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Pupil Premium 2014/15

The pupil premium is additional funding given to schools to raise the attainment of disadvantaged pupils and close the gap between them and their peers.  The government uses eligibility for free school meals as the main measure of deprivation at pupil level. 

Common barriers for disadvantaged pupils can be; week language and communication skills, lack of confidence, more frequent behavioural difficulties, attendance and punctuality issues and less support at home.  There may also be complex family situations that can have an impact on children’s learning and progress.  The challenges are complex and varied, therefore, it is important that individual needs are identified and catered for as we are very clear that negative, outside influences are not an excuse for underachievement. 

97% of pupils are from top 1% deprivation.  At Stoneyholme Community Primary School, there is a school-wide commitment to raising achievement for ALL pupils and a key objective for the use of the pupil premium grant is to close the gap between pupil groups. 

 

Aims

  • To further develop language and communication skills

  • To close the attainment gap in Reading

  • To close the attainment gap in Writing

  • To close the attainment gap in Mathematics

  • To continue to improve confidence, independence and self esteem

  • To continue to improve the wider opportunities available for all our pupils

  • To continue to improve attendance and punctuality

  • To continue to develop parental engagement, support and partnership work to remove barriers to learning

  • For ALL pupils to achieve the highest possible standards and realise their full potential in all aspects of their learning

In 2013/14, 41% of pupils were eligible under this measure.  We received £146,700 and additional funding from school’s budget was used to subsidise the Pupil Premium.

 

Actions

 

  • Early identification and intervention. These are key to accelerating progress and maximising learning for all pupils and central to all of our practice. This is achieved in the following ways;

    -strong baseline assessments and on-going summative and formative assessment inform planning, differentiation and provision mapping for individuals, groups and classes

    -challenging target setting for all pupils in Reading Writing and Mathematics (based on FFT D predictions)

    -a strong emphasis on regular moderation exercises involving; school staff, school cluster and Local Authority consultants and advisers to verify judgements

    -the development of robust tracking systems

    - meticulous pupil tracking completed every half term to identify any under achievement at the earliest opportunity

    - half termly progress meetings held with teachers and the Headteacher to ensure all pupils’ needs are accurately identified

    - half termly Provision Mapping completed by Senior Leaders to ensure interventions are timely and effective in closing the attainment gap for pupils and groups at risk of not meeting their targets

    -generate and sustain discussion about teaching and learning.  Formal weekly meetings are held (involving teaching, support and pastoral staff) focused entirely on learning, with an emphasis on pupils identified as being ‘at risk’ (informal dialogue happens lesson by lesson to inform on-going assessment etc.)

    -SLT hold a weekly Standards Meeting to monitor, analyse and evaluate learning and teaching.  Teaching staff are given a session a week in addition to PPA for Standards Time where they complete tasks related to the raising of standards and the swift response to underachievement

    -interventions are targeted forensically and moderated stringently using; assessment data, observations, work scrutiny, pupil interviews etc. to establish what is making a difference and what is not and analyse and evaluate performance

    -swift response when under achievement is identified including; re-deployment of staff, change of intervention, use of resources, involvement of school specialist staff or ‘bought in’ services, parental involvement/support etc.

    -the recruitment of high quality staff with complementary skills to provide additional support needed by our pupils and families and assist with early identification of need (Integration and Inclusion Leader, Outreach Worker with specialism in Speech and Language, Family Liaison Worker and part time Play Therapist)

     

     

  • Ensured strong teaching of basic skills and a curriculum designed to meet the needs of the pupils at Stoneyholme, removing barriers to their learning and sustaining school improvement

    -employed an extra teacher in Early Years Foundation Stage to effectively address the fact that the vast majority of pupils enter school, ‘with skills that are exceptionally low for their age’ (OFSTED July 2012)

    -CPD programme linked to School Development Plan targets, teacher’s challenging appraisal targets (linked to school priorities and teacher standards) and support staff Personal Development Review targets, to ensure Quality First Teaching and expertise in learning and teaching strategies and interventions

    -Local Authority Consultants ‘bought in’ (delivered advice and training in; Talking Maths, teaching level 6 Maths, Better Reading Partners, Book Talk, Guided Reading, Solihull Approach, SEND Reforms, using PIVATs)

    -Action Research Projects completed by Senior Leader; Teaching of Phonics, Teaching of Grammar, Punctuation and Spelling and Building Learning Power. Audits of provision were undertaken, research completed to inform changes in practice, training provided, high quality resources purchased, learning and teaching monitored and evaluated and impact measured

    -Innovative Enrichment Programme introduced with a focus on pupils taking risks, learning new skills, discovering new talents and interests, building resilience, developing confidence and self-esteem (see Enrichment Report)

    -Employment of Specialist Staff (Sports Coach, ICT Support Assistant, Drumming Teacher in addition to existing ICT Manager and Artist in Residence) to provide excellent curriculum support and provide a range of before school, lunchtime and after school provision (see Sports Premium Report and School Development Plan evaluation)

    - maintained commitment to providing learning opportunities in the form of visits and visitors to provoke a response of awe and wonder for our pupils (many of our pupils find questioning challenging)

    - leased 2 minibuses to enable visits to be easily planned and regularly carried out

    -PSHCE curriculum audited and redesigned to respond to the needs of our pupils to ensure they build positive relationships, feel safe and feel good about themselves and others, as well as local and national initiatives and findings

     

    Examples of impact 2013/2014 include:

     

    Attainment

    In the Year 6 cohort 55% of pupils were eligible for Pupil Premium (PP). They attained higher

    than Lancashire averages in reading at all levels; and the Average Point Score (APS) has risen

    by 5.3 to 28.3 and is higher than the National APS. In writing, PP pupils attained above their

    peers at Level 2, and 3; in line with their peers at Level  4 and well above at level 5. The APS

    in writing for PP pupils is now 1.9 higher than the National APS for PP pupils. Mathematics

    attainment for PP pupils is above peers at Level 2, in line with peers at level 3 and 4; and at

    level 5 is almost double that of their peers. APS is higher than the National.

     

     

     

     

    Achievement (attainment & progress) of groups at Key Stage 2 before checking exercise

     

 

Reading

Writing

Mathematics

All NC Subjects

 

Sch

Nat

Sch

Nat

Sch

Nat

Sch

Nat

FSM

28.1

27.5

27.9

26.3

27.7

27.2

27.9

27.0

Non FSM

29.0

29.7

28.9

28.6

28.3

29.8

28.6

29.4

Above or in line with national

 

66% of disadvantaged pupils (FSM) attained L4+ in Reading, Writing and Mathematics (compared with 67% nationally.)

 

53% of disadvantaged pupils (FSM) attained L4B+ in Reading, Writing and Mathematics (= to national figures.)

 

Progress (value added scores)                    

 

 

Reading

Writing

Mathematics

All NC Subjects

 

Sch

Nat

Sch

Nat

Sch

Nat

Sch

Nat

FSM

102.3

99.7

103.2

99.8

102.3

99.7

102.5

99.7

Non FSM

100.8

100.0

102.3

100.0

102.1

100.1

101.8

100.1

 

97% of disadvantaged pupils made at least 2 levels of progress in Reading (9% higher than disadvantaged pupils nationally.)

 

97% of disadvantaged pupils made at least 2 levels of progress in Writing (6% higher than disadvantaged pupils nationally.)

 

97% of disadvantaged pupils made at least 2 levels of progress in Mathematics (11% higher than disadvantaged pupils nationally.)

 

This indicates that the school's provision for PP pupils is highly effective.  

 

2014/2015

In 2014/2015 the school received £225,000 in Pupil Premium grants.  The money will be used to contribute towards maintaining and developing the above actions this year.

 

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