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Pupil Premium

Pupil Premium Expenditure

Pupil premium is additional funding provided to schools for supporting more disadvantaged pupils in order to ensure they benefit from the same opportunities as all other children. There are three categories of children that qualify for the Pupil Premium: Children who are eligible for free school meals (FSM); Looked after children; Armed Forces children.

In December 2014 Whitecliffe was awarded £1000 for being one of the most improved schools in the country with regards to progress for disadvantaged children and young people at KS1 and KS2 for July 2015

Impact: Closing the Gap at Key Stage 2 for July 2014

By the end of Key Stage 2, 100% of disadvantaged pupils made expected progress in all areas. Therefore there are no in-school gaps for disadvantaged pupils against other pupils.

In terms of more than expected progress, disadvantaged children outperformed other children in school in most areas. When compared to National Expected Standards, disadvantaged children outperformed in all areas.Disadvantaged pupils have outperformed other pupils in terms of value added in all areas therefore there are no gaps at the end of KS2. Disadvantaged pupils in this cohort have performed the best they ever have in terms of added value when comparing over the last 3 years, 2012- 2014.

Impact: Closing the Gap at Key Stage 1 – July 2014

Disadvantaged pupils outperformed other pupil at KS1 in all areas this year, compared to last year’s results where disadvantaged children underperformed compared to other children in all areas.

100% of disadvantaged children achieved a Level 2 or above at KS1. This is a great improvement compared to 2013 and 2012 where only 50% of disadvantaged pupils achieved a Level 2 or above.

In terms of percentages, disadvantaged children outperform other pupils by 20% in Reading.

In Writing, disadvantaged pupils outperform other pupils by 30%

In Maths, disadvantaged pupils outperform other children by 30%.

The gap has closed and great progress has been made this year. There is however gaps for disadvantaged children achieving a Level 3 and this shall be our focus within School Improvement.

Pupil Premium funding awarded to Whitecliffe in April 2014- July 2015

At Whitecliffe Primary School, during the 2014-2015 academic year, there were 49% of pupils eligible for the premium. During this academic year, the amount of Pupil Premium awarded to the school was £67,600

What was the funding used for?

This funding has been used to provide the respective children with appropriate support to make expected progress in their learning. This has consisted of:

Action Spend Cost Impact
Phonics development We have invested in Read Write Inc including resourcing, training for teachers and Teaching Assistants and consultancy support £5,000 80% Disadvantaged children achieved expected standard in Phonics. 92% of children in year 2 wo took phonics test achieved expected standard and 56% of disadvantaged children achieved a good level of development in reading in EYFS 2015..
Small group teaching as Nurture UPS 3 Teacher with SEND experience teaching a group of Pupil Premium children and lowest performing children in KS1 and Year 3 across 4 mornings £25,000 Children in nurture made outstanding progress of 6 points or above in reading (6pts), writing, (6.7 pts) and maths (6.6%) Overall 73% of pupil premium children achieved a 2B+, by the end of year 2 and the gap has reduced for underachieving children in Year 3.
Focused reading and SPAG work 2 adults employed 3 afternoons to impact on disadvantaged children in KS1 in reading and SPAG for KS2 £2000

(11/2 terms)

Disadvantaged children receiving BRP made outstanding progress (6pts) unless SEN. The gap narrowed for disadvantaged children achieving L4 SPAG from 2014 by 24% .
Accelerated Learning for Y6 UPS 3 teacher employed to accelerate learning of the children in year 6 with low starting points with a focus on pupil premium and low attaining children £5,000 56% of disadvantaged children made more than expected progress in Reading, 67% of disadvantaged children made more than expected progress in writing and 100% of disadvantaged children made expected progress in maths
Precision Teaching 2 Teaching Assistants used to deliver intervention programmes to pupil premium children and the most underachieving children across KS1 and Year 3 including Read Write Inc small group/1-1 support, BRP and Fischer Family Trust £15,000 72% children undergoing intervention have made good -outstanding progress across KS1 and Year 3. Those who did not have now been assessed as SEN with specific needs and a personalised programme adopted as a result
Counselling and ELSA support for children with social and emotional issues Trained counsellor employed for half a day for children from vulnerable families

 

 

ELSA trained staff TA who takes individual and groups of children 2 afternoons (D Grade)

£500 Started Spring 2

£3000 ELSA

2 year 5 children manage their own behaviour better which is impacting on their progress in Reading, Writing and Maths.

Friendships and confidence improving of children working with ELSA TA

Improving basic skills Purchased 40 mini IPADS to impact on disadvantaged children to acquire basic skills through times tables, phonics and spelling APPS £12,000 Introduced in summer term so yet to establish impact in terms of improved standards.
In addition to the above:

·         a free breakfast club is offered to ensure children are ready for learning

·         Residential and school trips are funded for pupil premium children

Pupil Premium funding awarded to Whitecliffe in April 2015- July 2016

At Whitecliffe Primary School, during the 2015-2016 academic year, there were 53% of pupils eligible for the premium. During this academic year, the amount of Pupil Premium awarded to the school was £69,690

What was the funding used for?

This funding has been used to provide the respective children with appropriate support to make expected progress in their learning. As you will find, the spend on Pupil Premium Resourcing is more than the amount awarded to school as focussing on closing the gap for all vulnerable children is one of the main School Improvement Priorities:

 

Action Spend Cost Impact Analysis
Teacher for Year 3 Experienced UPS 3 Teacher with SEND experience teaching a discrete class of mostly Pupil Premium children (83% £38,582 All children who achieved expected standard at the end of KS1 remained at the expected standard and there was an increase in achievement by 6% in reading and maths. Progress for the whole group in all areas was outstanding – shown in internal data.

The disadvantaged gaps are as follows:

Maths: 13% (2 children) NPP 100%   v PP 87%

Reading:20% (3 children) NPP 100%   v PP 80%

Writing: 33% (4 children) NPP 100%   V PP 67%

Gaps are apparent as all disadvantaged pupils underachieving having specific SEN linked to Literacy; dyslexia, dyscalculia etc. This presents challenges for pupils working hard to close gaps for reading and writing. Despite this, all underachieving disadvantaged pupils have made accelerated progress in reading and good progress in writing and maths.

Precision teaching plans are in place to ensure disadvantaged/SEN pupils continue to accelerate their progress
Training for Reciprocal reading Training day – To improve the quality of teaching of reading. All teachers and support staff attended £1270

 

 

For reading, internal tracking and end of phase data shows all year groups are on track to make expected standards and some to exceed this:

Year 1: 94% of all pupils are at the expected standard; 100% non- disadvantage and 89% of disadvantaged pupils

Year 2: 83% of all pupils are at expected standard; 80% non-disadvantaged pupils and 86% of disadvantaged pupils – positive gap of 6%

Year 3 – 83% of all pupils are at the expected standard; 100% of non-disadvantaged and 80% of disadvantaged pupils

Year 4 – 71% of all pupils are at the expected standard; 70% non-disadvantaged and 75% of disadvantaged; this presents a positive gap

Year 5: 78% of all children; 80% of non-disadvantaged pupils and 75% of disadvantaged pupils.

Year 6; 71% of all pupil are at the expected standard; 100% non-disadvantaged;

And 86% disadvantaged – 13% gap

The progress and achievement of all pupils has improved in reading in regard to children working at the expected standard.   Although there are disadvantaged gaps these are created due to all children making good progress and achieving. Efforts will be made to continue closing the gap.
Lexia programme Recommended by Literacy support services to impact on disadvantaged children who are also SEN. £2000 As a result of this resource many children are making accelerated progress in reading and the rest made good progress. It has supported teachers and pupils to close the gaps as most pupils on the programme are now at expected standard, are moving closer to this or are more secure in their basic skills. This has impacted on the reading standards as detailed above. In addition, pupils enjoy using this tool which has improved engagement. An Internal report is available to identify individual pupil progress on intervention. Of those eligible for Pupil premium, 65% had the Lexia intervention. 90% of these made progress. Lexia has a greater impact on progress in KS2 than early phases. 39% made accelerated progress. The number of licences have been increased from 20 to 50

Review Lexia and identify how to useit to Increase progress in EYFS and KS1 or alternative resource

Inference training This training and resource is used along a diagnostic tool and links to reciprocal reading. It is used as a quality tool to close gaps in knowledge and skill set of pupils through precision teaching £500 This resource has been used for Year 4- Year 6 children as a pilot and has impacted on the progress of children in reading across year 4 to year 6. A specific breakdown of progress is available internally.

 

 

 

Resource to be used across KS2 and all children who are just at the expected standard or are below will have a diagnostic assessment and a precision teaching plan for inference put in to close any gaps and to secure key skills.
Training for staff from a specialised Learning Support Teacher SENCO and leaders have worked closely with a specialist LSA to improve precision teaching tools and to train teacher and support staff to impact on closing the gap for disadvantaged and SEN £300 All the precision teaching tools introduced this year to impact on closing the gap have been carefully planned alongside Learning Support Services and as a result resulting in most children accelerating their learning. Also, staff have become more skilled and developed their knowledge to impact on closing the gaps for our vulnerable groups. Continue to work with LSA as and when necessary
Maths Investment in Sandwell Early Intervention Maths Assessment to identify specific gaps in learning. Invested in the Edge Hill University Maths Intervention Programme training and resources for the TAs and maths lead to improve precision teaching tools. £1500 All children whom participated in the programme made accelerated progress in arithmetic and calculations. It has supported teachers, teaching assistants and pupils in raising attainment, closing gaps and also raised the confidence and levels of engagement of these pupils in the maths curriculum. Data is available internally of individual pupil progress made. All pupils throughout KS1 and KS2 that are below expected will complete the programme with continuous close monitoring. All TAs and new teachers will be provided with INSET about the programmes.
Teaching Assistants

Mainstream

5 Teaching Assistants are employed across school. £40,000 All Teaching Assistants are responsible and accountable through Performance Management for impacting on standards for vulnerable groups. They are all trained in delivering quality precision teaching tools that have been mentioned above to close the gap. All TA’s have been invaluable to closing our gap for the disadvantaged. All staff continue to deliver Precision Teaching to close the gap
EYFS nurture and speaking and listening 2 Teaching assistants were employed in EYFS to deliver Blast training, Derbyshire Language and small group nurture to impact on Speaking and Personal, Social and Emotional Development £12,000 The gaps in PSE have been closed for 2 out of the 3 strands for the disadvantaged children and have dramatically improved from last year in managing feelings and behaviour; gap gone from 44% to 16%

In Speaking, the gap has been narrowed from 30% to 17% for disadvantaged children

 

Ensure improvements in PSE and speaking impact on Listening and attention, Reading and Writing
In addition to the above:

·         a free breakfast club is offered to ensure children are ready for learning

·         Residential and school trips are funded for pupil premium children