Premium and what is expected of them.
• Pupil progress meetings (usually termly or half-termly) informed by data, involve all key staff. Comprehensive data analysis and tracking is supported by Target Tracker.
• Governors have a deep understanding and influence as to how and why the funding is being allocated at a strategic level, and what impact it is having.
• The use of pupil voice before and immediately following interventions in order to measure pupils’ perception of impact.
• Learning walks and work scrutiny to ensure that Pupil Premium students are receiving and gaining from all the necessary support through teaching, learning support and feed-back.
• Regular pupil attitudinal surveys to identify gaps (for example in aspirations, confidence, sense of well-being, relationships) between Pupil Premium pupils and other children and to measure the impact interventions are having.
• Every teacher knows which of their pupils are eligible for the Pupil Premium and what is expected of them
• Strong leadership of the Pupil Premium is resolute. It is characterised by the active engagement of senior leaders, the extent to which they are accountable for the quality and impact of interventions, and their underpinning belief in moral purpose which seeks to create successful learners from all backgrounds. All staff have high expectations of all children.

Date of next school review of Pupil Premium strategy: June 2024

The Pupil Premium, which is additional to main school funding, is allocated to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for FSM in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months.

In 2019/20, each of these pupils attracted a £1320 payment (LAC: £1500). In 2020/21 each pupil will again receive funding of £1320 (LAC: £1500). Allocation for the academic year 2020/21 is £218,145. Schools have the freedom to spend Pupil Premium funding, in a way they think will best support the raising of attainment for pupils.

The Sutton Trust has researched ways to utilise this finding, highlighting aspects which will have the greatest benefit to learning. Sutton Trust website.

Main Barriers to educational achievement

The 2011 Census recognizes that the Ward (Farley) which the school resides within is socially deprived. This conclusion is based on reference to unemployment, local authority housing, health concerns and access to amenities. There is a high incidence of one parent families and above national average number of ethnic minority residents. A combination of factors, in addition to eligibility for free school meals (41.9% v national 25.2%), including Special Educational Needs (12.5%/12.1%), ethnic minority (81.1%/31.6%) and English as an Additional Language (48.3%/20.1%) all contribute to barriers to achievement. This is why the school promotes the need to educate the 'whole child' and why it places great emphasis on Sport and the Performing Arts. The School, however, invests time and energy in identifying barriers to learning, achievement and progress in order to tackle them, and challenge the notion that low attainment is an inevitable result of socio-economic disadvantage. Many families experience significant deprivation and it is not only Pupil Premium eligible learners that are vulnerable.

Spending the Pupil Premium to address barriers to educational achievement

Hillborough Junior School, until lockdown in March 2020, selected the following ways to support pupil learning, using Pupil Premium funding and will continue to provide this throughout the academic year 2020-21:

• Promoting positive partnerships with parents by creating an inclusive and welcoming culture. The School will continue to invest significantly in key workers to reach out to parents including using Family Workers and Teaching Staff to engage them. Family Workers provide ties that bind the school to families that have had mixed experiences of education themselves, or may be facing chronic or acute family difficulties. They are valued by both school leaders and families in equal measure. They support with many aspects of family life, but with a clear expectation that their role improves attendance, punctuality, access to resources and enable children to take part in all elements of school life, including trips and outings. They also support families during parent consultations and transition and encourage eligible families to register for free school meals.
• Sports participation/After school programmes. Hillborough has a commendable record in competitive sport. Activities have been provided both before and after school to cater for general pupil access and Gifted and Talented. Opportunities have also been provided in Art and ICT and to assist with Homework.
• One-To-One Tuition & Early Intervention. One to One Tuition & Early Intervention have been provided throughout the academic year for pupils on Free School Meals and others identified as needing additional support. This has proved to be very effective in raising pupil attainment. Early Intervention strategies were offered to pupils in all year groups.
• Booster Classes (4 per week) were organised in the spring and summer Terms to prepare Year 6 pupils for SATs.
• Parental Involvement. Courses and opportunities have been provided to engage parents to be active participants in their children's learning. This has included 'Preparation for SATs', 'Explaining the Curriculum', 'How to help pupils with Homework and Reading' and programmes which specifically promote the involvement of fathers in their children’s learning.
• Effective Feedback including Conferencing and high quality marking has been utilised to improve pupil performance.
• Resources for ICT, Sport and Performing Arts have been purchased to enhance pupil learning.
• Enhancing opportunities and providing enrichment to help to compensate for social and financial disadvantage. All children have had opportunities to experience a wide range of life experiences through trips and visits. Using the Pupil Premium for enrichment activity is effective in closing the social and cultural gap between Pupil Premium pupils and their peers, by offering new experiences that helps to build up pupils’ cultural capital. The Pupil Premium grant will be used to fund or subsidise other interventions to create cultural capital, raise aspirations and extend pupils’ experiences by providing opportunities to learn outside the classroom: through subsidies for trips and visits; inviting visitors into school (writers, artists, sports coaches) and opportunities to learn musical instruments, either fully or part funded by the Pupil Premium grant.

IMPACT OF PUPIL PREMIUM EXPENDITURE

Pupil tracking data is used to monitor progress. The attainment and progress of those pupils who attract pupil premium funding is compared with that made by all pupils.

SATs Results 2019 (Validated)

In terms of progress made from KS1 to KS2:

Reading: 44 DISADVANTAGED PUPILS: +4.32
                   37 NON-DISADVANTAGED PUPILS: +2.66

Writing: 45 DISADVANTAGED PUPILS: +4.63
                 37 NON-DISADVANTAGED PUPILS: +3.60

Maths: 44 DISADVANTAGED PUPILS: +7.25
               37 NON-DISADVANTAGED PUPILS: +5.88

Data for pupils in Years 3 to 5 are tracked on Target Tracker and are analysed by class, year group, subject and senior leaders. Evaluations of Pupil premium data sets the agenda for target intervention groups.

Disadvantaged Pupil Performance 2019

Measuring the impact of the Pupil Premium

School leaders are all aware of the gaps in attainment and progress between their Pupil Premium pupils and the remainder of each cohort, and have been involved in analysing these gaps for different groups, years and subjects. They are confident that they have accurately identified needs, tracked the progress of Pupil Premium pupils and monitored the spending of the Pupil Premium grant.

A comprehensive range of strategies designed to evaluate the impact of Pupil Premium grant spending has been utilised. These include a combination of ‘hard’ and ‘soft’ data; the former informed by measuring academic performance, behaviour and attendance and the latter through measures such as individual case studies, parental surveys, pupil voice activities and discussion with teachers.

• Every teacher knows which of their pupils are eligible for the Pupil Premium and what is expected of them.
• Pupil progress meetings (usually termly or half-termly) informed by data, involve all key staff. Comprehensive data analysis and tracking is supported by Target Tracker.
• Governors have a deep understanding and influence as to how and why the funding is being allocated at a strategic level, and what impact it is having.
• The use of pupil voice before and immediately following interventions in order to measure pupils’ perception of impact.
• Learning walks and work scrutiny to ensure that Pupil Premium students are receiving and gaining from all the necessary support through teaching, learning support and feed-back.
• Regular pupil attitudinal surveys to identify gaps (for example in aspirations, confidence, sense of well-being, relationships) between Pupil Premium pupils and other children and to measure the impact interventions are having.
• Every teacher knows which of their pupils are eligible for the Pupil Premium and what is expected of them
• Strong leadership of the Pupil Premium is resolute. It is characterised by the active engagement of senior leaders, the extent to which they are accountable for the quality and impact of interventions, and their underpinning belief in moral purpose which seeks to create successful learners from all backgrounds. All staff have high expectations of all children.

Date of next school review of Pupil Premium strategy: June 2021

READING

WRITING

EGPS

MATHS

SCIENCE

A pupil’s scaled score is based on their raw score. The raw score is the total number of marks a pupil scores in a test, based on the number of questions they answered correctly. The raw score is converted into a scaled score.
The range of scaled scores available for each KS2 test is:

• 80 is the lowest scaled score that can be awarded
• 120 is the highest scaled score

A pupil awarded a scaled score of 100 or more has met the expected standard in each test.

Due to Covid restrictions there is no KS1 data available to calculate Progress scores at the end of KS2.

READING

WRITING

EGPS

MATHS

SCIENCE

A pupil’s scaled score is based on their raw score. The raw score is the total number of marks a pupil scores in a test, based on the number of questions they answered correctly. The raw score is converted into a scaled score.
The range of scaled scores available for each KS2 test is:

• 80 is the lowest scaled score that can be awarded
• 120 is the highest scaled score

A pupil awarded a scaled score of 100 or more has met the expected standard in each test.

Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress scorw will be zero.
A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores.
This means that school level progress scores will be presented as positive and negative numbers either side of zero.

• A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally.
• A negative score does not mean that pupils did not make any progress between key stages 1 and 2. A negative score means that they made less progress than other pupils nationally with similar prior attainment.

READING

WRITING

EGPS

MATHS

SCIENCE

A pupil’s scaled score is based on their raw score. The raw score is the total number of marks a pupil scores in a test, based on the number of questions they answered correctly. The raw score is converted into a scaled score.
The range of scaled scores available for each KS2 test is:

• 80 is the lowest scaled score that can be awarded
• 120 is the highest scaled score

A pupil awarded a scaled score of 100 or more has met the expected standard in each test.

Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress scorw will be zero.
A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores.
This means that school level progress scores will be presented as positive and negative numbers either side of zero.

• A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally.
• A negative score does not mean that pupils did not make any progress between key stages 1 and 2. A negative score means that they made less progress than other pupils nationally with similar prior attainment.

READING

WRITING

EGPS

MATHS

SCIENCE

A pupil’s scaled score is based on their raw score. The raw score is the total number of marks a pupil scores in a test, based on the number of questions they answered correctly. The raw score is converted into a scaled score.
The range of scaled scores available for each KS2 test is:

• 80 is the lowest scaled score that can be awarded
• 120 is the highest scaled score

A pupil awarded a scaled score of 100 or more has met the expected standard in each test.

Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress scorw will be zero.
A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores.
This means that school level progress scores will be presented as positive and negative numbers either side of zero.

• A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally.
• A negative score does not mean that pupils did not make any progress between key stages 1 and 2. A negative score means that they made less progress than other pupils nationally with similar prior attainment.

READING

WRITING

EGPS

MATHS

SCIENCE

A pupil’s scaled score is based on their raw score. The raw score is the total number of marks a pupil scores in a test, based on the number of questions they answered correctly. The raw score is converted into a scaled score.
The range of scaled scores available for each KS2 test is:

• 80 is the lowest scaled score that can be awarded
• 120 is the highest scaled score

A pupil awarded a scaled score of 100 or more has met the expected standard in each test.

Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress scorw will be zero.
A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores.
This means that school level progress scores will be presented as positive and negative numbers either side of zero.

• A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally.
• A negative score does not mean that pupils did not make any progress between key stages 1 and 2. A negative score means that they made less progress than other pupils nationally with similar prior attainment.