Pupil Premium Grant Report 2012-13

Ladybridge Primary School

PPG Report 2011 – 2012 PPG Allocation £9,980 2012 – 2013 PPG Allocation £31,569

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.

Data as at Jan 2013 School Census Foundation Stage Key Stage One Key Stage Two

% of Free pupils

School

Meal

2012 – 2013 PPG Allocation

22% 7% 13%

ÂŁ31,569

How we spent our 2012 - 2013 Allocation Spending Objectives - All our work through the pupil premium has been aimed at accelerating progress, moving children to at least age related expectations, with a strong focus on systematic synthetic phonics.

Taking it outdoors: Communication, Language and Literacy

All children benefit from having extended opportunities for learning out of doors. The outdoor environment that the PPG has part funded has provided pupils at Ladybridge with excellent opportunities to develop their communication and language skills. The outdoor environment is a highly motivational place for the development of communication skills. A focus on imaginative play in our outdoor provision is paying great dividends in supporting the children’s language development in a wide range of highly motivating ways.

‘The ability to communicate is an essential life skill for all children and young people in the 21 st century. It is at the core of all social interaction. With strong communication skills, children can engage and thrive. Without them children will struggle to learn, achieve, make friends and interact with the world around them.’ Bercow Review, 2008

Phonics resources At Ladybridge Primary School we use a systematic phonics programme called Letters and Soun d s alongside the Jolly Phonic s scheme. Both Letters and Soun d s and Jolly Phonic s link to our reading schemes. We use Oxford Reading Tree’s ‘Flop p y Phonics ’ ‘Son g b ir d s ’ and also Bug Club’s ‘Phonic s Bug’ . The texts that have been purchased with PPG funding reinforce s children’s understanding that they should use phonics as th eir first approach to decoding.

The resources are matched accurately to the children’s stage of learning, so that their confidence in reading is reinforced and they feel successful . We have also produced a Parents’ Guide to Phonics (See Appendix). The importance of parental involvement in children’s education is well evidenced. Many studies have shown that parental involvement at home has a large and positive effect on pupil achievement.

Phonics training Phonic work is best understood as a body of knowledge and skills about how the alphabet works, rather than one of a range of optional 'methods' or 'strategies' for teaching children how to read. It is imperative that all staff in school are competent and confident in their delivery of systematic, synthetic phonics. The PPG grant has enabled staff at Ladybridge to attend training courses; as a result of this training high quality systematic, synthetic phonic work ensures the children at Ladybridge learn: •

grapheme/phoneme (letter/sound) correspondences (the alphabetic principle) in a clearly defined, incremental sequence;

•

to apply the highly important skill of blending (synthesising) phonemes, in order, all through a word to read it;

•

to apply the skills of segmenting words into their constituent phonemes to spell; and that

•

blending and segmenting are reversible processes.

Phonics intervention Effective assessment at the earliest stages has enabled staff to make principled judgements about when our children are ready to begin a formal programme of systematic phonics work.

At Ladybridge we have a high- quality, systematic phonics programme with progression built in. The tracker below enables staff to track the progress of every child and identify children who are falling behind. Accurate assessment also enables us to match provision effectively to the needs of children who are new to the school. Our assessments tell us whether particular groups of children are not making enough progress.

Example Phonics Tracker 2012 - 2013 Expected % of Pupils (Government Expectations) December

March

July

YR 80% PHASE 2+

SECURE

AT

YR 90% PHASE 2+

SECURE

AT

YR 80% PHASE 3+

SECURE

AT

Y1 80% PHASE 4+

SECURE

AT

Y1 85% PHASE 4+

SECURE

AT

Y1 85% PHASE 5+

SECURE

AT

CAUSE FOR CONCERN/SEN

VULNERABLE

INLINE WITH EXPECTATION

EXCEEDED EXPECTATION

Phase at which children are "secure" Boys / Girls

YR

No of Pupil s

No of EA L

No of INA

No of SE N

No of LA C

Phase 1

Phase 2

Phase 3

Phase 4

% at Phas e 2+

% at Phas e 3+

De c Ma r Jul

How we monitor pupil progress and attainment To improve outcomes for learners vulnerable to under achievement we have developed personalised provision that is linked to effective planning, good specialist pedagogy, good day- to- day assessment, and appropriate and timely intervention. This year we have implemented the SIMMs assessment manager tracking programme. This has provided us with a highly structured and manageable system for assessing and tracking pupil progress.

Where pupils are not on track to reach their targets, staff 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.

Tracking pupil progress serves a number of purposes:

o o o

o

Provides a picture of pupil progress at whole- school and class level; Provides a focus for professional dialogue to support assessment for learning and personalised learning; At whole- school level, it enables targeted mapping of intervention to support pupil learning. It helps to track the progress of individual children who are slow moving, stuck, in need of support to accelerate progress and/or who are achieving or exceeding age- related expectations; Provides evidence of the impact of actions on progress and strengthens the accountability of teachers and head teachers.

What our pupil progress tracking information tells us about any differences in progress and attainment between FSM and non- FSM pupils in 2012 – 2013.

Early Years Foundation Stage Profile EYFSP Summary for Ladybridge Community Primary School (2012) Data as at Jan 2013 School Census

Number in Cohort

Free School Meal

EAL

SEN

47

22%

20%

4%

% Children Living in 30% Most Deprived 68%

Children Achieving each Level in the Areas of Learning Percentage of children Emerging 34%

Expected 53%

Exceeding 13%

25%

57%

17%

28%

60%

13%

PD : Moving and handling PD : Health and self-care PSED : Selfconfidence and self-awareness PSED : Managing feelings and behaviour PSED : Making relationships Lit : Reading

19%

53%

28%

23%

47%

30%

19%

64%

17%

19%

74%

6%

15%

85%

0%

30%

43%

28%

Lit : Writing

30%

49%

21%

CLL : Listening & Attention CLL : Understanding CLL : Speaking

Math : Numbers

34%

62%

4%

Math : Shapes, space and measures World : People and communities World : The world

38%

62%

0%

26%

72%

2%

26%

66%

9%

World : Technology

19%

64%

17%

EAD : Exploring and using media materials EAD : Being imaginative

26%

70%

4%

26%

60%

15%

Year One Phonics Screening Check: % of Pupils achieving the expected standard in Year One 2012

2013

Cohort Size 30

% Achieving

FSM Ever 6 SEN-School Action SEN School Action Plus SEN Statement

All Pupils

% Achieving

93%

Cohort Size 59

5

80%

15

67%

1

100%

3

67%

1

0%

1

0%

0

-

2

0%

80%

Year One Phonics Screening Check: % of Pupils achieving the expected standard at end of Key Stage 1 2012 Cohort Size 30

% Achieving

FSM Ever 6

6

100%

SEN-School Action SEN School Action Plus SEN Statement

0

-

2

50%

0

-

All Pupils

Cohort Size

2013 % Achieving

97%

Key Stage One KS1 Summary for Ladybridge Community Primary School (2013) Data as at Jan 2013 School Census

Number in Cohort

Free School Meal

EAL

SEN

30

7%

23%

7%

% Children Living in 30% Most Deprived 37%

KS1 Trend Attainment Data 2010 80%

2011 90%

2012 92%

2013 87%

87%

90%

88%

90%

Level 2+ Maths

90%

93%

92%

93%

Level 2+ Science

87%

97%

92%

87%

Level 2+ Reading, Writing & Maths Level 3+ Reading

80%

90%

88%

87%

13%

27%

21%

10%

Level 3+ Writing

7%

0%

8%

0%

Level 3+ Maths

10%

3%

10%

10%

Level 3+ Science

23%

7%

17%

23%

Level 3+ Reading, Writing & Maths

3%

0%

6%

0%

Level 2+ Reading Level 2+ Writing

Key Stage Two KS2 Summary for Ladybridge Community Primary School Data as at

Number in

Free School

EAL

SEN

% Children

Jan 2013 School Census

Cohort

Meal

30

13%

37%

7%

Living in 30% Most Deprived 47%

KS2 Trend Attainment Data

Level 4+ Reading

2011 83%

2012 100%

2013 63%

Level 4+ Writing

60

93

80

Level 4+ Maths

90

100

73

Level 4+ Reading, Writing & Maths Level 5+ Reading

60

93

63

43

53

27

Level 5+ Writing

13

30

30

Level 5+ Maths

33

63

23

Level 5+ Reading, Writing & Maths

7

27

13

2 Levels of Progress Reading 2 Levels of Progress Writing 2 Levels of Progress Maths

81

100

64

78

93

96

92

100

75

Key Stage 1: Average Point Score Summary Reading

All Pupils FSM Ever 6 SEN with statement

Writing

a

All Pupils FSM Ever 6 (

)

2011

2012

2013

16.3

16.0

15.4

Change since 2012 -0.6

-

13.4

16.0

2.6

-

-

-

-

14.8

14.6

14.0

-0.6

-

12.2

15.0

2.8

SEN with statement

Maths

a

-

-

-

-

15.7

15.2

15.5

0.3

)

-

13.2

16.0

2.8

a

-

-

-

-

All Pupils FSM Ever 6

(

SEN with statement

Key Stage 2: Average Point Score Summary 2011

2012

2013

a

27.8 24.0

30.2 29.4 -

26.0 25.3 -

Change since 2012 -4.2 -4.1 -

a

25.0 18.0

28.4 28.2 -

27.8 26.1 -

-0.6 -2.1 -

a

28.0 21.0

31.2 31.8 -

26.6 25.3 -

-4.6 -6.5 -

Reading All Pupils FSM Ever 6 ( SEN with statement

Writing

Maths

All Pupils FSM Ever 6 ( SEN with statement All Pupils FSM Ever 6 ( SEN with statement

)

)

)

Pupil Premium funding for the academic year September 2013 to July 2014 As can be seen from the above report support continues for children as they move from oneyear group to the next where necessary. For the academic year 2013 - 2014 we will continue to build on the successful model of evaluation, monitoring and appropriate interventions for FSM pupils.

For more details on the Pupil Premium, please visit: www.education.gov.uk/schools/pupilsupport/premiu m

Abbreviations used in this report include: FSM

Children who were claiming for Free School Meals at the time of the January 2013 Census

FSM Ever 6

Children who have claimed for Free School Meals at any point within the Last 6 years

SEN

Children with Special Education Needs, which includes School Action, School Action Plus and Children who have a Statement.

LAC

Children looked after

Parents’ Guide to Phonics We use Jolly Phonics to support our phonics teaching.

Learning the letter sounds

In Jolly Phonic s the main sounds of English are taught, not just the alphabet. The sounds are in groups. Some sounds are written with two letters, such as e e and or. These are called digraphs. o o and th can each make two different sounds, as in bo o k and m o o n , that and thre e . To distinguish between these two sounds, the digraph is represented in two forms.

Each sound has an action which helps children remember the letter(s) that represent it. As a child progresses you can point to the letters and see how quickly they can do the action and say the sound. As a child becomes more confident, the actions are no longer necessary.

Children should learn each letter by its sound, not its name. For example, the letter a should be called a (as in a nt) not ai (as in ai m) .

Similarly, the letter n should be nn (as in n et) , not en. This will help in blending. The names of each letter can follow later.

The letters are not introduced in alphabetical order. The first group (s, a, t, i, p, n) has been chosen because they make more simple three- letter words than any other six letters.

Sounds that have more than one way of being written are initially taught in one form only.

For example, the sound ai (rai n) is taught first, and then alternatives a- e (g a t e) and ay (d ay) follow later.

Examples can be found on the Jolly Phonics Website (under useful websites)

Blending

Blending is the process of saying the individual sounds in a word and then running them together to make the word. For example, sounding out d- o- g and making do g . It is a technique every child will need to learn, and it improves with practice. To start with you should sound out the word and see if a child can hear it, giving the answer if necessary.

Some children take longer than others to hear this. The sounds must be said quickly to hear the word. It is easier if the first sound is said slightly louder. Remember that some sounds (digraphs) are represented by two letters, such as sh.

Children should sound out the digraph (sh) , not the individual letters ( s - h ). With practice they will be able to blend the digraph as one sound in a word. So, a word like rain should be sounded out r- ai- n, and fe et as f- e e - t. This is difficult to begin with and takes practice.

Some words in English have an irregular spelling and cannot be read by blending, such as said, w a s and on e . Unfortunately, many of these are common words. The irregular parts have to be remembered. These are called the ‘tricky words’.

Identifying sounds in words

The easiest way to know how to spell a word is to listen for the sounds in that word. This is called se g m e n t i n g . Even with the tricky words an understanding of letter sounds can help.

Start by having your child listen for the first sound in a word. Games like I-Spy are ideal for

this. Next try listening for the end sounds, as the middle sound of a word is the hardest to hear. Begin with simple three- letter words such as cat or hot. A good idea is to say a word and tap out the sounds.

Three taps means three sounds. Say each sound as you tap. Take care with digraphs. The word fish, for example, has four letters but only three sounds, f- i- sh. Rhyming games and poems also help tune the ears to the sounds in words.

Other games to play are: a) Add a sound: what do I get if I add a p to the beginning of i n k ? Answer: pink. . b) Take away a sound: what do I get if I take away p from pink ? Answer: ink. Other examples as above, and f- lap, s- lip, c- rib, p- ant, m - en d, s- to p, b- en d.

Spelling the tricky words

There are several ways of learning tricky spellings: 1) Look, Cover, Write and Check. Look at the word to see which bit is tricky. Ask the child to try writing the word in the air saying the letters. Cover the word over and see if the child can write it correctly. Check to make sure.

2) Say it as it sounds. Say the word so each sound is heard. For example, the word w a s is said as ‘wass ’, to rhyme with m a s s , the word Monda y is said as ‘M-o-n-day ’.

3) Mnemonics. The initial letter of each word in a saying gives the correct spelling of a word.

For example, laug h – Laugh At Ugly Goat’s Hair.

The Actions

s Weave hand in an s shape, like a snake, and say ss s s s s . a Wiggle fingers above elbow as if ants crawling on you and say a, a, a. t Turn head from side to side as if watching tennis and say t, t, t. i Pretend to be a mouse by wriggling fingers at end of nose and squeak i, i, i. p Pretend to puff out candles and say p, p, p. n Make a noise, as if you are a plane – hold arms out and say nnn n n n . c k Raise hands and snap fingers as if playing castanets and say ck, ck, ck. e Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh. h Hold hand in front of mouth panting as if you are out of breath and say h, h, h. r Pretend to be a puppy holding a piece of rag, shaking head from side to side, and say r. m Rub tummy as if seeing tasty food and say m m m m m m . d Beat hands up and down as if playing a drum and say d, d, d. g Spiral hand down, as if water going down the drain, and say g, g, g. o Pretend to turn light switch on and off and say o, o; o, o. u Pretend to be putting up an umbrella and say u, u, u. l Pretend to lick a lollipop and say ll llll. f Let hands gently come together as if toy fish deflating, and say ff f f f f. b Pretend to hit a ball with a bat and say b, b. ai Cup hand over ear and say ai, ai, ai. j Pretend to wobble on a plate and say j, j, j. oa Bring hand over mouth as if you have done something wrong and say oh! ie Stand to attention and salute, saying ie ie. ee or Put hands on head as if ears on a donkey and say e e y o r e , e e y o r e . z Put arms out at sides and pretend to be a bee, saying zzzz z z. w Blow on to open hand, as if you are the wind, and say w h, w h, wh. ng Imagine you are a weightlifter, and pretend to lift a heavy weight above your head, saying ng … v Pretend to be holding the steering wheel of a van and say v v v v v v . oo oo Move head back and forth as if it is the cuckoo in a cuckoo clock, saying u, o o; u, o o.

(Little and long oo.) y Pretend to be eating a yoghurt and say y, y, y x Pretend to take an x-ray of someone with a camera and say ks, ks, ks. ch Move arms at sides as if you are a train and say ch, ch, ch. sh Place index finger over lips and say sh s h s h . th th Pretend to be naughty clowns and stick out tongue a little for the th, and further for the th sound (this and thumb). qu Make a duck’s beak with your hands and say qu, qu, qu. ou Pretend your finger is a needle and prick thumb saying ou, ou, ou.

oi Cup hands around mouth and shout to another boat saying oi! ship ah o y ! ue Point to people around you and say y o u, yo u, y o u. er Roll hands over each other like a mixer and say erer er. ar Open mouth wide and say ah . (British English) Flap hands as if a seal and say ar, ar,

Phonics games that can be played at home Mood Sounds

Say a letter sound and ask the children to repeat it. Ask the children to say the sound as if they were angry, happy, frightened etc.

Gobbler/Muncher Game

Use a cereal box to make a person. E.g. Gordon the gobbler. Have a large hole for the mouth.

Collect a variety of objects beginning with 2 different sounds. Ask your child to select an object from your tray that begins with a certain sound. Children feed the object to the gobbler with replies with an mmm m sound if they are correct.

Hoop game

Get 2 hoops, trays or plates and place a letter card on each of them e.g. s and a. Have a variety of objects beginning with these 2 sounds. Ask your child to select an object and say the name of it. Repeat it several times and then ask your child to place it on the correct letter tray.

Croaker

Introduce a puppet to your child. Explain that it is finding it hard to say some words. Ask your child to select an object out of a bag. The puppet pronounces it incorrectly – maybe missing off the initial or end sound. The children help the puppet say the word correctly emphasising the part of the word that was missing. E.g. The puppet says ‘encil’ the child can say the word correctly ‘pencil’ and then the adult can emphasise the ‘p’ sound that was missing.

Rogue Sound Game

Show a variety of objects to your child. All of the objects to have the same initial sound except for one item. Children to identify which is the rogue item. E.g. sun, sausages, cup, scissors.

Bingo

Bingo boards can easily be made to suit the ability of your child. You can use them in a variety of different ways to help your child learn the letters of the alphabet. Make a board containing 6 letters of the alphabet. Then make a set of 6 letter cards that match the board.

You can make 2 boards to play a matching game with your child or one of you could be the bingo caller and say the letter on the cards and the other person finds the letter on their board and puts a counter or toy on it. You can just match the letters or you could have some objects to match to the letter boards. Your child can then pick an object and place it on the correct letter to show what sound the object begins with.

Useful Websites Teachers TV – Early Reading and Phonics - http://www.teachers.tv/video/27626 Jolly Phonics Website - http://www.jollylearning.co.uk/ Pronouncing the Phonemes - http://www.getreadingright.com/Pronouncephonemes.htm Phonic Activities/Games – http:// www. phonicsplay .co.uk/ http://www.letters- and- sounds.com