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Pupil Premium Report

Werrington Primary School

Pupil Premium Report

PUPIL PREMIUM STRATEGY 2017-2018

Outcomes 2016 – 2017

The complex nature of the year 6 Ever 6 cohort resulted in good progress for all children (even if they did not reach the expected standard) given their relative starting points. Of the 12 Ever 6 pupils 7 had SEN; the other 5 pupils all achieved the expected standard.

*yr 2,5,6 all 100% secure without SEN

*yr 3,4 all made 6 or 7 steps progress (except 1xSEN child)

* all yr groups have more children combined secure than at the end of last year

RECEPTION – 12 ch.

EMERGING

ELG

READING

25%

75%

WRITING

25%

75%

MATHS

25%

75%

 

YEAR 1 = 4 ch.

0xSEN

Targeted

ALL

PP

NON-PP

READING

75%

78%

100%

77%

 

 

 

 

 

WRITING

75%

72%

75%

70%

 

 

 

 

 

MATHS

75%

75%

100%

73%

 

 

 

 

 

COMBINED

 

68%

75%

66%

  • All PP children passed their phonics screening.
  • In reading and writing all children secure and beat target set in September.
  • One child reading improved from S to S+

YEAR 2 = 16 ch.

6xSEN

Targeted

ALL

PP

NON-PP

PP WITHOUT SEN

READING

80%

75%

69%

78%

100%

End Year 1

 

 

69%

85%

 

WRITING

80%

71%

63%

73%

100%

End Year 1

 

 

62%

72%

 

MATHS

80%

77%

69%

78%

100%

End Year 1

 

 

62%

72%

 

COMBINED

 

62%

63%

62%

100%

  • Although PP children lower than non PP children overall this is not the case when the SEN children are removed.
  • 10 children are now secure across all areas compared to 9 at the end of last year.
  • One child ended yr 1 as w+ in writing and maths, now secure in both.
  • Two SEN children that are not S have made good progress!
  • 12/16 children made 6 steps progress over the year.
  • Gap closing in reading – gap of 16 reduced to gap of 9

YEAR 3 = 8 ch.

2xSEN

Targeted

ALL

PP

NON-PP

PP WITHOUT SEN

READING

68%

78%

75%

79%

83%

End Year 2

 

 

57%

74%

 

WRITING

63%

73%

63%

75%

83%

End Year 2

 

 

43%

68%

 

MATHS

75%

77%

63%

79%

83%

End Year 2

 

 

57%

74%

 

COMBINED

 

72%

63%

73%

83%

  • Although PP children are lower than non PP children across the areas, this is not the case once SEN children are removed.
  • There has also been significant progress in % of PP children secure this year compared to last year, particularly in English.
  • Gap closing in reading and writing.
  • ALL made at least 6 steps progress over the year, 2 children made 7 steps so closing the gap.
  • One child improved from 2w+ to 3s
  • One child is now secure across the board closing the gap in writing.

YEAR 4 = 13 ch.

1xSEN

Targeted

              ALL

PP

NON-PP

PP WITHOUT SEN

READING

83%

81%

77%

82%

83%

End Year 3

 

 

55%

59%

 

WRITING

67%

69%

54%

74%

58%

End Year 3

 

 

55%

39%

 

MATHS

83%

77%

77%

78%

83%

End Year 3

 

 

45%

55%

 

COMBINED

 

63%

54%

65%

58%

  • PP children are in line with non PP children in Maths but are slightly lower in Reading until SEN PP are removed and then they are in line.
  • There has been significant progress in % of PP children secure this year compared to last year in both Reading and Maths!
  • Writing is considerably lower and the biggest focus for next year.
  • Gap closed in maths!
  • 7 children now secure on all areas compared to 4 at the end of last year.
  • Only 1xSEN child didn’t make 6 steps progress, all other PP children made 6 or 7 steps to close the gap.
  • Lots made extra progress!!

YEAR 5 = 9 ch.

5xSEN

Targeted

ALL

PP

NON-PP

PP WITHOUT SEN

READING

78%

76%

56%

80%

100%

End Year 4

 

 

56%

80%

 

WRITING

67%

75%

56%

78%

100%

End Year 4

 

 

44%

66%

 

MATHS

78%

80%

67%

82%

100%

End Year 4

 

 

67%

80%

 

COMBINED

 

70%

56%

72%

100%

  • PP children are below non PP overall however once SEN are removed all PP children are working at Secure or higher.
  • More of the PP children are secure in writing this year compared with last year: 44% secure last year but this year 56% are.
  • 5 children are secure combined now, only 4 were at the end of last year.
  • Only the SEN children didn’t make 6 steps progress.

YEAR 6 = 13 ch.

7xSEN (54%)

Targeted

ALL

PP

Teacher Assess.

PP

TEST DATA

NON-PP

Teacher Assess.

NON – PP TEST DATA

PP WITHOUT SEN

READING

54%

83%

54%

62%

91%

85%

100%

End Year 5

 

 

50%

 

83%

 

 

WRITING

54%

80%

46%

SPaG = 69%

89%

SPaG =

89%

100%

End Year 5

 

 

33%

 

77%

 

 

MATHS

46%

86%

62%

69%

94%

96%

100%

End Year 5

 

 

33%

 

90%

 

 

COMBINED

 

76%

46%

46%

85%

 

100%

  • It is essential to remember that 54% of the PP children have SEN.
  • PP children are below non PP overall however once SEN are removed all PP children are working at Secure or higher.
  • The PP children gap in reading and maths has reduced considerably (reading gap has reduced by 10% and maths had a gap of 57% and now reduced to 27%)
  • One child has made 20 steps progress over last 2 years! He also progressed from level 1 in R and W in KS1 to be secure in year 6 in both areas.
  • Three children achieved 2c in maths in year 2 and are now 6 secure!
  • 6 children are now combined secure compared to 3 last year.
  • Other than 1 SEN child, all children made 6-8 steps progress over the year!!
  • The combined secure data is low as due to such high % of SEN children they often find either English or Maths aspects difficult, if not both, and so this has a large impact on combined data. This data reflects their data in KS1 where the combined 2b or above was the same for this cohort.

2017-2018 Strategy

Objectives

Resources / £

Monitoring

Evaluation

  1. To close the gap in attainment between PP and non pupil premium children in R,W and M in each year group.

  2. To increase the number of children that are secure in reading, writing and maths to be in line with National data of 67%

Year group targets for combined secure by July 2018:

Year 1= 69%

Year 2 = increase from75% to100%

Year 3 = increase from 59% to 71%

Year 4 = increase from 63% to 88%

Year 5 = increase from 54% to 62%

Year 6 = increase from 60% to 70%

 

All teaching staff and specifically the following TAs:

yr 1 LB 12.5 hours

yr 2 LJ  7.5 hours

yr 3 AB 15 hours

yr 4 LA 13.75 hours

yr 5 SM 15 hours

yr 6 CB 14 hours

 

Additional hours for LAC children on a 1-1 basis

 

  • Regular data analysis of the gap between pupil premium pupils and non pupil premium pupils in R, W and M in each year group, enabling timely intervention where required.

 

  • Share current PP data with staff (both teachers and PP TAs) so they can see % at secure in R,W,M and the gap between PP and non PP children. Also so they are aware of each child’s end of year levels and where appropriate KS1 data.

 

  • Ensure end of year targets support good progress for individual children.

 

  • Book scrutiny to monitor progress.

 

  • TA observations and appraisals.

 

  • PP TA logs to ensure all children are receiving support over the week.

 

  • Drop in lessons and see who is being supported / targeted / questioned / challenged.

 

 

  1. To ensure the children  who are working at Secure continue to make good progress over KS2.

  2. For those children with an enhanced target to make accelerated progress.

EN

Class teachers

PP TAs

  1. To ensure pupils who had high prior attainment achieve above expected in year 6 and by year 6.

  1.  

Yr 6 teachers

PIXL teachers

  • Elaine Newnes to work 1-1 with PP children developing/ up levelling  work, providing confidence with methods / word choices etc

  • Booster classes to run after school in reading, SPaG and maths (standard level and higher level).

  • Third teacher for English and maths twice a week reducing group size to 20, providing more focussed support / time per pupil.

  • Teacher led PIXL groups in writing, reading and maths

 

  1. For provision maps to reflect SMART targets for PP children so TAs and all staff are delivering high quality first teaching.

  1.  

Class teachers

  • Check targets are SMART for each child in writing, reading and maths.

  • Ensure PP TAs know the targets for each PP child.

  • Monitor books to see support provided and that targets are being worked towards.

 

  1. To increase the number of children who are secure in writing and bring it in line with reading and maths.

 

  • Whole school moderation of writing.

  • Assess quantity of writing being carried out both in English and Kaizen books.

  • Book scrutiny to: ensure writing regularly happening;  that children are being given appropriate feedback to develop their learning; children are having enough opportunity to edit and improve their writing in response to marking; PP TAs are having a positive impact on PP ch writing.

 

  1. For any difficult home situations have a minimal impact on children’s educational attainment.

Lou Pauly – 5 hours

  • Lou Pauly to liaise and support parents; meet with individual children of families that require additional help and provide appropriate support / resources.

 

  1. To ensure children can access learning opportunities outside the classroom.

Bursar and office staff

 

  • Monitor up-take of trips by children and ensure they are aware that 75% of the total cost for residentials will be funded and 50% all other trips.

  • Interview pupils about their experiences.

 

  1. To ensure all children have the opportunity outside of school hours to access the internet and improve maths skills.

Mathletics TA to supervise and Mathletics license

  • Ensure Mathletics runs every school day from 8.15am – 4pm and that a TA is present to supervise.

  • Monitor quantity of PP children attending Mathletics from 8.15am until the start of school

  • Monitor amount of PP children attending Mathletics from 3.10 – 4pm

  • Pupil voice questionnaire to assess their confidence in maths.

  • Monitor progress of pupils attending Mathletics with performance in class and PUMA data.

 

  1. To support parents with flexible working hours and their child care.

Mathletics TA

  1.  

 

  1. To provide close support to pupils in year 5/6 to ensure children who are secure stay secure; that children who are below secure achieve as high as they possibly can and to increase the % of children achieving combined by the end of year 6.

EN one day a week

  • Monitor progress of PP children in year 5 and 6 and select specific children to work with where there is only one area that is preventing the combined secure.

  • Book scrutiny to monitor progress.

  • PIXL data to monitor progress.

  • Pupil confidence interviews.

 

 

How do we know what additional resources our Pupil Premium children need access to?

Our main priority is for each and every child to reach their full potential. At Werrington Primary School we ensure that this happens through regular monitoring, support and adaptation of our provision for all children, but particularly children in receipt of the Pupil Premium.

We think it is vital to ask our Pupil Premium children what their needs are and what they think would help them to learn better.  From this we then plan how best to use our funding to enhance the achievement of this group of children. The children tell us that they learn better when they have additional adults to help them, as it makes them feel more confident (see quotes below), therefore a large percentage of the Pupil Premium budget is spent on additional TAs in classrooms for English and maths support.

Yr2

Mrs Bowles is really, really kind to us. She always helps me to do my work better. I like it when she asks me to work with her. (MC)

I can’t do my corrections on my own so I really like it when Mrs Bowles helps me as she helps me do it in an easier way. She helps me think of adjectives and noun phrases. It would be harder without her. (AR)

When I get stuck on my work Mrs Bowles helps me. (ZC)

Mrs Bowles describes how to do it so I understand. She also helps me with the Champions Challenge because I can’t always do it. (JO)

It’s easier when Mrs Bowles is in your classroom because then if I am stuck and no-one is there she comes and helps us. She also helps me with my phonics as I don’t know how to do my f ans s  (MC)

Yr3

Mrs Butterworth gives me some ideas when I can’t do it, so I can do it (CC)

Mrs Butterworth helps me remember where to put punctuation and if she didn’t help me I wouldn’t know where to put it! (RA)

Mrs Butterworth can explain it a bit better so it helps me to learn more. (ZF)

When I started this school I didn’t know where to put full stops and I got my b and d the wrong way round but Mrs Butterworth taught me not to so now I don’t. (JA)

I used to put ‘And’ to start a sentence but Mrs Butterworth taught me not to. (RP)

Mrs Butterworth helps me with spellings, full stops, capital letters and finger spaces.

Yr4

I have got better at reading comprehensions as I get to practise with Mrs Burton. She also helps me up-level my words in English, without her I can’t think of better ones. (JE)

When I get stuck Mrs Burton helps me with the method. If she hadn’t been there I wouldn’t have known what to do (SG)

Mrs Burton taught me not to give up! I was stuck on my 7x table but now I can do it! (NA)

Mrs Burton helps me pass book quizzes as she reminds me to look in my book. (FH)

Mrs Burton encourages you. When she works with me I love it as she helps me to do better work. (LO)

She helps me with my maths when it is hard. If Mrs Burton wasn’t there I probably wouldn’t be able to do it. When she is not in my class I am sad because I might not be able to do it. I like it when she’s there. (MY)

Yr5

Mrs Anton helps me understand where I went wrong so I can get it right. She also helps me with my reading (LH)

Mrs Anton makes learning more fun, I really like working with her! (EM)

I like having Mrs Anton to read to, it’s nice having an adult to read to as no-one does at home (ZK)

Yr6

My learning would be tricky without Mrs Moore, she makes it easier for me to learn. (LY)

I feel more confident when Mrs Moore works with me as I know I’ll be able to do it. (LM)

I didn’t know how to multiply fractions but Mrs Moore taught me the phrase ‘keep, change, flip’ and now I can do it! (HM)

Mrs Moore taught me the methods for addition and subtraction as I always used to get them muddled up but now I don’t (BB)

Mrs Forrest is really friendly, kind, patient and lovely. She helps me all the time. Life without her would be hard and the school day would be long. Out of ten I would give her one billion! (EL)

 

Obviously teacher led groups happen in all classrooms daily but our Pupil Premium children also find they benefit when they go out in smaller teacher led groups. Our more able learners clearly feel this enhances their learning, shown in the quotes below.

 I prefer it when Mrs Revell has just my maths group as I can get more of her time, we don’t have to share her. (EK)

I learn more when Mrs Revell has my maths group as it is quieter. (MB)

I love it when I go out with just rectangles as I learn a lot more and we do more things. (DS)

I really like being in a smaller group with Mrs Threadgill as it is more of a challenge. We get to discuss problems on our tables which really helps me learn. (BB)

I liked going out with Mrs Threadgill as it was more complicated. She gave me a clearer explanation of what to do so I got more done. It was challenging and I liked that. (HE)

Due to the children responding so well to smaller teacher led groups we have found the children also really benefit by having Booster lessons in year 6 to consolidate and enhance classroom learning. This is what the children have to say about these additional sessions:

I like going to Boosters as there is only a few of us so you get to have lots of time with the teacher. I have learnt more by going there. (ED)

I like having a different teacher for Boosters as they can explain things in a different way. I am more confident to ask something as there are not many of us” (BB)

I get more help than usual because there are only a few of us. I am really pleased I go. (HM)

Sometimes I need a bit of extra help so Booster lessons are really good because now I realise what I need to do. (PL)

Normally I get stuck in English and by going to Boosters I can now get all 3 marks in a 3 mark question. (LY)

Mathletics is an additional club we offer, both before and after school, as listening to the children and their parents they find this opportunity essential:

I go to Mathletics because I like doing maths. I like being able to do my homework. (MB)

I like going to Mathletics because it is better than staying at home and doing nothing (EK)

I go to Mathletics before school so Mum can go to work as she has to start at 8.30am (LH)

I go to Mathletics as it saves my Mum. I love playing against my friends on Live Mathletics (CC)

I like going to Mathletics as I can earn a certificate. I get to do more maths and my maths is really good now. (RA)

We try to engage our children in fun, stimulating learning experiences both inside and outside the classroom; providing experiences that they may not otherwise have. Therefore throughout the year we plan educational trips off site alongside residentials for each KS2 class. A valuable percentage of the Pupil Premium budget is therefore spent on ensuring all Pupil Premium children can access these trips:

I liked sleeping over for two nights with my friends as I haven’t had a sleep over before. I got a certificate for being polite, I’m so pleased I got to go! (CC)

I enjoyed Stibbington as I got to do new things and learn new things. (JE)

We got lots of fresh air, I love being outside, it was sooo exciting! (RP)

Stibbington was really good as I got to sleep with my friends and I got to make breakfast and dinner. (ZF)

At the British Museum I was stunned, so stunned! I ha dread a lot in books but I couldn’t believe what I saw! This was actually proof that history exists. The Lion King was absolutely spiffing! I’ve never seen anything like it before! This was the best day ever, a day I will never forget. When I’m older I now want to be a historian! (AG)

Our priorities this term to narrow the difference between our pupil premium children and our non-pupil premium children are as follows:

  • Continue to provide additional TA support for English and maths in years 1-6 as the children benefit greatly from this additional support.
  • Ensure all Pupil Premium children have next step SMART targets in place and that the relevant TAs are using these when working with the children. This will ensure everyone working with the child knows the areas to develop and that any gaps in learning are filled.
  • To ensure there is an increased percentage of children who are secure in writing and bring it in line with reading, as currently this is not the case.
  • To ensure all PP children receive the appropriate support because every child needs to achieve their potential.
  • To increase the % of children at secure in year 6 across R, W and M because we want our children to achieve Expected or the Higher standard in the KS2 SAT’s.
  • Carry on funding 50% of trips for children who are currently receiving free school meals and 75% of residential costs as it is essential these experiences are had.