Pupil Premium Progress Impact Report 2018/2019

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Pupil Premium Progress Impact Report 2018/2019

An overview of statutory assessments and evaluation of strategies that have been implemented

Love, Unity,

Courage

and Inspiration

Bishop Aldhelm’s C.E.

Primary School

Loved by God; United in Learning

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Contents

Whole School Pupil Premium Progress/ Non Pupil Premium Progress ........................................................ 3

EYFS Pupil Premium Analysis ............................................................................................................................. 4

Year 1 Pupil Premium Analysis ........................................................................................................................... 5



Evaluation of Strategies ........................................................................................................................................ 7

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Whole School Pupil Premium Progress/ Non Pupil Premium In Year Progress

Reading Writing Maths

Matched Average Grade Prog Percentage Expectation Matched Average Grade Prog

Percentage Expectation Matched Average Grade Prog

Percentage Expectation

Cohort

Num % Start End Steps At & Above

Above

Num % Start End Steps At & Above Above Num % Start End Steps At &

Above Above

Year 1 PP Yes 10 10 100% ARE-1 ARE 0.2 70% 10% 10 100% ARE-1 ARE-1 0.1 60% 0% 10 100% ARE ARE 0.2 70% 10% No 77 73 94.8% ARE ARE 0.08 76.7% 16.4% 73 94.8% ARE-1 ARE-1 0.08 69.9% 15.1% 73 94.8% ARE ARE 0.04 78.1% 20.5%

Year 2 PP Yes 15 14 93.3% ARE-1 ARE-1 -0.07 50% 14.3% 14 93.3% ARE-1 ARE-1 -0.29 35.7% 7.1% 14 93.3% ARE-1 ARE-1 0.07 42.9% 7.1% No 75 71 94.7% ARE ARE 0.08 90.1% 29.6% 71 94.7% ARE ARE 0.04 87.3% 22.5% 71 94.7% ARE ARE 0.11 87.3% 31%

Year 3 PP Yes 10 9 90% ARE-1 ARE-1 -0.33 55.6% 0% 9 90% ARE-1 ARE-2 -0.33 44.4% 0% 9 90% ARE-1 ARE-2 -1 55.6% 0%

No 81 76 93.8% ARE ARE -0.41 81.6% 31.6% 76 93.8% ARE ARE-1 -0.36 78.9% 18.4% 76 93.8% ARE ARE -0.5 78.9% 19.7%

Year 4 PP Yes 18 17 94.4% ARE-1 ARE-1 -0.18 58.8% 23.5% 18 100% ARE-1 ARE-1 0.06 50% 5.6% 18 100% ARE-1 ARE-1 0 66.7% 16.7%

No 70 70 100% ARE ARE -0.03 85.7% 40% 70 100% ARE ARE -0.1 78.6% 22.9% 70 100% ARE ARE 0.29 80% 34.3%

Year 5 PP Yes 13 13 100% ARE ARE 0 84.6% 46.2% 12 92.3% ARE ARE 0 83.3% 33.3% 13 100% ARE ARE 0.08 76.9% 30.8% No 64 62 96.9% ARE ARE-1 -0.31 67.7% 17.7% 62 96.9% ARE ARE -0.11 72.6% 21% 62 96.9% ARE ARE -0.23 62.9% 25.8%

Year 6 PP Yes 14 14 100% ARE-1 ARE-1 0.14 71.4% 28.6% 14 100% ARE-2 ARE-1 0.5 78.6% 14.3% 14 100% ARE ARE 0.29 85.7% 21.4%

No 70 67 95.7% ARE ARE 0.24 76.1% 29.9% 67 95.7% ARE-1 ARE 0.18 85.1% 14.9% 67 95.7% ARE ARE 0.21 82.1% 28.4%

Progress Colour Key:

Below -0.5

Between -0.5 & -0.1

Between -0.1 & 0.1

Between 0.1 & 0.5

Above 0.5

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EYFS Pupil Premium Analysis

2018/2019 2017/2018 2016/2017

Number of eligible pupils

% of pupils achieving a ‘good level of development’


% of pupils achieving a ‘good level of development’



Disadvantaged 19 63% 9 71.4% 13 55%

All other Pupils 69 84% 77 82% 77 86%

Attainment Gap against National Others

/ 71.8%

Gap of -8.8% /

71.5% Gap of -0.1%

/ 70.7%

Gap of -15.7%

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Year 1 Pupil Premium Analysis

2018/2019 2017/2018 2016/2017

Number of eligible Pupils

% meeting the expected standard of phonic decoding





Pupils eligible for Pupil Premium Funding

10 70% 15 73.3% 7 85.7%

All other Pupils

78 80% 75 93.3% 83 86.7%


TBC

TBC

82% -8.7%

83% +2.7%


2018/2019 2017/2018 2016/2017


% of pupils achieving Combined ARE





Pupils eligible for pupil premium funding

15 33.4% 9 33.3% 15 46.6%

All other pupils

75 82.6% 80 72.5% 75 82.6%

What would gap look like if SEN pupils are removed from data?

10 50% 7 42.9%


TBC TBC

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Bishop Aldhelm’s Year 6

2018/2019 2017/2018 2016/2017







Disadvantaged 14 64.2% 12 41.7% 11 45.4%

All other Pupils 70 68.6% 72 70.8% 49 57.1%


TBC TBC / 70% 64% -18.6%

What would gap look like if SEN pupils are removed from data?

12 75 8 62.5% 8 62.5%


TBC TBC / 70% 64% -1.5%

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Evaluation of Strategies

Year 6 Site Manager and Office Club for PP children:

Desired outcome: To improve the self-esteem of PP children and to expose them to high level vocabulary.

Costs: £

Impact: +++

Teacher’s reported an increase in the children’s confidence and self-esteem. Support staff saw a difference in the children’s self-confidence and interactions with adults and children. Attendance improved for Attendance

Attendance 2017-2018 Attendance 2018-2019

1 92.75% 96.28%

2 92.63% 94.95%

3 87.50% 92.51%

4 99.47% 98.93%

5 94.15% 95.17%

6 93.35% 97.07%

Next steps: continue to offer the site manager and office clubs. Y5 children to access during Summer 2.

Reading October

Reading SATS

W Aut

W SATs

Maths October

Maths SATS

1 83 95 -6 -3 87 96

2 94 106 -1 ARE 100 106

3 109 110 ARE GD 101 109

4 93 94 ARE ARE 104 108

5 97 111 ARE ARE 102 110

6 110 112 GD GD 106 112

Key

Cost £ = minimal cost

££ = moderate cost

£££ = high cost

Impact += Minimal impact

++ = Moderate impact

+++ = high impact

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TT Rock Stars: Desired outcome: To improve the speed at answering maths questions. Cost: ££ Impact: ++ To access the timed/assessed section of TT Rock Stars, children have to choose to go into a certain room. Children prefer to use other sections of the program. Those that do use it have results shown below, with green highlighting children who have improved in their speed.

Next steps: continue the use of TT Rock Stars. Encourage all children to access the timed sections as well as the other games.

Spelling Shed: Desired outcome: To improve spelling skills so that children have appropriate skills for their year group. Cost: ££ Impact: +++ Teacher’s report increased confidence in teaching spelling. SPAG and writing assessments are in line- 82% children in KS2 reached ARE both in writing and in SPAG.

October SATs

SPAG Year 6 PP ARE/+ 35% 71%

SPAG Year 6 PP GD 0% 28%

Writing Year 6 PP ARE/+ 57.1% 78.6%

Writing Year 6 PP GD 7.1% 14.3%

Next steps: continue the use of spelling shed and no nonsense spelling. Teachers to use displays to show explicit links between phonics and no nonsense spelling.

Year

Gro

up

Base

lin

e S

peed

Cu

rren

t Sp

eed

Y4 2.49 1.88

Y4 8.33 2.16

Y4 1.99 1.78

Y4 12.2 12.5

Y5 9.84 2.14

Y5 9.23 4.03

Y5 4.76 3.77

Y5 5.56 4.69

Y6 3.37 3.37

Y6 10.3 10.3

Y6 1.88 1.04

Y6 3.45 3.17

Y6 4.58 2.14

Y6 2.47 2.32

Y6 10.7 7.5

Y6 6.45 5.22

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To improve the quality of teaching for all: Desired outcome: To improve the quality of class teaching. Cost: £££ Impact: ++ HLTAs deployed per year group to allow continuity of support for cover as well as to allow teachers to take focused groups of children. Teachers use a feedback first approach for PP children. Peer observations were used for the first time this year and they were successful in developing teacher’s practice. Teams have had a focus on professional readings and sharing research based learning. Teachers have begun to focus on developing children’s memory and the learning that is remembered. Next steps: continue use of HLTAs and feedback first. Implement the new knowledge and skills based curriculum. Vocabulary lessons to take place at the start of every topic. Pre-teaching to take place prior to lessons to help build prior knowledge and schemas for specific children.

To increase the capacity for supporting families outside of school by employing a family support worker:

Desired outcome: To support families to improve children’s wellbeing and school experience. To improve children’s attendance. Cost: £££ Impact: +++ 6 families have attended parenting courses with the pastoral team. These have received really positive feedback and impact has been seen on the children’s attendance, emotional health and behaviour records. Next steps: continue support through the family support worker and pastoral care team. To use assessment tools to measure the impact and effectiveness of blocks of support.

Speech and language therapist: Desired outcome: To identify specific barriers to learning and to ensure that provision and support is tailored specifically towards a child’s needs. Cost: ££ Impact: ++ Positive impact has been seen for the children assessed. Due to maternity leave, Speech and Language therapy was only received during Autumn 1 and Summer 2. However this enabled support and programmes to be put in place for EYFS children and others across the school. Therapist also supported with reports for the application for EHCPs for two PP children. Next steps: continue use of speech and language therapist.

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Educational Psychologist: Desired outcome: To identify specific barriers to learning and to ensure that provision and support is tailored specifically towards a child’s needs. Cost: ££ Impact: ++ Positive impact has been seen for the children assessed. Staff report the increased confidence with supporting the child’s needs in class. Psychologist supported with reports for the application for EHCPs for two PP children. Next steps: continue the use of educational psychologist. Trip funding Desired outcome: To improve opportunities for PP children Cost: ££ Impact: ++ All PP children have received discounted trips. 17 PP children attended Carey Camp. 10 PP children attended PGL. Next steps: continue to offer funding towards all trips. Dyslexia and dyscalculia screening tests: Desired outcome: To identify specific barriers to learning. Cost: ££ Impact: + Screeners completed for all PP and SEN children in Year 3, with follow ups when necessary. This year, the Inclusion Leader also wrote a report to accompany the results that gave ideas of how to support both at school and at home. Next steps: continue the use of dyslexia screeners along with parent follow up reports. Discontinue the use of dyscalculia screeners due to inconsistent results.

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Mentoring Desired outcome: Provide mentors to vulnerable children. They will ‘check in’ regularly with the child and get to know them outside of the classroom. Cost: £ Impact: ++ 10 PP children across KS2 received mentoring support. Assertive mentoring assessments show an improvement in scores for children across a range of areas- see assertive mentoring report. Next steps: continue to offer mentoring to children. Shooting Stars Desired outcome: To deliver a bespoke multi-sensory and life skills curriculum to specific groups. Cost: ££ Impact: ++ Children’s self-confidence hugely improved within the group. Parents and staff reported significant differences in children’s self-esteem and happiness. Next steps: Shooting Stars to take place in Year 3 and 4 next year. Set English and Maths schemes to be used as a basis to develop children’s basic skills in these areas. Parenting Courses Desired outcome: School run parenting course- focus on behaviour support strategies,

homework, healthy eating, routines etc.

Cost: ££ Impact: +++ 6 families have attended parenting courses with the pastoral team. These have received really positive feedback and impact has been seen on the children’s attendance, emotional health and behaviour records.

Next steps: continue to offer the support and courses to families.

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Clubs for PP children Desired outcome: For all PP children to have access to at least one club every year. Cost: £ Impact: + PP children receive priority in attending a club at least once a year. 50% of PP children attended at least one club this year. No EYFS PP children attended a club. Next steps: continue initiative. Inclusion Leader to contact parents of children who have not taken part in a club to offer a space and to find out if there are reasons for them not attending that can be supported. Ensure there are club opportunities for EYFS children. Volunteers Desired outcome: Train volunteers in delivering quality interventions and support. Cost: £ Impact: ++

15 volunteers now support across the school. They have worked with children to mainly booster reading with children 1-2-1. Three volunteers now read with groups of PP children once a week using guided reading resources from the class teacher. This has had a positive impact on children’s love of reading as well as improving their fluency and understanding.

Next steps: Extend the number of volunteers who read with groups and encourage teachers to plan for these groups to complement learning in class.

Writing Workshop Desired outcome: For MA and HA PP children in KS2 to take part in a creative writing session with an author. Cost: £ Impact: +

As part of World Book Day, children added a writing workshop with school link author.

Children reported that they enjoyed the session. 97% of MA and HH PP children in KS2 made expected progress this year with their writing. Impact from the writing session was not explicitly evident within their work.

Next steps: consider the children that attend any future sessions. Have a smaller focused group.

Documents

Pupil Premium Progress Impact Report 2018/2019