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Pupil Premium

Pupil Premium 2015/16

 

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 2015/16, 37% of pupils are eligible under this measure.  We received £204,600

 

To further develop language and communication skills

Using the baseline assessment from 2014/15 for language and communication, continue to measure on entry to reception, also carry out on entry to year 1 and 2015/16 include year 2 (continue using Renfrew)

Use data from the assessment to inform planning for future interventions (talking partners, parallel teaching with parents)

Establish training or further support staff through ELKLAN. Further develop available speech and language pathways and interventions (ELKLAN for the primary years), to enable early identification, assessment and intervention across all school years

A large percentage of children attending school live in a household where there are no English speaking adults, ESOL classes are to be made available to all relevant parents, to enhance their ability, and promote the necessity for them to be primary educators and their children’s learning

To close the attainment gap in Reading, Writing and Maths

Quality first teaching, increase % outstanding teaching

To further develop the leadership of learning

Use of assessment data to identify underperforming groups and/or individuals

Effective deployment of staff and targeted intervention

To further improve the already robust systems of monitoring and evaluating the teaching of reading, writing, communication and maths

To continue to have robust performance management and appraisal systems in place, linked to school improvement, teacher standards and personal development

To continue to provide high quality CPD

To continue to improve confidence, independence and self esteem

Begin to embed the BLP principles throughout school, helping children become more independent & life long learners. Introduce children’s self evaluation of BLP skills through the Enrichment Programme. Introduce Playground Buddies into unit 1, 2 & 3 yards. All buddies to have training from anti bullying ambassador trainers and sports coaching from FUNDA.

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

Pursue alternative assessment formats to run alongside the Enrichment Programme. Gain and collate feedback from children on activities currently delivered and seek childrens views on future activities

Review enrichment evaluations from 2014/15, determine the most effective way of collating emotional health and wellbeing progress in vulnerable children linked to improved academic outcomes in reading, writing and maths

To continue to improve attendance and punctuality

Continue to relentlessly monitor and address attendance issues, paying particular attention to individuals and cohorts vulnerable to persistent and extended absenteeism in 2014/15.

Maintain an attendance across school of 97%

Evaluate parental involvement with attendance and update procedures that tackle attendance in a SMART way.

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

Create and execute an enrichment programme that involves parents learning alongside their children.

Focus on raising parents’ aspirations for their children’s learning and behaviour by providing formal and informal opportunities for parents and carers to engage with their children’s learning, and to improve their behaviour management techniques. Increase parents’ and carers’ understanding of how their children learn and why school attendance is important.

To have a clear focus on identifying and targeting the right families and encouraging them from a very early stage to become active participants in their children’s learning.

 

 

In 2014/15, 41% of pupils were eligible under this measure. We received £224,400 and additional funding from school’s budget was used to subsidise the Pupil Premium.

 

Actions

 

Pupil Premium action plan 2014/15

Aim

  • To further develop language and communication skillsEstablish a secure baseline assessment for language and communication on entry to reception, also carried out on entry to year 1 and 2015/16 include year 2 (consider Renfrew)
  • Use data from the assessment to inform planning for future interventions (talking partners, parallel teaching with parents)
  • Data shows 54 (14%) children attending school live in a household where there are no English speaking adults, ESOL classes are to be made available to all relevant parents, to enhance their ability, and promote the necessity for themto be primary educators and their children’s learning
  • Further develop available speech and language pathways and interventions (ELKLAN for the primary years), to enable early identification, assessment and intervention acrossall school years

 

IMPACT Renfrew:

Age related achievement

Individual child

%

Individual child

%

 

Info

 

Grammar

 

Below (>6M)

9

19%

10

21%

Average (=6M)

17

36%

23

49%

Above (<6M)

21

45%

14

30%

 

 

81%

 

79%

 

Value added 2014/15

 

%

 

Value added 2014/15

%

Info

 

 

Grammar

 

 

0

6

13%

0

9

19%

6 Months

17

36%

6 Months

23

49%

12 Months

8

17%

12 Months

7

15%

18 Months

4

8%

18 Months

1

2%

24 Months

5

11%

24 Months

2

4%

30 Months

2

4%

30 Months

1

2%

36 Months

1

2%

36 Months

2

4%

42 Months

1

2%

42 Months

1

2%

 

 

 

 

 

 

-6 Months

2

4%

-6 Months

0

 

-18 Months

1

2%

-18 Months

1

2%

 

IMPACT ESOL:

ESOL Train the Trainer

3 community/parent volunteer ESOL teachers have delivered basic classes to over 20 parents. Others are teaching around the county

Basic ESOL

All 11 attendees moved onto pre entry level 1 having accessed a place from Sept 2015

Men’s ESOL (ICT)

10 Attendees, This course is relatively new and will continue into Autumn 1 2015.

Women’s ESOL (ICT)

13 All learnt basic English and ICT, all moving on to level 1 English.

Sewing & ESOL

18 All attendees now have basic skills in sewing their own clothes. They have developed literacy and numeracy skills members have moved on to an advanced ESOL course.

Young at Heart & ESOL Older people supported to become more active and make changes to their own lifestyle and their families, through educational activities learning to interact more with grandchildren, safety awareness for them and grandchildren Esol is a key component to this group.

Pre Entry ESOL 43 separate attendees, moving through Pre entry level 1-3

Talk English (Volunteer led) 14-17 attendees per week. 3 parents attending this class have spoken about feeling less threatened being trained by a community member and 2 have move on to other courses delivered by school staff.

 

IMPACT S&L:

We have seen the impact of S&L groups on t children who were signposted to specialist groups. Feedback has been very positive.

We have noticed the impact on their learning and development particularly in the prime areas (PSED and C&L). Their attention and listening skills have improved and they are able to focus better in group activities; their confidence has developed and they are participating more in group/class activities. One child who was refusing to speak in nursery has now started talking.

 

We have established good links with school which also supports transition for those children who will be starting school at Stoneyholme in September.

 

Action:

To close the attainment gap in Reading, Writing and Maths

IMPACT: 1.1 Quality first teaching increase % of outstanding teaching

1.2 Use of assessment data to identify underperforming groups and/or individuals

1.3 Effective deployment of staff and targeted intervention

1.4 Increase % reaching expected standard in phonics screening check

1.5 Increase % achieving L4B+ in GPS

 

Impact:

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.

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.

 

Action:

To continue to improve confidence, independence and self esteem

Begin to embed the BLP principles throughout school, helping children become more independent & life long learners.

Anti bullying Ambassadors to have formal training sourced through Princess Diana Trust.

Ambassadors to create a child friendly training package that they will roll out to all upper key stage 2 children who take on a role of responsibility

 

IMPACT:

A specific needs analysis tool has been used to provide tailored support to groups and individual pupils. Staff throughout school have attended 4 training sessions and now have a firm understanding of, how to assess children through BLP and how to embed BLP into curriculum planning. Children are beginning to converse using the language of BLP and can identify how, not just what they learn.

To continue to improve the wider opportunities available for all our pupils. Pursue links with scouting UK to enrol all pupils from year 1-6 in Beavers and Cubs.

 

Action

Enrichment activities to scouting badges and awards, accessing greater opportunities for all children.

Review enrichment evaluations from 2013/14, to determine the most effective way of collating emotional health and wellbeing progress in vulnerable children linked to improved academic outcomes in reading, writing and maths.

 

IMPACT:

Enrichment continues to provide children with a huge variety of alternative activities. All children from reception to year 6 gained awards across a range of skills.

 

Action

To continue to improve attendance and punctuality

Continue to relentlessly monitor and address attendance issues, paying particular attention to individuals and cohorts vulnerable to persistent and extended absenteeism in 2013/14.

Raise the % of attendance by 1% to achieve 96.3% in 2014/15 and a further 0.7% in 2015/16 to attain an average of 97%

 

IMPACT:

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year

2012/13

95.4%

94%

94.3%

93.2%

95.6%

95.1%

94.8%

Cumulative Year

 

 

 

 

 

 

 

2013/14

92.9% (see attached)

95.9%

95.8%

95.9%

95.8%

95.6%

95.3%

LCC target met

Cumulative Year

92.9%

94.4%

94.9%

95.1%

95.3%

95.3%

95.3%

2014/15

95.6%

92%

95%

95.3%

96%

93.7%

94.6%

Cumulative Year

95.6%

93.7%

94.1% (*95.3%)

94.3% (*95.5%)

94.8% (*96%)

93.7%

94.6

(*95.8%)

2015/16

 

 

 

 

 

 

 

Cumulative Year

 

 

 

 

 

 

 

 

Extended Leave

Throughout 2014/15 54 children took unauthorised extended leave equating to 1185 lost sessions 593 whole school days, taking a huge 0.8% of schools end of year attendance.

 

Action:

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

Focus on raising parents’ aspirations for their children’s learning and behaviour by providing formal and informal opportunities for parents and carers to engage with their children’s learning, and to improve their behaviour management techniques. Increase parents’ and carers’ understanding of how their children learn and why school attendance is important.

To have a clear focus on identifying and targeting the right families and encouraging them from a very early stage to become active participants in their children’s learning.

 

IMPACT:

Last year over 187 families’ accessed support from school through courses, groups, drop in sessions and more intensive support where needed.

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