Reading, Writing and Maths % of pupils achieving the expected standard | 89 (NA 64) |
Reading, Writing and Maths % of pupils achieving a high score | 14 (NA 11) |
Reading: % of pupils achieving expected standard | 89 (NA 73) |
Reading: % of pupils achieving a high standard | 43 (NA 27) |
Writing: % of pupils achieving expected standard | 96 (NA 78) |
Writing: % of pupils achieving a high standard | 29 (NA 20) |
Maths: % of pupils achieving expected standard | 100 (NA 79) |
Maths: % of pupils achieving a high standard | 21 (NA 27) |
Grammar, Punctuation and Spelling | |
% of pupils achieving expected standard | 100 (NA 78) |
% of pupils achieving a high standard | 50 (NA 36) |
Average scaled score in Reading: | 108 (NA 104) |
Average scaled score in Grammar, Punctuation and Spelling | 109 (NA 106) |
Average scaled score in Maths | 108 (NA 105) |
Progress measures Key Stage 1 to Key Stage 2:
(A score above 0 is added value from Key Stage 1) |
|
Reading Progress | -0.4 |
Writing Progress | -1.1 |
Maths Progress | -0.9 |
% of children working at expected standard: | |
Maths | 90 (NA 76) |
Writing | 83 (NA 69) |
Reading | 93 (NA 75) |
Science | 90 (NA 82) |
R + W + M | 83 (NA 65) |
% of children working at a greater depth: (GDS) | |
Maths | 38 (NA 22) |
Writing | 21 (NA 15) |
Reading | 34 (NA 25) |
R + W + M | 14 (NA 11) |
Year 1 Phonics 2019 | |
87 % working at expected level (NA 82%) |
EYFS 2019 |
90 % achieved Good Level of Development (NA 72%) |
Metric |
Data |
School name |
Primary School |
Pupils in school |
205 |
Proportion of disadvantaged pupils |
5.4% |
Pupil premium allocation this academic year |
£15,012.00 |
Academic year |
20 |
Publish date |
10 December 2020 |
Review date |
01 November 2021 |
Statement authorised by |
Andy Drury |
Pupil premium lead |
Andy Drury |
Measure |
Score |
Reading |
- |
Writing |
- |
Maths |
- |
Measure |
Score |
Meeting expected standard at KS2 |
- |
Achieving high standard at KS2 |
- |
Measure |
Activity |
Priority 1 |
Ensure all relevant staff (including new staff) identify areas of Phonics, Reading, Writing and Maths to ensure disadvantaged children achieve at least expected progress and meet ARE. |
Priority 2 |
Ensure all relevant staff (including new staff) have sufficient training to deliver the phonics scheme effectively ensuring disadvantaged children meet the expected standard. |
Barriers to learning these priorities address |
Ensuring staff use evidence-based whole-class teaching interventions to add impact. |
Projected spending |
£15,012.00 |
Aim |
Target |
Target date |
Progress in Reading |
Achieve above national average progress scores in KS2 Reading (0) |
Sept 21 |
Progress in Writing |
Achieve above national average progress scores in KS2 Writing (0) |
Sept 21 |
Progress in Mathematics |
Achieve above national average progress scores in KS2 Mathematics (0) |
Sept 21 |
Phonics |
Achieve above national average expected standard in PSC |
Sept 21 |
Other |
Ensure attendance of disadvantaged pupils is above the National Average |
Sept 21 |
Measure |
Activity |
Priority 1 |
Ensure all relevant staff (including new staff) have received paid-for training to deliver the phonics scheme effectively |
Barriers to learning these priorities address |
Ensuring staff use evidence-based whole-class teaching interventions |
Measure |
Activity |
Priority 1 |
All staff use evidenced based strategies including quality first targeted teaching, precision teaching and effective interventions for disadvantaged children. |
Priority 2 |
Children requiring phonics support receive whole class, small group, 1:1 and precision intervention support from class teacher and teaching assistant. |
Barriers to learning these priorities address |
Lack of high quality and frequent precise interventions addressed. |
Measure |
Activity |
Priority 1 |
Ensure all disadvantaged children can access remote learning in case of isolation or lockdown. |
Priority 2 |
Using a part-time family Support Worker to support families with attendance and acute need. |
Barriers to learning these priorities address |
Improving attendance and readiness to learn for the most disadvantaged pupils. |
Area |
Challenge |
Mitigating action |
Teaching |
Ensuring quality CPD and enough time is given over to allow for staff professional development |
Use of INSET days, Training budget and allocation of support staff to classes. |
Targeted support |
Ensuring enough time for school class teachers and teaching assistants to support individuals and small groups |
Teachers plan interventions on a weekly basis to address needs. Pupil progress meetings monitor impact. |
Wider strategies |
Engaging the families facing most challenges |
Working closely with The SENDCo, FSW and LA to support families during COViD and the academic year. |
In April 2019 the school was allocated £14,520.00 and used this money to give children eligible for Pupil Premium support through targeted interventions from Teaching Assistants and Class teachers.
During the academic year 2019/20 the Pupil Premium assisted children to achieve prior to lockdown with targeted interventions in Phonics, Reading, Writing and Maths. These were at the direction of the class teacher who reports on impact of interventions in termly pupil progress meetings. The majority of pupils eligible for Pupil Premium funding were on track to meet Age Related Expectations. Attendance up until March 2020 was 96.7%.
Individual’s progress in non-academic terms is also supported as often the confidence gained through extra support is the foundation for future learning. The Pupil Premium lead met with children termly and liaised with the SENDCo, Family Support Worker, Attendance Lead, Class Teachers, Teaching Assistants and School office team to support where required.
Through lockdown teachers and allocated staff supported families on a weekly basis through calls and e-mails. The school ensured meal vouchers were available to all eligible families. The school also supported families with the use of school lap-tops during the lockdown period and the option to attend school in the Key Worker / Disadvantaged groups.
Aims and Outcomes for Pupil Premium in 2020/21:
In April 2020 the school was allocated £15,012.00 to support children in Phonics, Reading, Writing and Maths through quality interventions led by class teachers and teaching assistants. The majority of our eligible pupils are meeting age related expectations (ARE) in these areas and making at least expected progress, therefore the targeted support is used to ensure all pupils can meet ARE and to maximise the potential of the more-able disadvantaged. Our teaching staff have the capacity to use existing pedagogy and skills to deliver these outcomes, with support from the SENDCo, Maths and English leads and outside agencies where appropriate.
Impact will be measured and reviewed through termly pupil progress meetings, where pupil conferencing, book and planning scrutinies, learning observations and pupil data will be analysed and discussed. Children’s attainment data will be reviewed in Phonics, Reading, Writing and Maths with Reading and Spelling Ages also monitored. Progress in confidence and other areas which are difficult to measure but nonetheless evidence of achievement are recorded and reviewed in these termly meetings.
Mr Drury is the member of staff responsible for championing children eligible for this funding.