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Pupil Premium Intervention Report Impact Summer Term 2016 - 17

Pupil Premium Grant (PPG) Impact Report

Summer Term 2017

Report prepared by Richard Davies

 

 

T Total Number of pupils on role including Nursery

437

T Total Number of pupils eligible for PPG

156

T Total Grant

£205,920

 

OObjectives of the grant

  • To target under performance and raise standards in all areas for all eligible pupils
  • To ensure that all pupils make expected progress and that outstanding progress is 30%+
  • To enrich learning opportunities and enable wider outcomes for pupils
  • To make sure Year 6 disadvantaged pupils are at least in line with national standards across the subjects
  • To make sure that Y1- Y6 there are little discrepancies in attainment between PPG and Non PPG in terms of progress.

 

I    Item/Project

Cost (approx.) per year

Desired Impact

 

Impact & Next Steps

 

Evaluation

   To purchase a jumper and book-bag for all PPG pupils

£7000

Improved Self confidence

Pupils feel part of school community

Pupils feel proud and want to learn

Pupils do not feel disadvantaged

All PPG children received a £10 voucher (Reception £15) at the beginning of the year to ensure they were able to purchase uniform.

All children wear school uniform.

 

Proposed uniform funding from September 2017: July - £20 voucher, Dec – £15 voucher, April £15 voucher

 

 

Subsidising extra-curricular activities, trips

  • Dance, Drama

  • guitar tuition

  • Multi-sports

  • Trips

  • Breakfast Clubs

£12,800

 

 

Enrichment opportunities to be given which will enhance their life chances and allow them to experience learning in different contexts.

Develop self-confidence by enabling pupils to develop talents

Improved rates of attendance to above 96% and punctuality improved for identified pupils.

Breakfast and after afterschool clubs are well subscribed.

Breakfast club remains a good strategy for raising attendance and punctuality for identified children.

Trips are subsidised by 50% (minimum £5) to enable all pupils to participate.

 

Consider ways of measuring impact of extra-curricular activities

 

Web-based 1:1 Maths Tuition for Year 6 starting September 2016 (3rd Space Learning)

  • 10 weeks

  • 13 pupils

£2500

Develop and support maths learning for rapid progress

Disadvantaged pupils achievement and attainment in Maths will be in line with National

From their baseline over the year, 15% made expected progress and 85% made more than expected progress.

  1. of this group achieved above their estimated scaled score.

 

Investigate similar intervention for next year.

This intervention had a positive impact upon results and was engaging for children.

Small Group Reading and Writing intervention (years 5& 6)

  • Qualified teacher,

  • 40 minutes, 2x per week

  • Writing - 20 pupils (3 small groups)

£7,000

To increase the percentage of pupils making at least expected progress in writing, focussing particularly on sentence structure and punctuation.

To increase the number of pupils achieving age related expectations in Years 5 and 6 in writing

 

Good progress across the year and from starting points, however attainment for disadvantaged is lower at the end of KS2.

Reducing Class Sizes in Year 6 and extra LSA

 

  • Extra teacher employed

  • 1 LSA per class

 

£40,000

 

Smaller class sizes to increase the amount of support p

 

Year 6 Progress

Reading %

Writing %

Maths %

Expected Progress

+ Expected Progress

Expected Progress

+ Expected Progress

Expected Progress

+ Expected Progress

PP

29%

71%

29%

67%

48%

47%

Non PP

21%

66%

18%

76%

36%

54%

 

Although progress for disadvantaged pupils was good over the year and from their starting points, their attainment was lower than non-disadvantaged pupils.

 

Also see KS2 unvalidated results at the end of this document.

Good progress across the year and from starting points, however attainment for disadvantaged is lower at the end of KS2.

 

See above progress data

Also see KS2 unvalidated results at the end of this document.

 

School are not planning to continue this next year as it is not sustainable.

 

Good progress across the year and from starting points, however attainment for disadvantaged is lower at the end of KS2.

upils receive and pupil’s level of confidence In smaller groups.

Accelerate rates of progress in Reading, Writing and Maths

Achievement in Reading , Writing and Maths for PPG pupils is in-line with National

 

See above progress data

Also see KS2 unvalidated results at the end of this document.

 

School are not planning to continue this next year as it is not sustainable.

 

Good progress across the year and from starting points, however attainment for disadvantaged is lower at the end of KS2.

To pay teachers to deliver after school booster classes to targeted pupils in year 6

£4000

Accelerate rates of progress in Reading, Writing and Maths

Achievement in Reading , Writing and Maths for PPG pupils is in-line with National

Progress from December – April

Reading Booster Group (22 pupils)

81% made expected progress, 33% made more than expected progress.

Maths Booster Group (31 pupils)

87% made expected progress, 35% made more than expected progress.

Maths arithmetic paper scores greatly improved throughout the period.

Consider whether boosters can continue to be funded next year.

Good overall impact of booster groups, particularly on maths arithmetic scores.

To appoint 2x HLTAs to support targeted PPG pupils

  • Deliver targeted interventions

  • Class based support for targeted pupils

 

£35,000

Targeted support builds confidence.

Pupils’ needs are being met on an individual basis.

PPG pupils make rapid progress.

Gaps in attainment are closed

1st class maths (Year 2)

100% made expected progress and 30% made more than expected progress. 100% of pupil’s number age increased from the start to the end of the intervention.

High impact

Project X – Year 3 Reading intervention

Average reading age improvement of 16 months over 6 month period.

Reading assessments– 80% made expected progress and 20% made more than expected progress

Writing assessments – 60% made expected progress and 0% made more than expected progress.

100% of phonics scores improved from before to after the intervention.

High impact in reading as evidenced in progress.

Project X – Year 4

100% of children improved their Reading Ages and phonics scores.

Reading assessments– 88% made expected progress and 0% made more than expected progress

Writing assessments – 100% made expected progress and 50% made more than expected progress

 

Continue this intervention in Autumn term 2017

Higher impact on writing in Y4 but good overall progress.

To purchase identified software for use on newly purchased iPads

£6,000

To improve engagement and motivation

To address individual learning styles

To remove barriers that stop pupils’ from learning

Monitoring has shown good use of iPads and software to support vulnerable groups, particularly New Arrivals who are also Pupil Premium.

 

Good examples of iPad use:

Year 2 - Writing and presenting their own Rapunzel story using spark video as part of English

Year 3 - Creating a tellegami report about flooding and natural disasters as part of Thematic

Year 5 - Using iMovie to create a biographical report about the life of Neil Armstrong as part of Science/Thematic

Year 6 - Using iMotion to create an animated ghost story in English

iPads are clearly enhancing the children’s learning experiences.

Full 0.5 extra LSA support in Reception

 

Nursery - Full 0.5 extra LSA support in Nursery

 

Reception –

Release time for teachers to work directly with pupils to focus on improved attainment for PP pupils

£28,000

To provide further support, including interventions, for vulnerable pupils as identified in pupil progress meetings.

 

Personalised learning and support for identified pupils.

Reception Progress

100% of disadvantaged pupils made expected progress in all areas. Progress for disadvantaged pupils was outstanding.

 

Reception Attainment

  1. the end of Reception, 67% of disadvantaged pupils had achieved a Good Level of Development (GLD), compared to 72% of non-disadvantaged pupils, showing a slight gap in attainment.

Attainment in Writing for disadvantaged pupils was weaker than for non0disadvantaged by 7%

 

Examine provision for disadvantaged pupils’ writing.

Progress for disadvantaged pupils in Reception was outstanding.

 

Individual termly structured conversations with PPG parents in the following groups: -

Year 5 PP

More able in years 3,4,6

£3000

To increase parental engagement to improve outcomes for pupils

Enhancing parents knowledge and enable more effective support

Extended parents meetings took place for SEND children in all Year groups but not for Year 5 PP or More able in years 3,4,6. This was due to the staffing changes in Years 3, 4 and 5

 

Reintroduce this next academic year

N/A

  • Implement growth mindsets training to staff via our school’s Network (Metacognition)

£5000

To raise aspirations of parents and pupils as evidenced through pupil and parent voice

Raised aspirations leads to raised attainment.

Training took place in the Spring Term and additional staff meetings in the Summer term to ensure full implementation.

There is evidence of some of the techniques being used through lesson observations, however further impact must be monitored.

 

Monitor impact of Growth Mindsets through Pupil Voice / attitudes to learning.

 

N/A

Counselling service

  • 1:1

  • 5 pupils

  • 40 mins sessions mornings

 

 

 

£17,500

 

 

 

 

 

 

 

 

 

 

Raise self-esteem and provide social & emotional support

Remove barriers to learning in order that pupils make at least expected progress.

 

 

 

 

 

Counselling is ongoing for some children and their families.

  1. works mainly with children who have suffered trauma (e.g. DV, drug and alcohol abuse) and/or are in the Social Care arena.

Counselling reports have demonstrated an improvement in children’s self-esteem and emotional well-being over the duration of the course.

Approximately 10 children on the client list, 1 full day each week.

 

Continue counselling and closely track progress data for these children

This support remains essential for some of our vulnerable families.

Improved engagement and support for parents

 

  • Appointment of FSW to work with vulnerable families.

£18,600

 

Improved parental engagement and support for vulnerable families.

Pupils’ education is discussed through formal meetings and multi-agency support identified

 

FSW raises any issues causing barriers to learning through CAF and CIN/CP meetings.

Actions put into place to support parents and pupils.

Improved attendance.

 

  1. parent classes ran throughout the Spring Term and parents requested for these to be continued throughout the Summer Term with a maths focus.

 

FSW is investigating further courses available for parents to attend in Autumn 2017.

 

Numbers dropped off towards the end of the course.

Evaluation to be completed after course has completed.

Raising Attendance

 

  • Learning Mentors 1:1 and small groups
  • Learning Mentors staff Breakfast Club

£20,000

 

 

 

Raise attendance across the school

Attendance across the year was 95.2% which is below the National Average.

Boys have narrowed the gap from 0.8% gap in 2015-16 to 0.4% in 2016-17. This is as a result of actions taken from SLT and Learning Mentors to address this.

Continue Boys/Girls attendance competition.

Continue home visits and working with Children and Family First Service.

 

Attendance is still below National Figures.

NOTES

The above figures were based on a PPG allocation figure of £205,920 for the year 2016/17.

 

 

Approximate Distribution of Spending

40% spent on Teaching (including HLTAs)

17% spent on Support Staff

20% spent on pastoral support

9% spent on Professional Fees

7% spent on Enrichment

5% spent on Targeted Resources

2% spent on other

= 100% - £205,920

 

 

RESULTS

YEAR 1 PHONICS

 

PHONICS

Breakdown

Cohort

Achieved the expected standard

School %

National benchmark

Gap %

All pupils

58

67

81

-14

Disadvantaged

23

78

84

-6

Other (non-dis)

35

60

84

-24

 

Year 1 Phonics results show that disadvantaged pupils performed better than non-disadvantaged pupils within school, however were still behind when compared to National.

 

END OF KEY STAGE RESULTS (YEAR 2)

 

READING

Breakdown

Cohort

Achieved the expected standard

Achieved greater depth

School %

National benchmark

Gap %

School %

National benchmark

Gap %

All pupils

59

73

76

-3

27

25

+2

Disadvantaged

21

76

79

-3

19

28

-9

Other (non-dis)

38

71

79

-8

32

28

+4

WRITING

Breakdown

Cohort

Achieved the expected standard

Achieved greater depth

School %

National benchmark

Gap %

School %

National benchmark

Gap %

All pupils

59

66

68

-2

19

16

+3

Disadvantaged

21

67

72

-5

10

18

-8

Other (non-dis)

38

66

72

-6

24

18

+6

MATHS

Breakdown

Cohort

Achieved the expected standard

Achieved greater depth

School %

National benchmark

Gap %

School %

National benchmark

Gap %

All pupils

59

69

75

-6

29

21

+8

Disadvantaged

21

62

79

-17

24

23

+1

Other (non-dis)

38

74

79

-5

32

23

+9

 

End of Key Stage results show that disadvantaged pupils achieved close to national in Reading and Writing, however were further adrift in Maths.

Disadvantaged pupils achieved above National at Greater Depth in Maths, but below in Reading and Writing.

Gaps between attainment for disadvantaged pupils and non-disadvantaged pupils will be targeted in 2017-18.

 

END OF KEY STAGE 2 RESULTS (YEAR 6)

 

 

Progress for Disadvantaged children in Year 6 2017

 

New 2016 Percentiles (National)

Reading

Writing

Maths

Top 5%

4.6 and above

4.4 and above

4.3 and above

Next 20%

1.8 to 4.5

1.9 to 4.3

1.6 to 4.2

Next 15%

0.7 to 1.7

0.8 to 1.8

0.6 to 1.5 Stoke +0.88

Middle 20%

-0.6 to 0.6 Stoke +0.35

-0.5 to 0.7 Stoke +0.78

-0.6 to 0.5

Next 15%

-1.6 to - 0.7

-1.6 to -0.6

-1.6 to -0.7

Next 20%

-4.0 to -1.7

-4.8 to -1.7

-4.0 to -1.7

Bottom 5%

-4.1 and below

-4.9 and below

-4.1 and below

 

Our 2016-17 KS2 Results show that over time, disadvantaged pupils make progress that is above National Average for non-disadvantaged pupils in Reading, Writing and Maths.

Attainment (scaled scores) for disadvantaged pupils in Reading and Maths is lower than that of non-disadvantaged pupils nationally. This means that we need to continue to diminish the attainment gap in 2017-18.

 


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