Headteacher: Andrew Drury
Wanborough Primary School, The Beanlands, Wanborough, Swindon, SN4 0EJ
Tel: 01793 790269 Email:admin@wanboroughprimary.org
Inspection Data
Last updated 04.09.19
Pupil Achievement - Unvalidated 2019 Data
Key Stage 2

(NA) = 2019 National Average
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



Key Stage 1


% 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%)



Pupil Premium strategy statement for Wanborough Primary School 2020/21
School overview

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

Disadvantaged pupil progress scores for last academic year

Measure

Score

Reading

-

Writing

-

Maths

-

Disadvantaged pupil performance overview for last academic year

Measure

Score

Meeting expected standard at KS2

-

Achieving high standard at KS2

-

Strategy aims for disadvantaged pupils

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

Teaching priorities for current academic year

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

Focussed support for disadvantaged pupils reaching the expected standard in phonics check at end of Y1

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

Targeted academic support for current academic year

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.

Wider strategies for current academic year

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.

Monitoring and Implementation

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.

Review: 2019 / 20 aims and outcomes

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.


Wanborough Primary School Report To Governors on
School Accessibility Plan 2014-16


Action 1a - To incorporate appropriate colour schemes when refurbishing to benefit pupils with visual impairment
More work in this area is required as the school has had no major refurbishing. We have also not had pupils of this nature, where environments have had to be reviewed.

Action 1b - To install window blinds to lessen glare of Inter Active Whiteboards
Blinds have been installed in the reception class and school hall which have assisted in children seeing the boards better. In 2015 the interactive boards in every classroom were replaced by Alpha smart screens which provide a much better view from all parts of the classroom.

Action 2 - To improve the layout of rooms to improve access/egress
Class teachers are aware of the need to allow access from and to their classrooms. Regularly inspections by governors and an annual fire risk assessment are used to judge the effectiveness of the layouts. Over the last two year numerous skip collections have helped reduce the clutter in each room and in particular the school conservatory and staffroom.

Action 3 - To ensure all escape routes are accessible in a case of evaluating the site
Caretaker checks, frequent governor checks and the annual fire risk assessment identify any particular concerns. School staff have been made aware of the appropriate exit routes and fire drills have been successful in quickly evacuating the building.

Action 4 - To improve parking arrangements for disabled drivers
New markings were completed in 2015, with visitors commenting on the improvements made for disabled parking.