Pupil Premium at Loose Primary School 2016

Transcription

1 Pupil Premium at Loose Primary 2016 What is the Pupil Premium? The Pupil Premium is a government initiative that targets extra money at pupils from deprived backgrounds. Research shows that pupils from deprived backgrounds underachieve compared to their non-deprived peers. Currently, the premium is worth 1320 and goes to pupils who are currently on Free Meals (FSM) or have been registered for (FSM) in the past six years, children in care, adopted children and service children also continue to qualify for the Pupil Premium. The Premium is provided to enable these pupils to be supported. The Government considers the above groups as indicators of deprivation, and has provided a fixed amount of money for schools per pupil based on the number of pupils registered for FSM over a rolling six year period. At Loose we will be using the indicator of those eligible for FSM as well as identified vulnerable groups as our target children to close the gap regarding attainment. To apply for free school meals parents/carers can click on the following links found on our website. How many pupils at Loose Primary are eligible for the Pupil Premium? Currently (September 2016) 9% of students at Loose are eligible for the Pupil Premium. How is Pupil Premium used? To increase learning, progress and attainment. To help to fund additional staff such as teaching assistants Contributes to fund a Family and Communities Manager To help to fund trips, swimming and necessary items if necessary INSET for new staff to enable further reading progress using Better Reading Success and Bug Club To assess emotional and social well-being using the Well Being Toolkit and Boxall assessment. We use Pupil Premium for a range of interventions, including: * additional support and smaller teaching groups for English and Maths throughout the school * 1:1 weekly mentoring with * Year 6 pupils receive mentoring from SLT from term 2 if required * reading support eg: Building Reading Stamina * small group catch up and pre-learning support throughout the school * breakfast club and after school support for pupils if necessary * 1:1 support for those who need additional support 1

2 * additional learning opportunities provided through learning mentors, trained TAs or external agencies * additional ICT equipment and subscriptions to online packages such as Bug Club, Lexia * Speech and language support * Art Therapy How will the impact of the spending of the Pupil Premium be measured? At Loose Primary, the usual cycle of pupil progress meetings, data collection and the monitoring and tracking of attainment, will be used to inform progress and enable the early identification of need, support and appropriate intervention. We have planned our spending carefully to ensure that it has been spent to maximum effect. This has meant making informed decisions about our spending such as: Ensuring that spending is directly linked to gaps in attainment. Making use of our own data to expand existing interventions. Ensuring there is at least good teaching. Making use of research when evaluating interventions and considering the implementation of new interventions. All staff know which children are focus children. Every teacher mentors pupil premium children in their on a weekly basis. Three times a year pupil views, teacher views and data is gathered to consider the impact of the interventions and future support that may be needed. Pupil progress is further scrutinised at pupil progress meetings six times a year. Progress of these pupils is compared to progress of all pupils. Money is used to benefit all pupil premium children and supports higher as well as lower ability children by extending provision on offer. We constantly revise our assessment and monitoring systems to support improvement in the quality of teaching and interventions in order to maximise impact. Pupil Premium funding and spending- Academic Year No. of eligible pupils: 52 at present ( Sept 2016) Amount per Pupil: 1320 LAC per child September August 2017-we estimate on receiving based on 56 pupils Latest Spending We continue in our drive for pupils to do even better by tackling any within school variance, developing the roles of middle leaders and looking for ways to increase learning time. We have high aspirations and ambitions for all our children and we believe that no child should be left behind. We are determined to ensure that all our children are given equal opportunities to ensure their potential is limitless. 2

3 What is the impact of pupil premium spending in ? As a new school the school s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, so we can quickly identify any gaps and develop sensible strategies and interventions to promote improvement. The impact of interventions is analysed as assessment data is gathered and follow up is put in place if an interventions is not having the desired impact. Our investments have had a positive impact on pupil outcomes as they have for the last 2 years. NB- if a group constitutes of less than 5 pupils this is not specified. OF RECORD OF PUPIL PREMIUM GRANT SPENDING BY ITEM/PROJECT 2015/2016 Key stage Item/Project Cost Objective Expected impact IMPACT July 2016 EYFS 6 pupilsfinanced by Jan census KS1 18 pupils financed by Jan census 17 pupils Sept 15 KS2 45 pupils financed by Jan census Targeted support for EYFS pupils to raise number of children Languagelink Communicate in Print Extra support in Provide underachievement. SULP 2,363 Mentoring providing focused 1:1 and small group learning gaps in core subject areas and raise the number of children Extra support in Provide underachievement SULP Speech & Language Mentoring 7,411 providing focused 1:1 and small group Improve basic language skills and build vocabulary. Build basic literacy and numeracy skills. Build social and emotional skills so children are more ready to learn. Ensure quality first teaching. Effective interventions providing targeted support for underachievement. Small group support to extend skills in phonics, reading, writing and maths. Ensure quality first teaching. Effective interventions providing targeted support for Increase results in Languagelink assessment Increased % of pupils achieving a good level of development. Increased confidence and appropriate social interaction. in English and Maths. achieving phonics test score. expectations in Y2 SATs Increased confidence and appropriate social interaction. Increased active and progress in English All children passed the Languagelink Assessment in April % of disadvantaged children achieved a Good Level of Development. KS1 outcomes show very strong progress and attainment. The % children achieving expected or above expected outcomes for 2016 was extremely strong and above 80% in reading, writing and maths. All children who retook the phonics test passed. 87% disadvantaged children passed the Y1 phonics test 9 compared to 66% nationally in 2015) KS2 outcomes show that attainment of our disadvantaged group outperformed similar 3

4 44 pupils Sept 15 learning gaps in core subject areas and raise the number of children Extra support in Provide underachievement Mentoring underachievement. Small group support to extend skills in phonics, reading, writing and maths. and Maths. Increased confidence. Improved attitudes to expectations in Y6 SATs children nationally. The gap between disadvantaged and nondisadvantaged is significantly narrower than the gap nationally in all areas. Year 6 Booster groups for English and Maths Year 6 receive weekly mentoring support for 20 minutes from a member of SLT. Year 6- SLT to teach a for one afternoon/week whilst takes small booster groups. 34,393 Development of maths and English skills through gap analysis addressing misconceptions and SATs revision. Development of maths and English skills through 1:1 targeted support. RECORD OF PUPIL PREMIUM GRANT SPENDING BY ITEM/PROJECT 2015/2016 Item/Project Cost Objective Expected impact Impact Whole Family Support work- To develop support work within the role of the Families and Community Manager including the use of external agencies Increased engagement of parents in Targeted family work and support. Effective use of Personal Support Plans, Early Help and TAFs. Focused work on improving attendance and punctuality. Mentoring and supporting pupils with emotional needs. and progress in English and Maths. Increased confidence. Increased attendance and punctuality. Attendance of children is in line or above that of non children. Increased attendance and engagement of parents at workshops. As described above across the school attainment and progress is very strong. The impact of the F & C role has been very encouraging with the data for our most vulnerable and disadvantaged children being above national averages in all areas. Families and Community Manager role is helping to support a significant number of families, with over 100 children being supported effectively. (96% of children understand that they 4

5 can talk to an adult in school if they have a problem June 2016 / Parents overwhelmingly, 96%+, feel that the school is there to support them June 2016 parental questionnaire, Qs 2, 7, 8 & 17) Develop the skills of support staff to deliver targeted support to close learning gaps quickly providing focused 1:1 and small group learning gaps in core subject areas and raise the number of children expectations Supporting new initiatives for reading. Bug Club and Better Reading Support Inclusion manager, Literacy leader and Teaching assistants to be trained. Books to be purchased As detailed previously Focused training Developing specialisms Observations/Peer support Cost of cover and overtime Data and provision maps reviewed six times/year to ensure appropriate intervention. Staff to know their pupil premium children and to record pupils views. All teachers to mentor pupil premium children. 500 Increase the enjoyment of reading and foster a love of reading. Raise the profile of reading, increase reading skills especially for boys. Increase progress and attainment in reading and comprehension. Increase parental involvement. Children s learning gaps are closed quickly as a result of effective intervention Children s gaps are closed quickly as a result of focus teaching A rise in the number of pupil premium children expectations More positive attitude to reading. Children read regularly at home. 96% of interventions were successful forks1 & KS2 in Terms5-6. Each intervention is closely evaluated and analysed 3 times a year. Our gap between disadvantaged children compared to that nationally is significantly narrower. Children made progress on our interventions. 95% - KS2 100% - KS1 Reading is a focus and a priority on out Improvement Plan This includes the disadvantaged. Increase amount of suitable reading material to match ability. Lexia 833 Increase spelling and reading ability through use of phonics. Involve parents. Y4 and Y6 residential trips. 832 Extending experiences and building confidence. expectations from Y1-6. Increased independent learning using IT. Increased home involvement. Increased selfconfidence. As above All our disadvantaged attended school trips 5

6 Overall (91) (10) Non (81) Gap Gap Extra curricula activities Families offered financial support if necessary. 700 To provide extended learning opportunities Free Milk 800 Children to receive a midmorning healthy drink. Targeted extended school places Breakfast Club & After Club. Targeted in support for pre and post learning from HLTAs Improve attendance and punctuality Improve social skills Improve access to the curriculum. Increase progress, attainment and active Greater independence Improved social skills. Children to enrich their Alertness in the morning and readiness for Children have a good punctual start to the day with a healthy breakfast. Children take part in a range of enrichment activities. Increased self confidence Increased understanding. and progress and enjoyed the experience. Increased confidence and good learning outcomes. Children focused for Good learning outcomes as seen in data. Punctuality and attendance has improved for some children. This will continue to be a focus next year. Pre and post learning if required has lifted confidence and improved progress and attainment from YR to Y6. EYFS: Analysis of outcomes GLD Disadvantage d (3) 88.9% 69% 100% Phonics: Children in Year 1 who reached the expected standard Children in Year 2 who reached the expected standard in the retakes (2015) Disadvantaged Disadvantaged (2015) 93% 77% 87% 65% 100% 90% 100% - KS1: Reading Reading Writing Writing Maths Maths

7 Overall (94) SS (10) Non (84) Gap Gap Key Stage 2 Progress: Progress from KS1 (0 represents average progress for all children nationally with similar attainment levels from KS1) Reading +0.8 Writing +5.4 (Significantly above) Maths +2.4 (Significantly above) (2016) Disadvantaged Disadvantaged (2016) 0 TBC TBC 0 TBC TBC 0 TBC TBC KS2 Attainment: Reading Reading Writing Writing Maths Maths SPAG SPAG Combined Combined (High Score) Here is our strategy for tackling disadvantage are our latest spending plans Pupil Premium funding will continue to be based on the projects listed in the table as these investments have produced a positive impact on pupil outcomes. In addition, linked to our Improvement Plan, there will be a focus on highly effective challenge in all curriculum areas for Year 6 and maths for Year 4. NB: if a group constitutes of less than 5 pupils this is not specified. RECORD OF PUPIL PREMIUM GRANT SPENDING BY ITEM/PROJECT 2016/2017 Key stage Item/Project Cost Objective Expected impact EYFS Targeted support for EYFS pupils to raise number of children Languagelink Communicate in Print Extra support in Provide Improve basic language skills and build vocabulary. Build basic literacy and numeracy skills. Build social and emotional skills so children are more ready to learn. Increase results in Languagelink assessment Increased % of pupils achieving a good level of development. Increased confidence and appropriate social interaction. 7

8 KS1 11 pupils Sept 16 KS2 41 pupils Sept 16 underachievement. SULP Mentoring 4,590 providing focused 1:1 and small group learning gaps in core subject areas and raise the number of children Extra support in Provide underachievement SULP Speech & Language Mentoring 11,200 providing focused 1:1 and small group learning gaps in core subject areas and raise the number of children Extra support in Provide underachievement Mentoring Year 6 Booster groups for English and Maths Year 6 receive weekly mentoring support for 20 minutes from a member of SLT. Year 6- SLT to teach a for one afternoon/week whilst takes small booster groups. 46,680 Ensure quality first teaching. Effective interventions providing targeted support for underachievement. Small group support to extend skills in phonics, reading, writing and maths. Ensure quality first teaching. Effective interventions providing targeted support for underachievement especially with Y4 maths and Y6 r,w,&m. Small group support to extend skills in phonics, reading, writing and maths. Ensure inference and comprehension skills are taught. Encourage reading at home and develop resilience for tackling challenging texts. Development of maths and English skills through gap analysis addressing misconceptions and SATs revision. Development of maths and English skills through 1:1 targeted support. in English and Maths. achieving phonics test score. expectations in Y2 SATs Increased confidence and appropriate social interaction. Increased active and progress in English and Maths. Increased confidence. Improved attitudes to expectations in Y6 SATs especially reading. UPIL SPENDING 8

9 20W RECORD OF PUPIL PREMIUM GRANT SPENDING BY ITEM/PROJECT 2016/2017 Item/Project Cost Objective Expected impact Whole Family Support work- To develop support work within the role of the Families and Community Manager including the use of external agencies. External services Eg: bereavement Boxall training Nurture groups 8070 Increased engagement of parents in Targeted family work and support. Effective use of Personal Support Plans, Early Help and TAFs. Focused work on improving attendance and punctuality. Mentoring and supporting pupils with emotional needs. To improve attendance. and progress in English and Maths. Increased confidence. Increased attendance and punctuality. Attendance of children is in line or above that of non children. Increased attendance and engagement of parents at workshops. providing focused 1:1 and small group learning gaps in core subject areas and raise the number of children expectations Supporting new initiatives for reading. Bug Club and Better Reading Support Inclusion manager, Literacy leader and Teaching assistants to be trained. Books to be purchased. As detailed previousl y Data and provision maps reviewed six times/year to ensure appropriate intervention. Staff to know their pupil premium children and to record pupils views. All teachers to mentor pupil premium children. 500 Increase the enjoyment of reading and foster a love of reading. Raise the profile of reading, increase reading skills especially for boys. Increase progress and attainment in reading and comprehension. Increase parental involvement. Children s gaps are closed quickly as a result of focus teaching A rise in the number of pupil premium children expectations More positive attitude to reading. Children read regularly at home. Increase amount of suitable reading material to match ability. Lexia 660 Increase spelling and reading ability through use of phonics. Involve parents. Y4 and Y6 residential trips Extending experiences and building confidence. Families offered financial expectations from Y1-6. Increased independent learning using IT. Increased home involvement. Increased selfconfidence. Greater independence Improved social skills. 9

10 support if necessary. Free Milk 800 Children to receive a midmorning healthy drink. Extra curricula activities Targeted extended school places Breakfast Club & After Club. Targeted in support for pre and post learning from HLTAs 510 To provide extended learning opportunities Improve attendance and punctuality Improve social skills 150 As previously detailed Improve access to the curriculum. Increase progress, attainment and active Alertness in the morning and readiness for Children to enrich their Children have a good punctual start to the day with a healthy breakfast. Children take part in a range of enrichment activities. Increased self confidence Increased understanding. and progress Estimated spend for = 74,460 In , we will use a range of data to analyse impact of spending: End of key stage data Year 1 Phonics outcomes EYFS data Current data Intervention analysis Outcomes of observations, work scrutiny, learning walks Stakeholder feedback Qualitative data and pupil views Review of the Pupil Premium report, outcomes, impact and spending will be discussed and finalised by the Governors at the Strategy meeting. Date of review: July 2017 September