Pupil Premium and LAC Report 2017-2018.

Pupil Premium and Looked After Children Funding Report for the 2017-18 Academic Year

The pupil premium, allocated per financial year, is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to diminish the difference between them and their peers. Frederick Holmes School received the following funding for the 2016-17 academic year:

Early Years Disability Access Funding

School received £615 for each eligible pupil. Total funding received was £2460, for 4 pupils.

Pupil Premium (PP) Funding

School received the following funding for each pupil registered as eligible for free school meals (FSM) at any point in the last 6 years:

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

Total funding received was £36,850, for 32 pupils.

Looked After Children (LAC) Funding

School received £1500 per eligible pupil. Total funding received was £6,000, for 4 pupils.

Post LAC Funding

School received £1900 per eligible pupil. Total funding received was £5,700, for 3 pupils.The funding was spent on the following:

Category of Support PP LAC Post LAC Forces
TA Interventions/Support £22,748 £2570 £4108 £0
ICT and Access Technician Support £1864 £41 £330 £0
Rebound £6273 £1335 £445 £445
Training £344 £0 £0 £0
Curriculum Resources £34,68 £1345 £542 £0
TOTALS £34,697 £5291 £5425 £445

Any shortfall in funding was subsidised by the general school budget.

Impact of Additional Funding in 2017-18

Of 54 pupils in Y1-Y12,(74%), have received additional funding; 32 received Pupil Premium Funding, 4 received LAC Funding, 3 received Post LAC Funding, 1 recieived funding for children of Forces Personnel.

The average overall progress in Maths, English and Computing for all three cohorts, (no additional funding, pupil premium funding and LAC funding) was above the expected measure of 10%. The average progress overall in Maths for pupils not in receipt of additional funding was slightly higher than for the more vulnerable groups, however the average for the more vulnerable group is impacted by the long term absence of 2 pupils, the inclusion ofKS1 pupils who transfer to the Sensory Class at the end of KS2 where they are assessed using IMPACTS.

The average progress overall in PSHE was higher for pupils who received additional funding, 12.5% LAC, 12.1% Post LAC, 11.7% Pupil Premium and 11.3% for those not in receipt of additional funding. A small cohort of KS2 and KS3 pupils in receipt of additional funding were supported to develop independence and self care skills.

Conclusion : The data available demonstrates that additional funding received for Pupil Premium, LAC and Post LAC pupils is enabling the school to implement interventions and support which are significantly helping to diminish the difference in progress between the main school cohort and vulnerable groups.

Additional Funding Impact in Sensory Groups 2017-18

The average overall progress in for both cohorts, (no additional funding and additional funding) is above the expected measure of 60% progress towards targets. The average progress overall for pupils not in receipt of additional funding was slightly higher than for the more vulnerable groups, however the average for the more vulnerable group is impacted by the long term absence of 4 pupils.

2018-19 Expected Funding (Financial Year)

 

Disability Access Funding-£0

Early Years Pupil Premium – £0

Pupil Premium – £45, 413

Looked After Children – £6000

Post LAC – £5700

Forces/Service Children £445

Planned Expenditure

Teaching Assistant support in the classroom in 2018-19 is inclusive of an element funded through the pupil premium grant. In some classrooms this is equivalent to a fulltime additional member of staff, other classes have additional staff for a number of hours per week to support the intervention programme and to meet the personalised needs of pupils. Pupil Premium is also used to support from the ICT and Access Technician, the Rebound Therapy Teaching Assistant, the Cafe Co-ordinator and personalised curriculum pathways such as the SCERTS. Any remaining funding will be used to support training or purchase resources specific to vulnerable pupils.