Pupil Premium Impact Paper

Transcription

1 Pupil Premium Expenditure Sholing Infant School Pupil Premium Impact Paper September July 2016

2

3 Introduction What is the Pupil Premium? The Pupil Premium is a financial grant given to schools to spend on children who are eligible for free school meals (FSM). These children are known as Pupils. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between Pupils and their wealthier peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most. It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. Schools are free to spend the Pupil Premium as they see fit. However they will be held accountable for how they have used the additional funding to support pupils from low-income families. Measures are included in the performance tables that capture the achievement of those Pupils covered by the Pupil Premium. From September 2012, schools have been required to publish online information about how they have used the Pupil Premium. This ensures that parents and others are made fully aware of the attainment of pupils covered by the Pupil Premium. The Pupil Premium is allocated to the school each financial year and the amount is generated by the number of pupils in receipt of FSM.

4 1 Overview of the school Number of pupils and Pupil Premium Grant (PPG) received Total number of pupils on roll 270 Total number of pupils eligible for PPG 59 Amount of PPG received per pupil 1,300 Total amount of PPG received 77,000 2 Summary of PPG spending Objectives in spending PPG: Raising the achievement of Pupils to ensure that their progress is accelerated, and the gap in attainment between Pupils and others is reduced. The school aims to achieve this by: Providing high quality provision to raise literacy levels, particularly in reading, as a core skill which enables pupils to access all curriculum areas. Providing social & emotional support/interventions to improve attendance and behavior- full time ELSA Enhanced/improved cultural capital extra curriculum activities. Improving pupils understanding of their own progress through effective feedback and meta-learning strategies. Summary of spending and actions taken: 1:1 phonics and reading tuition for Year 1 Pupils provided by a specialist TA for 20 hours each week: 8,768 1:1 and small group teaching of reading for Year 2 Pupils by a qualified teacher for 20 hours per week: 27,000 Individual phonics, reading and letter formation intervention provided by a specialist TA to Year R pupils for 20 hours per week: 13, 825 1:1 support in phonics for Year 2 pupils who have failed to reach the required standard at the end of Year 1: 5,000* Full time ELSA provision for 20 hours per week: 25, 487 Nurture group support at playtimes and lunchtimes (included in above figure) Free extra- curricular activities for Pupils - 2 half termly activities per year: 2,000 TOTAL EXPENDITURE: 82,000 * Also includes spending for non-pp children who received this intervention

5 3 Expected Outcomes: The percentage of Pupils meeting the school expectations for progress in reading is at least in line with progress for other pupils with increasing evidence of Pupils making more progress than other pupils. The gap between Pupils and other pupils is narrowed in reading, and Pupils with no additional SEN attain at least in line with other pupils (nationally at the end of Key Stage 1) All Pupils who failed to reach the expected phonic standard in Year 1 pass at the end of Year 2 The percentage of Pupils who pass the Year 1 phonic screen, is in line with other pupils and above other pupils nationally. Increased percentage of Pupils achieve a GLD (Good level of development) at the end of EYFS and the gap between and other pupils is reduced. The attendance gap between Pupils and other pupils is reduced. Improved progress in reading impacts on improvements in writing over time. At the end of Key Stage 1 the gap between Pupils and other pupils has narrowed in writing since the end of EYFS. Improved motivation and application from a small number of Pupils who are underachieving due to poor behaviour/concentration (via ELSA intervention) Increased percentage of Pupils participate in extra curricular sports activities, increasing fitness, strengthening feelings of belonging to school community and widening circle of friends. 4 The achievement of Pupils compared to other pupils EYFS (Year R) In 2015, Pupils in EYFS achieved significantly below other pupils in terms of achieving a GLD (Good level of development) at the end of the Foundation Stage. Therefore, this was a key improvement priority in the School Improvement Plan, and the provision and additional support for Pupils was adapted to become more bespoke according to the needs of the individual child. Whilst for many Pupils, there remained a key focus on the basic skills of phonics, reading and writing, the intervention for children, some Pupils required additional support with developing self -confidence, the language of shape or managing feelings and behaviour.

6 The impact of the intervention is evident in the 2016 achievement data. Area of Learning Percentage of children achieving expected level or above (Expected +) Nationally Sholing Infant School 2016 data 2015 (All children) All children Girls Boys Pupils Not Dis. Pupils (Other) Making Relationships Self-confidence & Self-awareness Managing Feelings & Behaviour Moving & Handling Health & Selfcare Listening & Attention Understanding Speaking Reading Writing Number Shape Space & Measures Headlines pupils in EYFS achieved outcomes in line with or above other pupils in all Early Learning Goals (ELGs) 72.2% of pupils achieved a GLD compared to 66% nationally 83.3% of girls achieved a GLD nationally compared to 73% nationally 62.5% of boys achieved a GLD nationally compared to 59% nationally 71.4% of Pupils achieved a GLD 72.4% of Other Pupils achieved a GLD Sholing Infant School gap between and Other Pupils is just 1% This gap has been reduced from 35% in 2015.

7 5 Performance of Year 1 pupils in receipt of Pupil Premium funding Year 1 Attainment: 2016 % of pupils working at Expected + D (no All D SEN) Other Reading Writing Maths Year 1 Progress: (3 tracking points is good progress) Tracking points D (no All D SEN) Other Reading Writing Maths Key messages: Year 1 Reading: In reading, all groups except pupils with SEN have made at least expected progress. 5/23 Pupils achieved only the emerging standard in reading at the end of EYFS. By the end of Year 1 only 3/23 pupils failed to reach the expected standard. pupils with no SEN have made progress above that of other pupils. The progress of Pupils overall is in line with that of other pupils. Writing: Progress for all groups except SEN, was in line with school expectations Pupils made the same progress as other pupils. 9/23 (39%) of Pupils have not met the expected standard in writing. Maths: Progress in maths is broadly in line with school expectations for all groups. The progress of Pupils was slightly below that of other groups. 7/23 (30.4%) of Pupils did not achieve the expected level by the end of Year 1. This gap has widened as only 5/23 pupils did not achieve the ELG at the end of EYFS. Has the disparity in this cohort between the attainment of and Other Pupils narrowed over time? Percentage of children at expected+ End of EYFS End of Year 1 Pupils Other Pupils Gap Pupils Other Pupils Gap Subject Reading Writing Maths

8 Key messages: narrowing the gap The gap between and Other Pupils has narrowed in Reading to the point where Pupils are achieving above Other Pupils. This demonstrates the impact of the school s use of PP funding in Year 1 to support pupils with phonics and reading. In Writing the gap is narrower that at the start of the year but not significantly so. In Maths the gap has widened since the start of the year. Excluding pupils with additional SEN: Percentage of pupils with no SEN achieving Expected+ Subject End of EYFS End of Year 1 Reading Writing Maths Key messages: pupils with no additional SEN continue to achieve highly and the percentage of this group at Expected+ has increased in Writing, whilst being maintained at 100% in Reading and Maths. 6 Phonics Screen Data Overall Sholing Infant School had a Phonics Screen pass rate of 91%, well above the national figure of 81%. Our Pupils had a pass rate of 96% compared with 89% for Other Pupils. This compares with a national figure of 69% for Pupils and 83% for Other Pupils.

9 Maths Writing Reading Combined Maths Writing Reading Pupil Premium Impact Report Performance of Year 2 pupils in receipt of Pupil Premium funding Subject National (Indicative) Sholing Infant National (Indicative) Sholing Infant All children Percentage of children achieving Expected standard or higher (Expected +) Pupils Pupils no SEN Not (Other Pupils) FSM Not Available Not Available National (Indicative) Not Available Sholing Infant National (Indicative) Not Available Sholing Infant Not Available Year 2 summer 2016 percentage at Greater Depth: Subject National (Indicative) Sholing Infant National (Indicative) Sholing Infant Pupils Percentage of children achieving Greater Depth standard Pupils no SEN Not (Other Pupils) 13 Not Available Not Available National (Indicative) 10 Not Available 20 9 Sholing Infant FSM

10 Narrowing the gap: attainment of Pupils compared to other pupils: Percentage of children achieving Expected or higher (Expected +) Subject End of EYFS Year 1 Year 2 Change Reading Writing Maths Other pupils: Percentage of Not (Other) children achieving Expected or higher (Expected +) Subject End of EYFS Year 1 Year 2 Change Reading Writing Maths How has the gap been narrowed over time? Percentage gap between and Other children in achieving Expected or higher (Expected +) Subject End of EYFS Year 1 Year 2 Change Reading Writing Maths Whilst there remained a significant gap between Pupils and Other Pupils, the gap has narrowed over time, particularly in Reading. The gap has decreased least in Maths.

11 How does the progress of disadvantaged pupils compare to that of other pupils over Key Stage 1? Points progress in Key Stage 1 for different groups Pupils Subject All Pupils Pupils with no SEN Not (Other Pupils) Reading Writing Maths Pupils overall made progress in line with Other Pupils in Reading despite the fact that 45% of the group had additional SEN, including a pupil working in P-levels in all subjects. Where the group had no additional SEN, their progress was above other pupils. The same pattern of progress is seen in Maths. In writing, Pupils made less progress than Other Pupils, including where pupils had no additional SEN. When assessed against the more challenging 2014 National Curriculum, the group demonstrated less accuracy with spelling and improving spelling accuracy will be key in the SIP. 8 How has PP funding impacted on increasing the access of disadvantaged pupils to extra- curricular activities? The school covered the cost of peripatetic violin lessons for a number of Pupils who demonstrated enthusiasm and commitment. The school continued to fund two half-termly sporting activities for Pupils free of charge. Although this has been the case for the past two years, participation was not always as high as it could be with fewer Pupils taking up the offer of free sports activities. The approach to facilitating greater participation in included face to face meetings with parents to request participation, having a more flexible approach so that siblings could attend at the same time and the PE leader pro-actively selling the sports opportunities to pupils. In , all Pupils attended at least one half term of after school sports activity. 9 Pupil Premium allocation April : How will this be used? Early intervention programmes for Year R pupils and additional support for parents. Continued 1:1 Phonics and Reading for Year 1 pupils provided by a specialist TA. Preparation for the Phonic Screen will be a key element of this work.

12 Continued phonics support for Year 2 pupils who failed to reach the required standard in the phonic screen at the end of Year 1 Full time ELSA - supporting strategies to improve concentration, behaviour and self- esteem. Teacher to provide 1:1 and small group support for Reading iny2. Increase participation of Pupils in after school sports clubs through a revised approach.

13

14 We do hope that you have found this information helpful. If you do have any further questions then please come and speak to us. Mrs Lisa Houghton Headteacher - Sholing Infant School