Pupil Premium and Sports Grant
The Pupil Premium is additional funding for schools. It is designed to help disadvantaged pupils of all abilities perform better, and close the gap between them and their peers. Pupil premium funding is available to schools for children with special educational needs or disabilities and so is available to pupils at Watergate.
In the 2019 to 2020 financial year, the school received £1,320 for each pupil in reception to year 6 registered as eligible for free school meals (FSM) at any point in the last 6 years: The school will receive £2,300 for any pupil identified in the January 2019 school census as having left local authority care as a result of:
- A special guardianship order
- A child arrangements order (previously known as a residence order)
- Who are in local authority care for 1 day or more
- Recorded as both eligible for FSM in the last 6 years and as being looked after (or as having left local authority care)
For pupils who attract the £2300 rate, the virtual school head of the Lewisham local authority will manage the funding.
Watergate school received £67320 pupil premium allocation for the 2019 to 2020 financial year.
Watergate carefully monitors progress made by pupils eligible for Free School Meals. To ensure that these pupils achieve as well as their peers in comparison to national guidance, the school identifies any particular barriers to learning, what specific support is required, any staff training needs or other requirements. Interventions are put in place and monitored for impact on progress.
|School||Watergate School||Type of SEN (e.g. PMLD/SLD/MLD etc.)||SLD, PMLD, ASD|
|Academic Year||2019-2020||Total PP budget||£70,220||Date of most recent PP Review||June 18|
|Total number of pupils||113||Number of pupils on roll eligible for PP||51||Date for next internal review of this strategy||June 19|
|2 Barriers to future attainment (for pupils eligible for PP )|
|A||A small number of pupils have immense difficulty accessing the curriculum without the identified support of a designated adult|
|B||Some pupils, due to their individual learning needs, require a higher level of adult support|
|Quality of teaching for all|
|Chosen action/approach and budgeted cost||What is the evidence & rationale for this choice?||How will the impact be measured?Success Criteria||Staff lead||When will implementation be reviewed?|
|A 1:1 support for identified pupils
4 pupils – £70,220
|Some pupils due to their individual learning needs require either 1:1 support or a higher level of adult support to enable them to make progress. The provision of this targeted support enables a higher level of support for other pupils
Some pupils benefit from working in smaller groups and perform better in this learning arrangement
|Rate and level of progress made by these pupils
Rate and level of progress made by these pupils
|SLT Subject leads||termly and end of year|
|Pupil Premium Summary information|
|Watergate School||Type of SEN (e.g. PMLD/SLD/MLD etc.)||SLD, PMLD, ASD|
|How the allocation was spent||Impact of the spend on eligible and other pupils|
|The 18-19 allocation was spent on additional teaching assistant support in classes where there were pupils who attract the premium. Some pupils identified, due to their very individual learning needs and requirement for a carefully personalised curriculum, were provided one to one support throughout the majority, if not all, of the school day. This enabled a higher staff pupil ratio for other pupils.
Some pupils due to their individual learning needs require either 1:1 support or a higher level of adult support to enable them to make progress
A higher staff pupil ratio was provided in some identified classes. This enabled pupils to work in smaller groups and to have more targeted support to improve their learning and progress. Identified pupils, who found it particularly difficult to engage, received a targeted block of music therapy
|Analysis of 18-19 school assessment data shows that, in English and Maths, a significant proportion of Y6 pupils eligible for FSM achieved better than expected progress in comparison to national expectations and achieved as well as, if not better than, pupils not eligible for FSM. Please see results section for full detail.
Careful tracking of pupil progress for other year groups shows that pupils eligible, are achieving as well as, if not better than, their peers.
Pupils who struggled to engage with activities are now more involved in learning activities on a one to one basis and participating in group activities for varying amounts of time.
The higher staff pupil ratio in some identified classes enabled pupils to learn in smaller groups, be given more time to process learning and to have one to one support at times when they were experiencing particular difficulty. Individual Education Plan evaluation of progress in communication for pupils who received music therapy showed clear improvement
PE and sports premium funding
|Amount of funding received||Breakdown of spend||The effect of the premium on pupils’ PE and sport participation and attainment||Ensuring improvements will be sustained|
|£14,137||The school is working to develop and improve lunchtime play for games activities and other activities e.g. football/ basketball with particular emphasis on the participation of wheelchair users. The lead professional for outdoor learning is leading and promoting this, working with staff to develop relevant activities and to sustain these, embedding as part of the lunchtime routine. 80% has been used to provide outdoor learning lead with designated time to lead activities at lunchtime. A further 20% of the funding has been spent on games/sports activity resources for outdoor learning.||Observation of pupils during this period shows their clear enjoyment and the fun they are having whilst being more active. The school has introduced a new assessment system and is now recording quantitative progress data in PE. This will be analysed to consider improvements in progress in PE and sport participation.||The outdoor learning lead is embedding this as part of the daily routine at lunchtime. Staff, who work at playtime are taking responsibility for different activities to ensure activities happen on planned days.|