We are really proud to have been awarded a Pupil Premium Award for 2016!
We are really proud to have been awarded a Pupil Premium Award for 2016!

Nurturing, Aspiring, Achieving 

Pupil Premium

Date of the next review of the school's pupil Premium Strategy - September, 2017.
Our Policy on Pupil Premium

To make sure that our approach to the investment of disadvantaged children is robust and consistent over time, our governing body have adopted a policy which can be obtained from this link.

For information on how we are spending our disadvantaged funding, see below.

ACADEMIC YEAR 2016/17

MAIN BARRIERS TO EDUCATIONAL ACHIEVEMENT

  • Inconsistent attendance for some children
  • Engaging parents in children's education and encouraging effective support at home
  • Low aspirations and children not seeing the value of education in terms of their future
  • Socio-economic disadvantage eg poverty
  • Broken family structures – family stress and low resilience
  • Low parental engagement/parenting skills
  • Safeguarding and welfare issues which may lead to Social Services involvement
  • Poor health and diet, high level of medical needs, and low attendance
  • Special educational needs and disabilities

 

STATISTICS FOR 2016/17

  • In school we currently have 81 pupils who are entitled to benefit from the additional funding. This number is increasing year-on-year
  • 70 entitled pupils receive £1,320 per annum.
  • 5 children receive £300 per annum (Service Children)
  • 6 children receive £1,900 per annum (Children Looked After)
  • In this academic year the school will receive £104,280 additional funds.
  • As of the January, 2016 census, 25% of the school is eligible for 'Disadvantaged Funding.

STRATEGY FOR USING THE FUNDING

The school has looked carefully at the needs of each pupil and we have decided to use the following intervention strategies:

  • Providing small group work for pupils entitled to Pupil Premium funding with an experienced teacher, focussed on overcoming gaps in learning to help them make improved progress and to raise their standards of achievement.
  • 1:1 support out of school and in school for pupils entitled to Pupil Premium funding to help them make improved progress and to raise their standards of achievement.
  • The appointment of a Family Support Worker / Learning Mentor to look after the needs of the whole child
  • Booster groups for reading and Mathematics in Y6 from January onwards.
  • Additional teaching and learning opportunities for pupils entitled to Pupil Premium funding provided through trained TAs or external agencies to help them make improved progress and to raise their standards of achievement.
  • Acquiring effective materials for pupils entitled to Pupil Premium funding aimed at raising standards, particularly in reading, writing and mathematics.
  • All our work through the Disadvantaged funding is aimed at accelerating progress and moving pupils entitled to Pupil Premium funding to at least age related expectations. Initially this will be in English and Maths.
  • Providing free residential visits for Disadvantaged children in year 6 to ensure that they are included in the visits
  • Providing free trips where classes have had visits as part of their curriculum
  • Providing free trips and extra-curricular places to support children to attend provision such as choir and Young Voices, Dazl Dance, Young Shakespeare and the Brass Group
  • Targeted support to improve attendance
  • Support from the GRT service, INSET training and links with another school with a high percentage of GRT children to help improve relationships and an understanding of cultural differences
  • Providing free music tuition and instruments for children who showed musical ability but where parents were unable to support their child.
  • To release teachers to work with Pupil Premium children on raising aspirations. (This year, initially focusing on writing in Year 2, with the support of an additional teacher for some targeted sessions over the week and additional teacher support for reading, Y1 - additional support for writing with higher achieving pupils)

Evaluation of the strategies used:

The school received a letter congratulating us on the progress of our Disadvantaged children - we narrowly missed a Pupil Premium Award.

The attendance of all but 1 of the GRT families increased and 2 children have above NA. Attendance for this group currently stands at 94% for the first term of 2016-7

There have been no exclusions of children since January, 2015. Previously, 3 Pupil Premium children had had various short-term exclusions. This is as a result of effective ‘whole child’ provision within school through the learning Mentor role which has also resulted in even better relationships with those families. The Learning Mentor also works, predominantly with Pupil Premium children – the last timetabled provision was 95% Pupil Premium.

The school implements the Read, Write Inc programme, partly funded by Pupil Premium. Through this, we have been able to provide effective TA training and support, leading to good quality phonics teaching and 1:1 catch-up programmes in the afternoons. As a result, Year 1 achieved a 93% pass rate and Y2 achieved a 66% pass rate (2/3 children)

 

 

Pupil Attainment for  Year 2 disadvantaged pupils- 2016 

 

Working Below

Working Towards

Working at  Expected or higher

 Working at greater depth

Reading

 15%

 31%

 54%

 8%

Writing

 16%

 77%

 8%

 8%

Maths

 23%

 23%

 47%

 8%

 

Progress Measure for Disadvantaged Pupils (KS2)

This data is calculated based on the Disadvantaged children in the cohort

 

 All

 Disadvantaged

Reading (5 children)

 -0.59

 -0.61

Writing (6 children)

 -1.29

 -1.27

Maths (6 children)

 0.49

 0.94

 

Attainment for Year 6 disadvantaged pupils – 2016

 

 Expected Teaecher Assessment

 Expected (Test)

 

Reading

 66%

56% 

 

Writing

 44%

 NA

 

Maths

 66%

 66%

 

 

Our main strategy was to use 1:1 support and small group interventions delivered by experienced teaching assistants.

The biggest impact on attainment is seen when the Learning Mentor is involved in the support for the child.

The biggest barrier to accelerating progress is when the child has other identified issues – for example special educational needs or families in need.

Learning Mentor support also proved successful for children with low confidence. Our Learning Mentor was able to support children individually and in small groups and also offer family support where appropriate.

Total funding spent: £104,280

For the future:

Which strategies should be continued and why:

Learning Mentor support to improve attendance has been successful and resulted in some good rates of progress.  

Support from the Learning Mentor to improve social skills and attitudes to learning have also been successful and will be continued.

Intervention by experienced TA has resulted in pupils that may otherwise not have made expected progress making expected or good progress.

Close monitoring of the progress of these pupils resulted in ensuring that appropriate provision was in place, and was amended at Pupil Progress Meetings to ensure it remained appropriate.   This was done by Senior Leaders and the Assessment Leader.

The new mastery approach for Mathematics has resulted in better outcomes for disadvantaged pupils in Year 6. The pedagogy is now going to be extended to other years in school for Mathematics and developed for other areas of the curriculum, particularly writing.

New strategies which should be adopted:

Phase Leaders to develop and embed their role in ensuring that disadvantaged pupils get the most appropriate provision.

We have invested in further training for TAs to ensure that they can deliver interventions effectively, particularly for KS2. 

SENCO to monitor targeted work to the lowest achieving disadvantage pupils, particularly where other barriers to progress exist.

 

Date of the next review of the school's pupil Premium Strategy - September, 2017.