A funding agreement exists between the Department for Education and Paradigm Trust, which sets out the framework for the operation of Old Ford Primary Academy. Under that funding agreement, Paradigm Trust is required to publish in each financial year information in relation to:
- the amount of pupil premium allocation that Old Ford Primary Academy will receive during the financial year
- on what it intends to spend the pupil premium allocation
- on what it spent its pupil premium in the previous financial year
- the impact on educational attainment, arising from expenditure of the previous financial year’s pupil premium.
The main barriers to educational achievement faced by disadvantaged pupils in Old Ford Primary Academy are:
- Pupil attainment on entry to school is exceptionally low with pupils up to 18 months below their chronological age
- Pupils come from language and literacy poor environments with limited access to cultural and social experiences.
Current year – September 2018 to end August 2019
Old Ford Primary Academy expects to receive £230,230 in pupil premium for the period September 2018 to end March 2019. The allocation for April 2019 to end August 2019 has yet to be confirmed but it is estimated the total of pupil premium received for the 2018/19 academic year will be £394,680.
(NB where the chosen services/spend benefit all pupils, the funding contribution has been pro-rated to reflect the proportion of pupil premium students within the target population.)
- £55,000 to increase parent/carer involvement through the work of the home school support manager and an attendance adviser. If carefully targeted and evaluated, EEF evidence indicates that increasing parental engagement in primary and secondary schools had on average of two to three months’ positive impact. The impact of the work of this team at OFPA last year is also evidenced by our improved attendance figures
- £65,000 to fund three learning mentors to work with vulnerable pupils, to increase their resilience and participation, and to remove barriers to learning
- £41,000 to fund a part-time SEAL (Social and Emotional Learning needs) link worker to provide small group and individual work, building social and emotional skills, to enable some learners to engage more effectively with learning programmes and to give direct intervention to their families. On average, Social Emotional Learning interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months’ additional progress on attainment as identified by the EEF
- £35,000 on additional phonics resources, 1:1 sessions and training. Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress
- £15,000 to enable all pupils in Y5 and Y6 to attend their residential educational visits, regardless of family incomes. Overall, studies of adventure learning interventions consistently show positive benefits on academic learning. On average, pupils who participate in adventure learning interventions make approximately four additional months’ progress. There is also evidence of an impact on non-cognitive outcomes such as self-confidence
- £15,000 to fund additional learning sessions for nursery, reception, Y1, Y2, Y3, Y4, Y5 and Y6. £5,000 to fund Saturday morning additional learning sessions in the Spring and Summer term for Y6 pupils. EEF evidence indicates that, on average, pupils make two additional months’ progress per year from extended school time and in particular through the targeted use of before and after school programmes. There is some evidence that disadvantaged pupils benefit more, making closer to three months’ additional progress. There are also often wider benefits for low-income students, such as increased attendance at school, improved behaviour, and better relationships with peers
- £70,000 on staffing and resources to provide full time places to all 105 pupils in nursery for the entire academic year. Overall, EEF evidence suggests that early years and pre-school interventions have a positive impact, delivering an average of around five additional months’ progress. The approach appears to be particularly beneficial for children from low income families
- £25,000 to enable all pupils to participate in educational visits/visitors, regardless of family incomes. Educational visits provide a key stimulus for writing. An EEF trial involving 23 primary schools based on writing from a memorable experience, boosted writing levels by up to 9 months
- £30,000 to provide a school holiday programme for x3 weeks during the summer break, February half term and the Spring break. EEF evidence suggests that extra curricular sports, arts and educational programmes and visits have a measured impact of up to 2 months on core academic achievement
- £38,000 for additional staffing in KS1, LKS2 and UKS2 to ensure that pupils attain the nationally expected levels.
Previous year – September 2017 to end August 2018
During 2017/18 Old Ford Primary Academy received £422,207 from the ESFA plus £8,456 as Early Years PP, £1,400 additional from Tower Hamlets and £1,900 for LAC PP – Total £433,963. Spending allocations are shown below, together with a brief overview of impact on educational attainment. Further details are available on request.
|£72,000 on staffing and resources to provide full time places to all 105 pupils in nursery for the entire academic year||As a result, they made significant gains as evidenced by our current high reception GLD percentage of 80% and YN reading, writing and mathematics levels of 83%+|
|£28,000 on additional English resources in FS/ KS1 and KS2||Levels attained at the end of KS1 and KS2 are in excess of national averages.
KS1 RWM combined 86% (national 64%)
KS2 RWM combined 86% (national 64%)
Disadvantaged pupils across the school performed better than ‘all’ pupils nationally for RWM combined: 87% OFPA disadvantaged vs. 64% national ‘all’ pupils (KS2 full national data not yet available)
The in school gap between disadvantaged and non-disadvantaged pupils is closing and where exists, is minimal (2% or less) In some cases, it is reversed with disadvantaged pupils outperforming non-disadvantaged (e.g. KS2 reading)
|£55,000 on an experienced consultant for maintaining the focus on the quality of English across the school|
|£15,000 to fund additional learning sessions for nursery, reception Y1, Y2, Y3, Y4, Y5 and Y6 during May, August, October, February when the school would traditionally be closed and also after school hours|
|£45,000 for additional staffing in KS1, LKS2 and UKS2 to ensure that pupils attain the nationally expected levels|
|£5,000 to fund Saturday morning additional learning sessions in the Spring and Summer term for Y6 pupils|
|£4,000 to enable all pupils in Y5 to attend their residential educational visit, regardless of family incomes||Residential visits and educational visits constitute a key stimulus for writing, speaking and listening. School holiday programmes ensure that pupils remain stimulated and active during the holiday break. Often, they include educational visits, e.g. to museums and art galleries
The impact of this is evidenced in our high KS2 writing scores of 91% at+ and 53% exceeding
In addition, this spend had significant benefits in terms of the social, emotional and physical health of our pupils.
|£4,000 to enable all pupils in Y6 to attend their residential|
|£20,000 to enable all pupils to participate in educational visits/visitors, regardless of family incomes|
|£30,000 to provide a holiday programme for x3 weeks during the summer break and February half term and the Spring break|
|£50,000 to increase parent/carer involvement through the work of the home school support manager, an attendance adviser and other staff members||School attendance improved by 0.3% from last year’s school figure, in line with the most recent national primary attendance figure
School’s current persistent absence percentage is down 3.1% from last year
|£65,000 to fund three learning mentors to work with vulnerable pupils, to increase their resilience and participation||Reduced exclusion rates
In school data shows that only one pupil was externally excluded over the whole 2017/18 academic year
|£41,000 to fund a part-time SEAL (Social and Emotional Learning needs) link worker to provide small group and individual work, building social and emotional skills, to enable some learners to engage more effectively with learning programmes and to give direct intervention to their families|
PE Pupil Premium 2017-18
For the 2017 to 2018 academic year, there is a new condition requiring schools to publish how many pupils within their year 6 cohort are meeting the national curriculum requirement to swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively and perform safe self-rescue in different water-based situations. We will meet the requirement to publish this data by the April deadline.
National Curriculum Requirement Swimming Requirement
21/88 (24%) of current Y6 cohort meet the requirement to swim competently, confidently and proficiently over a distance of at least 25m, use a range of strokes effectively and perform safe self-rescue in different water based situations.
Pupil Premium 2016-17
For the year 2016-17, the school received £485,000 in pupil premium.
This spend had a significant, positive impact as set out below.
|How you spent the pupil premium allocation||The effect of the expenditure on eligible and other pupils|
|Pupils in nursery and YR received quality, full time provision. £65,000||As a result, they made significant gains as evidenced by our current high reception GLD percentage of 77.8% and YN reading, writing and mathematics levels of 81%+|
|Pupils were provided with additional learning, after school and in holiday breaks having a significant impact on their outcomes (£20,000)||Levels attained at the end of KS1 and KS2 are in excess of national averages.
KS1 RWM combined 81% (national 64%)
KS2 RWM combined 80% (national 71%)
Disadvantaged pupils across the school performed better than ‘all’ pupils nationally. (KS2 full national data not yet available)
The in school gap between disadvantaged and non-disadvantaged pupils is closing and where exists, is minimal (4% or less) In some cases, it is reversed with disadvantaged pupils outperforming non-disadvantaged (e.g. KS2 mathematics and writing)
|Pupils were provided with a wide range of curricular and extra-curricular opportunities during school holidays on our holiday scheme (£30,000), through educational visits (£20,000) and on residential school journeys (£8,000) This enriched our already extensive provision and gave important stimulus for writing and reading in class|
|£65,000 was spent on additional staffing in KS1, LKS2 and UKS2 to ensure that pupils attain the nationally expected levels|
|£5,000 was spent on an experienced mathematics consultant improving the quality of teaching of mathematics across the school|
|£16,000 to release all teachers three times a year to work 1:1 with pupils to set individual writing targets and to plan support for disadvantaged pupils|
|Funding for learning mentors (£60,000), our SEAL link worker (£41,000), our home school support worker (£40,000) and other interventions such as speech and language therapy meant some of our most vulnerable disadvantaged pupils received support to overcome barriers to their learning. This enabled them to perform to their full ability and achieve to their potential.|
|The quality of early phonics teaching continued to improve across the academy
due to the expert support and guidance of a specialist English consultant (£55,000), the teaching of this subject, particularly by NQTs and those new to teaching, continued to improve. Our KS1 phonics result in
pupils who needed extra intervention in reading were targeted by an intense reading recovery programme and their reading improved significantly (£65,000)
|KS1 phonics check achieved for 2016/17 was 94%
(national average 81%)
PE and Sport Premium
This year we expect to receive £21,400 in PE and Sport Premium
A full breakdown of how you’ve spent the funding or will spend the funding
This amount contribute to the following:
- Membership of the Tower Hamlets Youth Sports Foundation (£19,000)
- Salary for a full time ‘Primary Activity Leader’ sports coach (£24,000)
The effect of the premium on pupils’ PE and sport participation and attainment
- Higher quality physical education lessons taught across the school.
- Increased participation in school sports, interschool sporting competitions and out- of- hours sports clubs. (see tables below for outcomes of last year’s spend)
|Participation in inter-school sports competitions 2016/17|
|Total number of competitions||17|
|Top 10 finishes||3|
|Pupil involvement in extracurricular sports activities|
|Inter-school sports competitions|
|After school sports clubs|
|Holiday Sports Programmes|
How you’ll make sure these improvements are sustainable
The academy is committed to funding high quality sports and P.E. provision in the future and already commits its own resources in addition to the premium funding received.