Pupil Premium analysis - nov 14

Potley Hill Primary School – Pupil Premium Analysis Financial Year 2011 – 12 2012 – 13 2013 - 14 2014 - 15

Amount of Pupil Premium Funding £7 632 £13 337 £16 200 £27 900

Percentage of FSM pupils Number of FSM pupils eligible for the Pupil Premium Number of looked after pupils eligible for the Pupil Premium Number of service children eligible for the Pupil Premium Total

2011 - 12 4.44% 13@£488 = £6344 1@£488 = £488

2012 - 13 6.10% 18@£623 = £11214 1@£623 = £623

2013 - 14 5.47% 16@£900 = £14400 1@£900 = £900

2014 - 15 6.93% 20@£1300 = £26000 1@£1300 = £1300

4@£200 = £800

6@£250 = £1500

3@£300 = £900

2@£300 = £600

£7632

£13337

£16200

£27 900

Where are the gaps (Year 6)?

2011 gap between FSM and non FSM

2012 gap between FSM and non FSM

2013 gap between FSM and non FSM

2014 outcome for FSM

2014 outcome for non FSM

2014 gap

Comments/ Contextual information

Attainment – Level 4+ English

n/a

-20%

n/a

n/a

n/a

n/a

Attainment – Level 4+ Reading (2013 onwards) Attainment – Level 4+ Writing (2013 onwards) Attainment – Level 4+ Maths

n/a n/a n/a

n/a n/a -40%

+14% +5% +5%

83% 67% 83%

97% 95% 97%

-14% -28% -14%

No FSM/CLA children in 2011 6 FSM in 2012

Attainment – Level 4+ Maths, Reading & Writing (TA) (2013 onwards) Average Points Score – English Average Points Score – Reading Average Points Score – Writing Average Points Score – Maths

n/a

-32%

+12%

50%

92%

-42%

n/a n/a n/a n/a

-1.8 -3.0 -2.0 -5.0

n/a +3.3 +7.0 -0.4

n/a 26.0 25.0 26.0

n/a 30.7 28.7 29.6

n/a -4.7 -3.7 -3.6

Year 6: Indicator (using data from RAISEonline for 2011 – 2014. Definition of FSM for this purpose is the same as RAISE – those pupils eligible for the Pupil Premium under the ‘Ever6’ measure. LAC and service children in later section).

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2 FSM in 2013 6 FSM in 2014 (4/6 SEN)

Potley Hill Primary School – Pupil Premium Analysis Average Points Score – Maths, Reading & Writing TA Achievement – expected progress in English Achievement – more than expected progress in English Achievement – expected progress in Reading

n/a

-3.4

+2.4

n/a n/a

+24%

n/a n/a

n/a

+14%

25.8

29.7

-3.9

100%

95% (92%

+5%

Achievement – more than expected progress in Reading Achievement – expected progress in Writing

n/a

+29%

43%

n/a

+5%

100%

Achievement – more than expected progress in Writing Achievement – expected progress in Maths

n/a

+81%

14%

+5%

100%

Achievement – more than expected progress in Maths % of sessions missed due to overall absence Persistent absence % enrolments with 1 or more Fixed-term exclusions

n/a

-38%

29%

n/a

n/a n/a none

-27%

-0.8%

-3.2%

-0.46 (none for FSM)

national other) 41% (34% national other) 100%(92% national other) 22% (34% national other) 100%(92% national other) 27% (38% national other)

+2% 0% -8% 0% +2%

+0.2% -0.3%

No fixed terms

What are the gaps (other year groups)?

Year Group Early Years Foundation Stage

Year 1 (using expected progress measures since EYFS and phonics screening check)

What does our data analysis tell us about the relative attainment and achievement of FSM and non-FSM pupils for each year group?

Are there any gaps? Is there evidence of closing gaps compared with previous years’ data?

3 children – very unreliable for accuracy of data due to small number: 1 child expected in writing & maths, below in reading 1 child expected in reading and writing, below in maths 1 child expected in reading and maths, exceeding in maths.

1 of children emotionally vulnerable is on CIN plan – school needs to compensate for lack of home support.

2/3 children need additional support in Y1 to catch up and keep up.

2 children - very unreliable for accuracy of data due to small number -1.8 APS gap in reading, -1.1 in writing and -3.5 in maths.

In Year progress rates (FSM v non-FSM) = 5.2 v 5.8 reading, 5.2 v 5.4 writing and 3.5 v 5.6 in maths. All within milestones.

Evidence indicates improved interventions/teaching needed particularly in maths to allow children to catch up.

100% of FSM children met expectations in phonics test v 91% school overall and 78% national others.

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Potley Hill Primary School – Pupil Premium Analysis Year 2 (KS 1 results for reading, writing and maths, as well as current data)

Year 3

Year 4 Year 5

3 children - very unreliable for accuracy of data due to small number/whether FSM children are also SEN– 1 child with significant speech & language difficulties -0.9 gap in reading (-1.3 national others), -0.4 in writing (-0.6 national others) and -0.8 gap in maths (-1.0 national others). Overall subjects = -0.9 in school and -1.0 national others.

In Year school progress rates from beginning of Y1 (FSM v non-FSM) = 8.0 v 10.4 reading, 10.3 v 10.1 writing and 9.8 v 9.8 in maths.

Progress rates need improvement for particularly reading.

One child joined school mid-June has not been included on data though is currently on RAISE. 5 children – 3/5 SEN Support -2.9 APS gap in reading, -2.6 in writing and -2.0 in maths.

In Year progress rates (FSM v non-FSM) = 4.0 v 4.2 reading, 4.0 v 3.9 writing and 3.2 v 3.9 in maths. Good progress in year for reading and writing though greater rates needed in maths.

Further catch up needed for this group in all areas due to lower starting points.

2 children - very unreliable for accuracy of data due to small number – no SEN -0.2 gap in reading, +2.0 in writing and +1.0 in maths.

In Year progress rates (FSM v non-FSM) = 4.0 v 4.2 reading, 4.0 v 4.2 writing and 4.0 v 3.8 in maths. All within milestones.

1 child - very unreliable for accuracy of data due to small number – more able pupil +3.4 in reading, +1.4 in writing and +1.1 in maths.

In Year progress rates (FSM v non-FSM) = 6.0 v 3.6 reading, 4.0 v 3.5 writing and 4.0 v 3.5 in maths. All within milestones.

Where are the gaps (other eligible groups)?

Group Looked after children Service children

Comment on predicted outcomes in 2014 and any gaps. Consider attainment, progress, attendance and exclusions.

1 LAC child in Y6 – L2b to L4b maths, L2b to L4a writing, L2a to L5 reading.

1 Service child in Y6 -L2a to L5 maths, L2a to L4a writing, L3 to L4a reading 1 Service child in Y3 – 1 sublevels progress made in both reading& writing and 2 sublevels progress made in maths

Spending the Pupil Premium successfully to maximise achievement We have identified the following ‘gap busters’ which we intend to focus on to improve achievement for Pupil Premium children: 1. Data tracking that identifies gaps – data tracking is used rigorously across the whole school and identifies all underachieving pupils. A disproportionate number of these are disadvantaged pupils. The subsequent interventions are based on underperformance and other factors that contribute. These might be related, for example, to attendance, behaviour, or factors outside of school. APP tracking grids are used to analyse the progress of all groups each term. Separate Pupil Premium Tracker Sheets are used to record progress/attainment, attendance and interventions each term.

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Potley Hill Primary School – Pupil Premium Analysis 2. High profile of pupils eligible for free school meals – the high profile of disadvantaged pupils ensures that teachers are aware of their needs and of the support that is available. Teachers analyse termly data and record specific interventions with targeted pupils each term in a MAP (Meaningful Attainment Plan). Teachers are aware of key approaches to improve progress based on current research such as the Sutton Toolkit.

3. Effective teaching and learning – all staff recognise and accept that the vast majority of pupils’ progress comes out of good teaching and learning on a day-to-day basis. There is, therefore, a major drive for independent learning, the development of thinking skills and clear assessments that support learning. Staff training has been focused accordingly. Support and extension marking is being developed to maximise progress.

4. Literacy support – the development of good literacy skills is a whole school focus. Standardised scores are collected for every pupil in every year for reading and spelling. These are carefully tracked and monitored across the school. Pupils with low literacy levels are provided with additional support so that basic skills can be developed properly. For disadvantaged pupils with literacy difficulties, the Pupil Premium funding is used to meet their individual needs in order to remove this barrier to learning.

5. Maths support – progress in maths at KS2 has historically been less for Pupil Premium children than for those who are non-FSM. The school is developing approaches, linked to the new Maths Curriculum, to ensure all children meet age-related expectations and make good progress.

Effective resourcing and key teaching techniques will support our approach.

6. Targeted support – tailored individual support is provided across the curriculum and arrangements are made for resources to be available for each pupil as needed. Teachers, along with key subject managers (such as Maths and English) take responsibility for determining the additional resources that pupils need in order to achieve well. Both teaching and support staff are deployed in a focused way to enable accelerated progress for individuals and groups.

7. The full range of educational experiences – support is given to ensure that all pupils have full access to broad educational experiences, such as residential courses, competing in sporting events, musical tuition and other academic events.

8. Good attendance – attendance levels for all disadvantaged pupils are checked and acted upon. Systems are in place to make early identification of issue and need via monthly checks, as well as termly recording on the Pupil Premium tracker sheet.

9. Good facilities for supported self-study – the school provides an after-school homework for children in Years 5 & 6 to enable supported self-study.

Computer equipment, teaching support and snacks are on hand.

10. Targeted training for LSAs – the school recognises that indiscriminate use of teaching assistants can represent very poor value for money, with little or even negative impact on learning. Ongoing, specific training will be given to LSAs to ensure that they thoroughly understand their role in helping Page 4 of 6

Potley Hill Primary School – Pupil Premium Analysis to improve achievement, placing them where data indicates they are most needed for catch up. LSAs are also used to extend the achievement of more-able pupils. All additional hours (outside of English, Maths lessons and SEN interventions) should be used to improve specific skills for a short period of time.

Planning and Evaluation Outline 14-15 Allocation Pupil Premium used for:

Amount allocated to the intervention/action

Is this a new or continued activity/ cost centre?

Brief summary of the intervention or action, including details of year groups and pupils involved, and the timescale

Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium?

What will it achieve if successful?

How will this activity be monitored, when and by whom? How will success be evidenced?

Additional Y5/6 teacher to enable single year group teaching in mornings (2 x Y5; 2 x Y6)

£10,902

New cost - teaching

£675

Continued cost x 2 pupils New cost x 1 pupil

Phonics & spelling catch-up at KS2

£600 (resources) £1600 LSA time

New cost – resources Continued cost – LSA sessions

To accelerate pupil progress due to targeted teaching of new NC for English and Maths within appropriate age bands.

Develop talent & improve concentration and application of identified children Identified children improve standardised scores for both reading and spelling from baseline in June 2014.

Termly monitoring of APS data; 1.2 APS target to be increased to 1.5 per term average.

Music tuition for identified pupils

Current 3 x classes of 30 will be changed to single age classes (4) containing approx. 23 children in each from Sept – July Peripatetic music lessons provided by HMS x once weekly

Y5 & 6 Booster sessions in English and Maths

£3186

Continued cost from previous year

ELSA support/Parent Advisor support

£3170 + £500

Continued costs

Focused sessions with LSAs for identified children to improve phonic and spelling knowledge at KS2, particularly in Y3 & 4 1 x pm weekly with experienced teacher to deliver maths/reading booster sessions for identified children.

2 x pm ELSA sessions for identified children each half term.

School contribution to local cluster Parent Support Advisor for vulnerable families.

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Targeted children will achieve L4 or above in reading, writing and maths and make at least expected progress from KS1 starting point, if not more.

Vulnerable children and those experiencing social & emotional issues are well supported.

Termly check on practise book and conferencing with 3 children; discuss with music teacher Termly reading & spelling tests to track progress and rate of progress.

Termly tracking – separate Pupil Premium tracking grid alongside APS analysis for groups. All data to be shared with governors.

Analysis of number of children receiving ELSA (FSM and non-FSM), impact of interventions by ELSA. Report to FGB number of families referred to PSA annually.

Actual impact: What did the action or activity actually achieve? If you plan to repeat this activity, what would you change to improve it next time?

Potley Hill Primary School – Pupil Premium Analysis Support for educational trips and activities

£600

Continued approx. cost

Educational visits and residential trips paid by school for FSM pupils

Targeted use of LSAs for specific ‘catch up’ sessions

£3200

Continued approx. cost (based on 8hrs of PP intervention across the school per week)

1:1 tuition for pupils by DHT

£3072

New cost – 1 term only (summer)

Training for LSAs to improve outcomes for FSM and other vulnerable children

£300 courses £1200 LSA cost for 45min x 2 half termly for all LSAs

Continued costs

Pupil Premium children identified in MAP plans to receive additional focused support with LSAs, according to need.

On return from maternity leave, DHT to spend 1 x day per week in summer term working 1:1 with FSM children across the school.

LSAs to receive specific training to improve outcomes for pupils: 2 x 45 min sessions each half term for all staff – led by HT/SLT/SENCo

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Equal access to opportunities; develop social and life skills necessary for reaching 5 outcomes of ECM. FSM children are making at least expected progress.

Where possible, gap between FSM and non-FSM children is reducing.

FSM children make identifiable progress in key identified areas of their learning.

Examine breakdown of costs at end of financial year at P&F.

LSAs able to effectively narrow the gap between FSM/other vulnerable groups and non-FSM via effective facilitation of learning in English and Maths using key techniques and resources.

Monitoring/observation by HT, SLT, SENCo and external advisors demonstrate that LSAs are improving outcomes for children during lessons.

Termly data analysis of tracking sheets and APS grids.

Report on progress for each child receiving tuition.