PUPIL PREMIUM REVIEW

Transcription

1 PUPIL PREMIUM REVIEW

2 Pupil Premium Review 2015/2016 Ambition The school aims to provide pupils with a consistently good quality of provision for all pupils. We aim to maximise the progress of all groups, including those who are in receipt of pupil premium or are disadvantaged in any way. We aim to ensure that the Inadequate judgement at the last inspection is built upon and that the school is evaluated as consistently good this is because we want to be externally recognised as providing quality provision for all our learners and to be seen as helping them to maximise their potential. Summary Spending and Outcomes 2015/16. Percentage of Pupil Premium pupils was 17.8% The number of pupil premium children was 68. The pupil premium budget was 163,680. Objectives for the academic year:- To narrow the gap in attainment and enhance the outcomes of pupil premium pupils. To narrow the gap in reading in all year groups by at least 10% through the further development of RWInc and Reciprocal reading. To narrow the gap in attainment in all subjects of pupils in year 2. To identify sub group attainment and the impact of pupil outcomes. E.g. SEN, Sum, boys To develop maths curriculum through the development of the mastery and depth of learning. To narrow the gap in attainment in all subjects of PPG pupils. To positively promote and improve well-being and behaviour of pupil premium children. To implement THRIVE throughout school which will impact on pupil behaviour and outcomes. To develop and promote Learning Behaviours throughout school. To implement access to counselling support and Theraplay as provided by MAST. To trial the use of CPOMS in monitoring vulnerable pupils. To engage parents the learning outcomes of their children through parent workshops and parent forums. To develop parental workshops to engage and promote how parents can support their children with learning. We have implemented:- To narrow the gap in attainment and enhance the outcomes of pupil premium pupils. Engaged in support from RUFC to engage upper key stage 2 readers. Provision of additional AP to support the progress in phonics. Additional RWInc training to support children with 1 to 1 intervention to boost attainment. Developed the school library as a resource and base for reading resources.

3 Additional phonics support purchased for Y2 children who did not pass the phonics screening in Y1. Developed systems to closely monitor and track the progress of all Pupil Premium children Pupil Premium children progress formed part of the discussions at Pupil Progress meetings to ensure that targeted intervention is impacting on outcomes. Developed case studies which focus on the impact of support for individual Pupil Premium children. Purchased the use of SALT provision to develop speech and language across the foundation stage. CPD from the SALT practitioner to train key staff in the delivery of SALT intervention. E.g. talking tables. Engaged with the external support of SY Maths HUB to up skill teaching staff in the application of a Mastery curriculum. Purchased INSPIRE maths scheme to begin to roll out the scheme in KS1 from September 2016 CPD for all staff in the impact and use of triage to ensure all children keep up with the expectations of the new curriculum. Enhanced the use of APs across the school through targeted CPD and professional development opportunities. E.g. AP development day. To positively promote and improve well-being and behaviour of pupil premium children:- Purchase of rewards to promote good attendance. Purchase and development of the THRIVE provision (incl resources) Purchase and training of CPOMS Promotion of Learning Behaviours and promotional materials Enable enhanced provision of PPG pupils through curriculum enrichment To engage parents the learning outcomes of their children through parent workshops and parent forums. Provision of Family learning events and engagement activities Parental forums established termly events. Impact of Spending:- Skills audit completed for associated professionals identifying the strengths and areas for development. As a result of identified needs, whole academy CPD event for APs developed focussing on ASC, Dyslexia, Triage, GPS, SALT, LSS, Thrive, Maths mastery, MAST and computer basic skills. Feedback from the event was positive (95% found that the training experience was useful for their work) and has impacted on overall provision. APs are now supporting a range of children, not just the lower attaining pupils in class. All pupil premium children are supported in class and access triage in the afternoons when required. Attainment and monitoring of the progress of pupil premium children is rigorous during pupil progress meetings. Case studies are completed by teachers on a termly basis focusing on the individual support and impact. The specialist maths consultant has supported key teachers to ensure that the quality of teaching is at least good. Teachers have accessed maths mastery CPD to support in their understanding of the application of mathematical concepts. Inspire maths has been purchased and is being trailed in key year groups to ascertain its effectiveness before whole school implementation. Overall provision has increased from 74% (June 2015) to 85% (May 2016) good or better teaching. Impact of phonics interventions has significantly impacted on pupil outcomes. Individual and group phonics intervention put in place in the Spring term and outcomes increased from 29% to 90% (The pass rate of PPG children was high. 1 child was absent but was expected to pass which could have been 100%).

4 All staff have continued to access CPD in reciprocal reading and develop strategies to develop the enjoyment of reading. The school continues to monitor the quality of reading provision. At the end of KS2, the PPG cohort achieved equal to the NPPG cohort albeit both were below national. There was a gap in attainment of 31% at the end of KS1 and the focus will be on ensuring the gap in attainment is narrowed and be at least in line with national at the end of key stage 2. All teachers engaged with the Maths Mastery training which has developed their understanding of variance and developing conceptual understanding. Although teachers were more confidence, there was still a need to give additional support in planning for this mastery style of teaching. Research into different support mechanisms was undertaken and this resulted in the purchase of Inspire Maths planning resources. Outcomes for PPG children in maths at the end of KS2 was 67%, above that of NPPG children, 62%, slightly below national. At KS1, the PPG children did not achieve as highly as the NPPG children, 52% compared to 90%. As in reading, specific targeted support needs to be focussed on ensuring this gap in attainment is narrowed as the children progress through KS2. 1 to 1 tuition was put in place in KS2 from January 2016 with specific children targeted for additional support to achieve EXS. All children engaged with this support. Strong pastoral team in place supporting vulnerable children with interventions such as Thrive and Theraplay. Children with challenging learning behaviours were identified and early intervention was put in place before behaviour and attitude deteriorated. Attendance officer worked rigorously to ensure that the attendance of pupils increased and the number of PA pupils reduced. There were 17 PPG PA children in and reduced to 14 PPG PA children in Even though this number is not significant, the percentage decrease was 46% to 38%. Whole school attendance has risen from 94.8% to 95.3% (achieving target). Comparing attendance of PPG children and NPPG, the gap in was -1.91%, in this has reduced to -1.1%. Feedback from parental questionnaires continue to be positive about the school. Parental opinion/attitudes about the school has again risen from 93% to 98% overall. In two years this has been a 10% increase. Parental forums have taken place with a variety of parents and feedback has been acted upon. Such as homework and offering the children a menu of choices instead of setting no choices. Feedback from parental events has been positive and parents of the more vulnerable children have been invited to coffee mornings to come into school on a more informal basis to get to know the support we have on offer. There was a reduction in the number of parents engaging with the Engagement in Learning sessions as the quality of sessions on offer did not meet their needs. This has been identified as a priority for and identify how we can encourage parents to participate in workshops, events and learning activities thus impacting on learning.

5 Outcomes 2016 End of EYFS - Cohort Size 38. Number of disadvantaged pupils 7. Of these 10 SEN, 0 EAL GLD is above other pupils at the school. It is above the NA. It above PP nationally The gap with others at the school has narrowed. The gap to the NA has positively widened. Is there a prime area or areas of learning that impacts negatively on the combined overview? Yes - Literacy Is there a significant disparity in pupil premium outcomes and these areas of learning compared with their peers in school? Yes Literacy. End of Y2 - Cohort Size 60. Number of disadvantaged pupils 21. Of these 9 SEND (2 EHCP), 0 EAL Combined attainment is below other pupils at the school. It is below the NA. It below PP nationally The gap with others at the school has widened. The gap to the NA has widened. Commentary Progress of PP children s attainment has been monitored closely in all year groups throughout the year, including specific focus during the PPMs in the Spring term o Disadvantaged children in Y6 attained higher than the NPPG children although were below national. In reading 50% PPG met the EXS and 8% achieved GDS. This was equal to NPPG children. They made more progress by 1.22 In writing 79% of PPG met the EXS compared to 62% NPPG. No child achieved GDS. They made more progress by In maths 67% of PPG met the EXS compare to 62% NPPG. No child achieved GDS although 15% NPPG did. They made less progress by o Disadvantaged children in Y2 achieved lower than their NPPG peers and made less progress overall. No children achieved GDS. In reading 48% achieved EXS compared to 79%. In writing 33% achieved EXS compared to 69%. In maths 52% achieved EXS compared to 90%. o In year 1 phonics, 92% disadvantaged children passed the screening, 22% above national and above NPPG children in school (89%) Is there an individual subject that impacts negatively on the combined overview? Reading and Writing Is there a significant disparity in pupil premium outcomes in this subject compared with their peers in school? Yes There were a significant number of PP pupils who had SEND including the two children with EHCP.

6 End of Y6- Cohort Size 49 Number of disadvantaged pupils 24 Of these 5 SEN, 0 EAL Combined EXS is above other pupils at the school. It is below the NA. It below PP nationally The gap with others at the school has narrowed. The gap to the NA has widened. Is there an individual subject that impacts negatively on the combined overview? No Is there a significant disparity in pupil premium outcomes in this subject compared with their peers in school? PPG children performed better than their NPPG cohort. Follow up/ monitoring. Gap in attainment in all year groups is being closely monitored this year during specifically targeted pupil progress meetings. Pupil emotional well-being will be tracked and assessed through the development of robust systems, using Thrive data (entry and exit data). Specific interventions will be put in place to ensure a PPG children achieve the GDS in line with national in both Y2 and Y6. Closer tracking of the attainment of the Y cohort to ensure the outcomes for Y6 will be above national. The outcomes for PPG will be shared with governors as a standing item on the RAC agenda.