Pupil Premium Strategy

 

Pupil Premium Grant 2016-2017

Nationally, there is an attainment gap between those who are eligible for benefits based Free School Meals (FSMs) and those who are not. The Pupil Premium Grant is provided to support schools so that the difference between these groups is diminished. As part of our annual review of our Provision for Pupil Premium pupils, we have used research from the Sutton Trust / Education Endowment Foundation (EEF) to further develop the effectiveness of the strategies and interventions we use to close that attainment gap.

33% of pupils across the school were in the Pupil Premium group (including pupils receiving Early Years Pupil Premium).

Pupil Premium funding allocated to the school for pupils in both Foundation Stage and Key Stage One was £113,592. This figure includes the Early Years Pupil Premium Funding of £2822.

How the Pupil Premium Funding was used (2016-2017 academic year)

Intervention / Pupil Premium Manager employed to implement, monitor and evaluate the effectiveness of intervention work with pupils in both Foundation Stage and Key Stage One. Additional teaching support has been provided in all year groups with training for all staff that are implementing specific intervention programmes. The role has involved consistently monitoring the progress and attainment of each Pupil Premium pupil so that intervention is implemented in order for any differences in attainment to diminish.

Provision of a part-time additional Intervention Teacher to support pupils with their learning targets in Nursery and Reception classes.

Contribution towards provision of a non class based SENCo to plan and provide intervention for pupils with Special Educational Needs. This teacher has provided additional training for adults undertaking intervention programmes with small groups and individual pupils and monitored pupil progress.

Pastoral Support Worker employed to support parents and pupils. This is to develop learning behaviour and social skills and as a result increase attainment; to monitor and improve attendance and to provide support with pupil welfare.

Additional Teaching and Learning Assistants employed to provide intervention for individual children and small groups of pupils. There was a focus upon developing and securing Literacy skills including the acquisition and application of Phonics.

Curriculum enhancement opportunities have been provided through a number of visits / trips undertaken by our pupils. These have included provision of outdoor learning experiences for all pupils in Reception classes, Year One and Year Two at Ufton Court; visits to Reading Museum to support the History curriculum in Year Two and a trip to Rushall Farm and a market garden for all pupils in Year One. Additionally, all pupils have had the opportunity to experience Miller’s Ark Farm on site with a focus upon every child developing their scientific knowledge and PSHE skills.

Curriculum enrichment opportunities have been provided in order to develop pupils’ spoken language and creative arts skills through story telling, dance and drama workshops and through high quality productions by visiting theatre groups.

Impact of the Pupil Premium Grant 2016-2017

Early Years – Nursery:

  • All pupils received individual intervention linked to their next steps of learning and targets. This focussed upon Personal, Social and Emotional Development and Communication and Language – skills that underpin all learning.
  • Progress of pupils receiving the Early Years Pupil Premium funding was in line with the whole cohort in reading, writing and maths at the end of the year.
  • The attainment of Pupil Premium (Not SEN) pupils was in line with the whole cohort in reading, writing and maths. There is still a difference in the attainment of Pupil Premium SEN pupils and the whole cohort in reading, writing and maths but this is reducing.

 

In Foundation Stage:

  • The progress of pupils receiving Pupil Premium funding was in line with the pupils in the whole cohort in reading, writing and maths.
  • 53% of Pupil Premium pupils attained GLD.
  • There were no significant differences in the attainment of our pupils receiving Pupil Premium funding and the Local Authority figure for Pupil Premium pupils in Literacy, Maths or Understanding of the World.
  • In September, there was a 23% difference in Pupil Premium pupils’ reading at and above the expected standard and the whole cohort. This had reduced to 13% by July.
  • There were no significant differences between the Pupil Premium (Not SEN) group and the whole cohort for attainment in reading, writing or maths by the end of Foundation Stage.

 

 

In Year One:

  • The progress of pupils receiving Pupil Premium funding was similar to that of the pupils in the whole cohort in reading, writing and maths.
  • Pupils in the More Able Pupil Premium group had significantly higher attainment than the whole cohort in reading, writing and maths.
  • The differences in attainment of Pupil Premium pupils with no SEN and the whole cohort have diminished in reading, writing and maths.
  • 62% of Pupil Premium pupils passed the Phonics check. A number of pupils had received additional intervention to support their learning in Phonics. However, there was a difference of 8% when compared to the whole cohort figure of 70% but this has reduced from a 17% difference in attainment at the beginning of the year.

 

In Year Two:

  • In reading, 49% of our Pupil Premium pupils achieved Greater Depth (above national standard) compared to the National figure of 16% and Local Authority figure of 14%.
  • Pupil Premium pupils achieving Greater Depth in writing and maths were in line with the National and Local Authority percentages.
  • In reading, Pupil Premium pupils achieved as well as Pupil Premium pupils nationally and better than Pupil Premium pupils in the Local Authority.
  • In writing, Pupil Premium pupils achieved just above the National and Local Authority Pupil Premium Pupil groups.
  • Pupil Premium pupils achieved in line with the National and Local Authority Pupil Premium groups in maths.
  • By the end of Key Stage One the differences in progress and attainment in reading, writing and maths had diminished for pupils in the Pupil Premium group without SEN.
  • Pupils in the More Able Pupil Premium group had significantly higher attainment than the whole cohort in reading and writing and higher attainment in maths.
  • 92% of Pupil Premium pupils had passed the Phonics Check by the end of Key Stage One (33 / 36 pupils) and were confidently applying this knowledge when reading and writing independently.
  • For some Pupil Premium pupils with SEN (notably those in the High Needs Group) there was still a significant gap in attainment in reading, writing and maths at the end of Key Stage One although progress was similar to the whole cohort.
  • There were no significant differences overall in the progress of pupils in the Pupil Premium group and those pupils not in that group in reading, writing and maths.

Summary

The differences in attainment of our Pupil Premium (not SEN) pupils and the whole cohort have diminished in reading, writing and maths by the end of Key Stage One. The More Able Pupil Premium pupils have higher attainment than the whole cohort in reading, writing and maths in Key Stage One.

The Pupil Premium funding the school receives continues to be allocated where needed to ensure that pupils receive timely tailored interventions with highly trained, skilled staff. The whole school ethos of high expectations for all has an impact upon every pupil and teaching is continually monitored to ensure that first wave teaching is of a high standard.

Pupil Premium meetings are held regularly with senior leaders in the school reflecting upon the impact and effectiveness of our current practice; the progress and attainment of our Pupil Premium pupils; the implementation of recommendations from Government policy or new initiatives and evaluations of interventions such as through the research of the EEF.

Pupil Premium meetings / surgeries are held each term with team leaders and class teachers to monitor the progress of individual pupils receiving the Pupil Premium funding. The impact of intervention they have received is evaluated and further intervention identified if required, to ensure that rapid progress is made towards identified attainment targets.

Pupil Premium reports for each year group are produced each term reflecting the progress and attainment made by Pupil Premium pupils compared with the whole cohort. For the purposes of deeper analysis and monitoring, the Pupil Premium group is further broken down into smaller groups such as, for example, More Able pupils, or those with Special Educational Needs or Learning Behaviour difficulties so that intervention can be targeted even more effectively.

The individualised teaching programme for the teaching of reading in the school continues to have a high impact upon progress and attainment for every child. Pupils make rapid progress as a result of excellent teaching and tailored reading targets and intervention. Parents are clear about the next steps of learning and they continue to be very positive about the progress and attainment of their children. Pupils are enthusiastic about reading and feel proud of their achievements.

Every individual pupil has challenging targets set at the beginning of each academic year that are monitored half termly. These are set for spoken language, reading, phonics, writing and maths. Progress of all groups, including the Pupil Premium group, is closely monitored through regular reviews. Reporting to the Governing Body and Local Authority occurs each term.

The range of high quality curriculum opportunities pupils experience each year including theatre groups, dance and drama experiences; school trips to Reading Museum, to the Market Garden and Rushall Farm and opportunities for outdoor learning at Ufton Court ensure that all pupils benefit, regardless of whether they receive Pupil Premium funding. These opportunities continue to enable pupils to experience learning beyond the classroom and contribute to their motivation, engagement and aspirations.

The Pastoral Support Worker continues to support families with aspects that can affect learning such as the attendance of pupils, welfare and health issues and accessing curriculum enhancement opportunities. A number of pupils receiving Pupil Premium funding participated in extra curricular and curriculum enhancement opportunities this year.

 

For further information, please see the data dashboard on the Ofsted website. This site updates the data in February each year. Therefore, data from the previous July will appear the following February.

 

Pupil Premium Grant 2017-2018

Current number of eligible pupils in Foundation Stage and Key Stage One eligible: 106 pupils

Pupil Premium Grant: Current figure: £122,600

Main barriers to educational achievement:

On entry to school, at the beginning of the Reception Year, many of the Pupil Premium group are working significantly below age related expectations.

Many pupils need support to develop learning behaviour, independence and social skills when starting school.

Significant numbers of pupils have difficulties with speech and their use and understanding of language. This has an impact upon progress in all areas of the curriculum.

Some pupils have difficulties with engagement and / or working memory which can affect their ability to process information and maintain concentration when learning.

Some pupils have low levels of confidence in their own abilities or lack ambition or aspiration.

Attendance of some pupils requires close monitoring to ensure that children are in school whenever possible, accessing all learning opportunities. The school has close links with the Education Welfare Officer (EWO) and the Pupil Premium Manager regularly liaises with her with the aim that attendance of Pupil Premium pupils exceeds the school target of 95%.

A number of families receive support from the school Pastoral Support Worker to minimise the impact of contextual factors that can affect attendance, learning, behaviour and welfare of pupils.

Staff work to engage all parents in supporting their children and the school so that all pupils are able to access every opportunity provided.

Lack of take up of additional educational / extra curricular opportunities by a significant number of families. We know that pupils who have access to these opportunities tend to make better progress in learning and achieve more highly. The school is taking a pro-active approach to encourage pupils receiving Pupil Premium funding to participate in extra curricular clubs, Breakfast Club, holiday clubs and trips.

 

How the Pupil Premium Funding will be spent (2017 - 2018 academic year)

This provision will be for all pupils across the school, including pupils receiving the Early Years Pupil Premium funding:

Intervention / Pupil Premium Manager employed to implement, monitor and evaluate the effectiveness of intervention work with pupils in both Foundation Stage and Key Stage One. Additional teaching support will continue to be provided in all year groups with training for all staff that are implementing specific intervention programmes. The Intervention Manager will consistently monitor the progress and attainment of each Pupil Premium pupil so that timely intervention can be provided in order that differences in attainment can be diminished.

Contribution towards the provision of a non class based SENCo (Special Needs Coordinator) to plan, monitor and implement Intervention for SEN pupils and provide additional teaching and training so that all pupils are able to achieve successfully.

Additional Teaching and Learning and Literacy support staff employed to provide intervention with individual pupils or small groups including:

 

  • Literacy Teaching and Learning Assistants to implement our 1:1 reading system, ensuring that progress in reading is rapid and sustained and that pupils develop excellent comprehension skills
  • Literacy Teaching and Learning Assistants to provide phonics intervention so that pupils are able to apply their phonic knowledge when reading and writing independently
  • Literacy Teaching and Learning Assistants to implement tailored writing intervention programmes for small groups of pupils

 

Pastoral Support Worker employed to work with parents and pupils in order to continue to improve learning and attainment, pupil welfare and attendance at school so that all learning opportunities are maximised.

Training for teaching staff in developing and supporting Speech and Language skills (including incorporating specific learning programmes where applicable) so that pupils are able to understand and acquire new vocabulary and communicate effectively.

Provision of extra curricular opportunities to further engage pupils in activities that develop physical skills, PSHE skills, spoken language and drama.

Participation in a Bill Lucas research project with the aim of developing pupils’ higher level thinking and questioning skills.

Curriculum enhancement and Creative Arts enrichment opportunities provided through a variety of external trips and visits to the school. These will continue to reflect a range of curriculum areas and enhance learning opportunities for pupils in all year groups including pupils in the Early Years.

Provision of drama opportunities with an experienced teacher of drama to develop spoken language and have experience of the Performing Arts and public speaking.

 

How we will measure the impact of the Pupil Premium Grant:

The attainment gap between pupils receiving the Pupil Premium Grant and the non Pupil Premium group will diminish by the time pupils complete Year Two in reading, writing and maths. We continue to aim for the differences in attainment to reduce in each year group, as a result of accelerated progress through timely intervention.

Pupils are engaged, enthusiastic about their learning opportunities and demonstrate successful learning skills in all aspects of the curriculum.

Pupils demonstrate independence, self confidence and resilience when facing personal challenges.

Pupils are ambitious and aspirational, confident in their own abilities and aware of their strengths and what they would like to improve upon.

Pupils demonstrate higher level thinking skills in independent learning, particularly when asking and answering questions and solving problems.

Next Pupil Premium Strategy Review: 16th July 2018

 A.Whyatt   Pupil Premium Manager                            July 2017