Pupil Premium Grant 2011-12

Ladybridge Primary School

PPG Report 2011 – 2012 PPG Allocation £9,980

All members of staff, governors and teaching assistants accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within the school environment. Ladybridge Primary School is committed to ‘Narrowing the Gap’ between vulnerable pupils and the pupil premium forms a vital part of that process.

Provision will be made through: ∗ Facilitating pupils’ access to education ∗ Facilitating pupils’ access to the curriculum ∗ Alternative support and intervention within the school Reporting Pupil Premium It is the responsibility of the governors to explain pupil premium expenditure to parents in the form of an annual statement. This report aims to detail information on how Pupil Premium has been used within school. This report will detail the attainment and progress of pupils who are covered by the premium and the intervention that has been supported by the additional funding. Reports will also detail the progress made towards narrowing the gap and this will be supported by reported data and academic progress.

Reporting to Parents Parents will be able to obtain information on the pupil premium via the schools website. This will be updated annually.

What is the Pupil Premium?

Pupil Premium is additional money given to schools to enable them to support pupils, who may be disadvantaged, to raise their educational attainment. It is available to schools to support pupils eligible for Free School Meals (FSM) and those who are Looked After or in Care (LAC).

Pupil Premium at Ladybridge Primary School Historically, Ladybridge Primary School had a relatively small number of children who took up FSM or who were a LAC. However, we have seen a rising trend of our school population eligible for FSM. This is in line with national trends, which also show a rising entitlement in eligibility. In May 2013, our Ofsted reported stated that pupils known to be eligible for free school meals achieve standards which are higher than similar pupils nationally. Their attainment is approximately one term behind other pupils in school in both English and mathematics. However, this gap is closing steadily.

Spending Objectives All our work through the pupil premium has been aimed at accelerating progress, moving children to at least age related expectations .

What is the Pupil Premium?

Pupil Premium is additional money given to schools to enable them to support pupils, who may be disadvantaged, to raise their educational attainment. It is available to schools to support pupils eligible for Free School Meals (FSM) and those who are Looked After or in Care (LAC).

The Pupil Premium was introduced in April 2011. For each child registered as eligible for FSM or who was a looked after child school received £488. In April 2012 the amount was raised to £600 per pupil. Since announcing the Pupil Premium, the Government has extended its reach to cover any child that has been registered for FSM in the past six years. This is known as the ‘Ever 6’ model. A premium has also been introduced for children whose parents are currently serving in the armed forces; this was £200 in 2011- 12 and will rise to £250 for 2012/2013. This service premium is designed to address the emotional and social well- being of these pupils. National school performance tables will now include information about the progress of pupils in receipt of Pupil Premium.

Pupil Premium at Ladybridge Primary School Ladybridge has a relatively small number of children who take up FSM or who are a LAC. However, we have seen a rising trend of our school population eligible for FSM. This is in line with national trends which also show a rising entitlement in eligibility.

Data as at Jan 2012 School Census

% of Free School Meal pupils

Foundation Stage Key Stage One Key Stage Two

18% 13% 7%

While the additional support we provide to our pupils costs significantly more than the amount we receive particularly if they have special educational needs, we welcome the funding. The focus of Pupil Premium funding is on raising educational attainment. However, it is extremely difficult to disaggregate the impact of Pupil Premium work from the other things that we do to support vulner able and disadvantaged pupils.

At Ladybridge Primary School we use Pupil Premium Funding in various ways to meet the diverse needs of our pupils. We recognise that many of our children join our school with low levels of speech and language, personal and social and self- help skills. We aim to provide high quality teaching support and interventions to teach and develop the key skills and attributes that are necessary for them to access the National Curriculum and prepare them for lifelong learning.

The school SENCo supports children and families in need, and works closely with partner agencies. This support aims to recognise and remove barriers to learning to enable children to make good progress in school. We aim to provide high quality support, which is provided from trained teaching assistants to work to narrow the gaps in attainment and progress between children, regardless of their background and prior experiences.

How we spent our 2011 - 2012 Allocation Last year’s allocation has been used to raise standards in literacy and numeracy alongside supporting pupils’ personal and social development. This has been

achieved in the main by paying for teaching assistants both existing and new. The school has employed additional teaching assistants experienced in supporting children with low levels of literacy and numeracy.

Under the direction of experienced teaching staff, intervention programmes have been implemented across the school. These include one to one reading support and small group interventions. We aim to provide as much in- class support as possible to ensure pupils do not miss out on quality first teaching. The school has invested in training staff to provide children with speech and language support upon entry into reception.

The school has also used some of the funding to pay for, or subsidise, educational visits and provide exciting opportunities and experiences for the children. Music tuition has also been provided for a number of pupils. Pupils have also had the opportunity to take part in a number of after school clubs. Many of our pupils who receive Pupil Premium accessed more than one of these provisions. Impact of the Pupil Premium can be seen by tracking individual pupils’ progress.

How we monitor pupil progress and attainment The concept of tracking pupil progress is embedded at Ladybridge Primary School. In addition to tracking individual pupil progress we monitor groups of children such as FSM, LAC, girls and boys, spring and summer term born children, pupils with special educational needs, pupils from ethnic minority backgrounds, and pupils for whom English is an additional language etc.

The data we collect is consistently used during our termly tracking meetings. At these meetings, class teachers meet with the Headteacher (who leads on tracking) and then the Special Educational Needs Coordinator to discuss pupil progress and possible interventions.

Where pupils are not on track to reach their targets, staff will look at changes that can be made to help the pupils make the required progress. This may mean modifying teaching, providing the pupil with an intervention programme, or moving the child to the special educational needs register and providing additional support.

The focus of the tracking meetings is about closing the gap between groups of pupils, so that every pupil is encouraged to make progress and reach their full potential. The following reports focus particularly on FSM pupils and pupils with special educational needs.

Pupil Premium Grant Report 2011 – 2012 Total amount of PPG received

£9980

Objectives of spending

‘Raising standards’ was the primary objective

Item/Project

Objectives

Outcome

Subsidising the cost of school visits

To ensure that all children had the opportunity to participate in extracurricular provision.

Peripatetic instrumental tuition

To give all children access to high quality teaching and opportunities to perform.

Booster sessions Recruitment of additional Teacher (one term)

Small group learning to improve one- to- one ratio

Booster sessions Recruitment of additional Teacher (one term)

Small group learning to improve one- to- one ratio

Purchase Specific Materials

Narrowing the gap in attainment / improved attainment / standards raised Improved literacy and numeracy

(Information Communicatio n Technology equipment – Ipads) Learning Mentor/Nurtur e Group (one hour weekly)

To support well-being of children in need/ vulnerable children and their families

What our pupil progress tracking information tells us about any differences in progress and attainment between FSM and non- FSM pupils in 2011 – 2012.

Year 1 Phonics Screening Check: % of Pupils Working Above the expected standard (2012)

All pupils Free School Meals SEN - SA SEN – SA+ SEN Statemente d SEN – all

Cohort size 30 3

% achieving 93% 67%

1 1 0

100% 0%

2

50%

Year 1 Phonics Screening Check: % of Pupils Working towards the expected standard (2012)

All pupils Free School Meals SEN - SA SEN – SA+ SEN Statemente d SEN – all pupils with

Cohort size 30 3

% achieving 7% 33%

1 1 0

0% 100%

2

50%

pupils with SEN

SEN

The year one phonics screening check introduced in 2012 is a new statutory assessment for all children in year one (typically aged 6). All state funded schools with a year one cohort must administer the checks. In 2012, pupils were deemed to have met the required standard of phonic decoding if they scored 32 or more out of a possible 40 in the test. As the table above indicates 93% of the children at Ladybridge met the expected standard which is significantly higher than the national average. 67% of children eligible for free school meals also met the required standard which is again is higher than the national average.

End of Key Stage One Results Reading

% Pupils achieving L2+ at KS1 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN - Statemented SEN – all pupils with SEN

Writing

7 2 1 0 3

Cohort size 3 1 1 0 2

% achievi ng 100% 0% 0% 0%

Cohort size 6 2 1 0 3

% Pupils achieving L2+ at KS1 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN - Statemented SEN – all pupils with SEN

Maths

% achievi ng 71% 0% 0% 0%

2012

7 2 1 0 3

% achievi ng 71% 50% 0% 33%

Cohort size 3 1 1 0 2

% achievi ng 100% 0% 0% 0%

2012

Cohort size 6 2 1 0 3

% Pupils achieving L2+ at KS1 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN - Statemented SEN – all pupils

7 2 1 0 3

% achievi ng 86% 50% 0% 33%

Cohort size 3 1 1 0 2

% achievi ng 100% 0% 0% 0%

% achievi ng 83% 0% 0% 0%

% achievi ng 83% 0% 0% 0%

2012

Cohort size 6 2 1 0 3

% achievi ng 83% 50% 0% 33%

with SEN

Reading

% Pupils achieving L2B+ at KS1 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN - Statemented SEN – all pupils with SEN

Writing

7 2 1 0 3

FSM SEN - SA SEN – SA+ SEN - Statemented SEN – all pupils with SEN

7 2 1 0 3

FSM SEN - SA SEN – SA+ SEN - Statemented SEN – all pupils with SEN

7 2 1 0 3

Cohort size 6 2 1 0 3

% achievi ng 43% 0% 0% 0%

Cohort size 3 1 1 0 2

% achievi ng 100% 0% 0% 0%

% achievi ng 57% 0% 0% 0%

Cohort size 3 1 1 0 2

% achievi ng 100% 0% 0% 0%

7 2 1

% achievi ng 0% 0% 0%

Cohort size 3 1 1

% achievi ng 67% 0% 0%

% achievi ng 67% 0% 0% 0%

2012

Cohort size 6 2 1 0 3

% achievi ng 67% 0% 0% 0%

2012

Cohort size 6 2 1 0 3

% Pupils achieving L3+ at KS1 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+

3 1 1 0 2

% achievi ng 100% 0% 0% 0%

% Pupils achieving L2B+ at KS1 (2010- 2012) 2010 2011 Cohort size

Reading

Cohort size

% Pupils achieving L2B+ at KS1 (2010- 2012) 2010 2011 Cohort size

Maths

% achievi ng 57% 0% 0% 0%

2012

% achievi ng 50% 50% 0% 33%

2012

Cohort size 6 2 1

% achievi ng 0% 0% 0%

SEN - Statemented SEN – all pupils with SEN

Writing

0 3

0%

0%

0 3

0%

% Pupils achieving L3+ at KS1 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN - Statemented SEN – all pupils with SEN

Maths

0 2

% achievi ng 0% 0% 0% 0%

7 2 1 0 3

Cohort size 3 1 1 0 2

% achievi ng 0% 0% 0% 0%

2012

Cohort size 6 2 1 0 3

% Pupils achieving L3+ at KS1 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN - Statemented SEN – all pupils with SEN

% achievi ng 0% 0% 0% 0%

7 2 1 0 3

Cohort size 3 1 1 0 2

% achievi ng 0% 0% 0% 0%

% achievi ng 0% 0% 0% 0%

2012

Cohort size 6 2 1 0 3

% achievi ng 0% 0% 0% 0%

End of Key Stage Two Results English

% Pupils achieving L4+ at KS2 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

Reading

6 10 0 1

% achievi ng 33% 30% 0%

11

27%

Cohort size 3 6 1 2

% achievi ng 67% 33% 0% 50%

9

Cohort size

33%

% Pupils achieving L4+ at KS2 (2010- 2012) 2010 2011 Cohort

%

Cohort

%

2012

2 1 3 0

% achievin g 100% 100% 100% -

4

100%

2012

Cohort

%

size FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

Writing

0 0 0 0 0

Maths

0 0 0 0 0

English

6 10 0 1 11

9

size

44%

2 1 3 0

achievin g 100% 100% 100% -

4

100%

% achievi ng -

Cohort size 3 6 1 2 9

% achievi ng 67% 17% 0% 0%

2012

Cohort size

11%

2 1 3 0

% achievin g 100% 0% 67% -

4

50%

% achievi ng 83% 80% 0% 73%

Cohort size 3 6 1 2 9

% achievi ng 100% 67% 100% 50%

2012

Cohort size

67%

2 1 3 0

% achievin g 100% 100% 100% -

4

100%

% Pupils achieving L5+ at KS2 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils

3 6 1 2

achievi ng 67% 50% 0% 50%

% Pupils achieving L4+ at KS2 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

-

size

% Pupils achieving L4+ at KS2 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

achievi ng -

6 10 0 1 11

% achievi ng 0% 0% 0% 0%

Cohort size 3 6 1 2 9

% achievi ng 0% 0% 0% 0% 0%

2012

Cohort size 2 1 3 0

% achievin g 0% 0% 33% -

4

25%

with SEN

Reading

% Pupils achieving L5+ at KS2 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

Writing

0 0 0 0 0

Maths

0 0 0 0 0

3 6 1 2 9

% achievi ng 0% 0% 0% 50%

Cohort size

11%

2 1 3 0

% achievin g 0% 0% 67% -

4

50%

% achievi ng -

Cohort size 3 6 1 2 9

% achievi ng 0% 0% 0% 0%

2012

Cohort size

0%

2 1 3 0

% achievin g 0% 0% 33% -

4

25%

% Pupils achieving L5+ at KS2 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

-

Cohort size

% Pupils achieving L5+ at KS2 (2010- 2012) 2010 2011 Cohort size

FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

% achievi ng -

2012

6 10 0 1 11

% achievi ng 0% 0% 0% 0%

Cohort size 3 6 1 2 9

% achievi ng 0% 0% 0% 0% 0%

2012

Cohort size 2 1 3 0

% achievin g 50% 0% 33% -

4

25%

How effective are the interventions that the school is putting in place to narrow attainment gaps between FSM and non- FSM pupils?

We are very pleased and proud of the achievements of our pupils. We believe the results in the above tables demonstrate the effectiveness of the support pupils receive in each year group during their time at Ladybridge Primary School. Teaching assistant support and other interventions are put in to place as soon as needs are identified in Early Years. Pupil progress is monitored effectively and interventions are modified as required to be responsive to pupil needs. Attainment gaps have

narrowed significantly between FSM and non- FSM pupils by Year 6. Pupils make good progress and by the time children leave in Year 6 they attain well. We believe therefore the interventions we make for FSM pupils are very effective in narrowing any attainment gap.

Key Stage 2 Threshold Data by Vulnerable Group 2010 No. in L4+ in Eng & 2 levels 2 levels Cohort Maths progress in progress in English Maths FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

6 10 0 1

33% 30% 0%

0% 25% -

100% 88% -

11

27%

88%

88%

Key Stage 2 Threshold Data by Vulnerable Group 2011 No. in L4+ in Eng & 2 levels 2 levels Cohort Maths progress in progress in English Maths FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

3 6 1 2

67% 33% 0% 50%

100% 100% 100% 0%

100% 75% 100% 50%

9

33%

71%

71%

Key Stage 2 Threshold Data by Vulnerable Group 2012 No. in L4+ in Eng & 2 levels 2 levels Cohort Maths progress in progress in English Maths FSM SEN - SA SEN – SA+ SEN Statemented SEN – all pupils with SEN

2 1 3 0

100% 100% 100% -

100% 100% 100% -

100% 100% 100% -

4

100%

100%

100%

Linking with other agencies to help children and families with wider issues?

During the past academic year 2011 – 2012 all professionals have been made aware of each other’s work and are able collectively to provide an appropriate package of support. The SENCo is the designated ‘key worker’, acting as the point of reference for all concerned parties. Successful multi agency working has led to improved

outcomes for the children in school. For example, children that had previously received support from school only, now have access to a wide range of provision from various external agencies. There are also benefits for staff and the services they provide. These include coordinated assessment processes and therefore clearer identification of needs, swifter referrals, more holistic consideration of children’s needs, better understanding of how different disciplines can complement each other, better planning of care, professional development, less bureaucracy, better communication and more involvement in community development. Not all children who are in receipt of FSM experience underperformance in terms of attainment or achievement at school. However, their need for personal, pastoral or for enhanced educational access can be addressed through use of Pupil Premium. For example a FSM pupil may be supported by school in receiving music tuition that they would otherwise be unable to access.

Communicating with Parents Each year in July, parents receive a copy of their child’s report detailing the attainment and progress made by their child. Where pupils receive outside agency help or one to one tuition, parents will continue to be informed. Where appropriate, from September 2012 we will contact parents of service children and discuss what support they may need. To keep parents informed our school’s use of the Pupil Premium a report will be published on the school’s website every September from 2012.

The money which we receive at Ladybridge when parents or carers claim their entitlement to FSM is important. We continue to encourage parents and carers to apply for FSM if they are eligible. School office staff are very familiar with the systems for claiming free school meals and will always handle parent enquiries about FSM sensitively.

The Role of Governors In addition to this report, reports are made to the Governing Body on a termly basis through the Head teachers Report to Governors. These continue to inform governors of tracking procedures and the impact of interventions and support programmes.

Transfer of FSM Information between Schools Where children are moving to Ladybridge Primary School contact with class teachers and previous schools/nursery settings takes place in order to determine potential FSM eligibility and understand previous interventions where appropriate. Where children leave Ladybridge Primary School, receiving schools will be made aware of children’s most recent support program mes prior to transfer in order to guide continuity in provision and assist transfer discussions with parents and carers.

Pupil Premium funding for the academic year September 2012 to July 2013 As can be seen from the above report support continues for children as they move from one year group to the next where necessary. For the academic year 2012 2013 we will continue to build on the successful model of evaluation, monitoring and appropriate interventions for FSM pupils.

Pupil Premium funding will be used in the following ways: o Mainly on teaching assistant support within the classroom, so that these pupils receive small group teaching, or individual tuition, which helps the children to get more personalised support thus improving their learning and progress. o Specialised learning resources if needed. o One to One support for pupils who are not on track