2014 - 2015 Pupil Premium Grant Report

Pupil Premium Grant Impact report 2014-15 Funding is made available to schools to help them narrow the attainment gap that still exists between pupils from disadvantaged and more affluent backgrounds (pupils from families who have claimed free school meals are referred to as ‘disadvantaged’).

Number of pupils & pupil premium grant (PPG) received Total number of pupils on role (census Jan 2014) Total number of pupils eligible for PPG Amount PPG received per pupil Total amount of PPG received

302 84 (27.8 %) £1300.00 £109200

Objectives/focus for spending Close the gap between ‘disadvantaged’ pupils and ‘others’ across all year groups, but specifically: - Continue to increase the proportion of disadvantaged pupils achieving GLD by the end of Reception; - Increase the proportion of disadvantaged pupils achieving age-related expectations in all subjects by the end of KS1 (and therefore increase APS); - Increase the proportion of disadvantaged pupils achieving age-related expectations in all subjects by the end of KS2 (and therefore increase APS); - Improve the average steps of progress for ‘disadvantaged’ pupils (so as to increase valued added score and reduce the gap between ‘disadvantaged’ pupils and ‘others’); - Meet floor standards at the end of KS2; - ‘Disadvantaged’ pupils to achieve attendance target of 97%.

Record of PPSG spending by item/project for 2014/15: Item/Project (and details) Cost Objectives Outcome/Impact Whole school £9,000 + To track, monitor, evaluate Significant attainment TLR post to track, monitor and lead £2700 and lead staff in meeting and progress staff in meeting the needs of the needs of disadvantaged improvements made by disadvantaged pupils, including pupils. ‘disadvantaged ‘pupils. direct work with families (20% of a (see performance data) teacher role) Whole school £1800 To work closely with The attendance target Attendance officer (10% role of intervention team to get was missed (95.2%). A office staff). pupils to school and reduce significant reason for this the % of disadvantaged was due to two families pupils who have low who were persistently attendance. absent.

Whole school £975 Provide relevant, first hand, Additional and various Additional money for each of the 13 practical and real stimulating activities classes to support additional and experiences that will helped to further engage specific experiences to enhance improve knowledge, and motivate pupils to learning. understanding and skills learn eg. Y3 circus whilst also improving experience had a engagement and significantly positive motivation of pupils. impact upon the quality of writing.

Whole school £720 Improve pupils’ access to, Attainment and progress Numicon resources to support and understanding of of disadvantaged pupils consistent and practical teaching maths, through the use of in Maths has improved and learning of maths. specific and consistent throughout school. practical resources. (see performance data)

Whole school Reading and spelling resources (to support improvements in the reading scheme and the implementation of RWI).

£1700

Whole school Access to a counsellor (2hrs/wk x 34 wks)

£1500

Whole school Jolly Phonics intervention for pupils who have ‘gaps’/poor phonic use.

Carried out by TA’s in small groups and phase specific (20mins x 3days/wk x 34 wks x 12 TA’s).

Reception Specific, daily guided group support

by TA’s for phonics and maths (15% of TA’s time x 2).

£4080

Reception Specific speech and language intervention by TA’s (20mins x 3days/wk x 34 wks).

£700

Reception Maths intervention (Ten Town) for pupils who have ‘gaps’ in their knowledge and understanding (20mins x 3days/wk x 34 wks).

£700

Reception 1:1 maths objective led learning by TA’s, using practical numicon resources into continuous provision.

(10 mins x 5 days/wk x 36 wks x 2 TA’s)

£700

Across KS1 (Y1-2) Specific, daily guided group support

by TA for guided reading, writing,

£21200

£5100

Provide teachers and pupils with reading, spelling and grammar material that supports, stimulates and excites high quality learning.

Provide identified pupils with support and strategies to help them improve their understanding and management of their emotions and feelings, in order that they are able to focus on learning.

Accelerate/catch up: to ensure ‘disadvantaged’ pupils develop appropriate age-related knowledge, understanding and use of phonics.

Accelerate the progress of disadvantaged pupils and thereby reduce/close the gap between disadvantaged pupils and others in phonics and maths.

Improve the speech and language of ‘disadvantaged’ pupils in order that they have improved access to, and improvement in, all areas of learning.

Accelerate/catch up: to ensure ‘disadvantaged’ pupils develop appropriate age-related knowledge, understanding and use of number, shape, space and measures.

Accelerate/catch up: to ensure ‘disadvantaged’ pupils develop appropriate age-related knowledge, understanding and use of number, shape, space and measures.

Accelerate the progress of disadvantaged pupils so % of GLD is in line with Nat Accelerate the progress of disadvantaged pupils and thereby reduce/close the

End of KS2 attainment in GAPS has increased. (see performance data)

4 pupils who received counselling increase in self-esteem and the ability to manage their feelings which had a positive impact upon progress and learning in class.

The proportion of ‘disadvantaged ‘ pupils …

Progress in maths and phonics is at least expected (and better for some ‘disadvantaged’ pupils). The attainment gap is closing but attainment is still lower (this is because of onentry scores).

Less disadvantaged pupils achieve GLD than other pupils, but this % has increased and the gap is reducing (see performance data)

Attainment and progress improvements made by ‘disadvantaged ‘pupils

phonics and maths support for disadvantaged pupils (10.5hrs/wk x 34 wks x 4 TA’s) Year 2 Maths intervention (Every Child Counts) for pupils who have ‘gaps’ in their knowledge and understanding (20mins x 3days/wk x 34 wks x 2 TA’s).

Year 2 English interventions in small groups led by TA’s, including handwriting, sentence construction and punctuation (20mins x 3 days/wk x 34 wks x 2 TA’s).

Across KS2 (Y3-6) Specific, daily guided group support

by TA for guided reading, writing, RWI and maths support for disadvantaged pupils (10.5hrs/wk x 34 wks x 7 TA’s).

Across KS2 (Y3-6) Additional 1:1 reading for disadvantaged pupils (2hrs/wk x 34 wks x 7 classes).

Across KS2 (Y3-6) Implement weekly Big maths programme, as part of assertive mentoring programme (1hr/wk x 34 wks x 7 TA’s + resources).

Year 3 Set up and run a weekly ‘Sunshine Club’ for ‘disadvantaged’ pupils (1hr/wk x 36 wks x 2 TA’s + resources).

Year 3 Bolton Music service to provide whole class violin teaching (1.5hrs/wk x 34 wks) Year 4 Bolton Music service to provide whole class drumming teaching (1 hr/wk x 34 wks)

£680

£680

£36960

£4760

£2380 £420

£1700

£6000

gap between disadvantaged pupils and others in all English and Maths.

Accelerate the progress of disadvantaged pupils and thereby reduce/close the gap between disadvantaged pupils and others in Maths.

(see performance data) resulting in significant reduction in gaps.

L2 attainment gaps have closed, but L3 not

Accelerate the progress of disadvantaged pupils and thereby reduce/close the gap between disadvantaged pupils and others in English.

APS in Writing and Reading has increased significantly for disadvantaged pupils, with the gap closing in Reading.

Accelerate the progress of Gaps are closing disadvantaged pupils and between disadvantage thereby reduce/close the attainment and others. gap between disadvantaged The APS gap has closed pupils and others in all in Reading, Writing, English and Maths.

GAPS and MRW Improve reading speed and combined comprehension, in order to Attainment at L4 is in line (but L5 lower and M reduce the reading gap lower) between ‘disadvantaged’ Progress gap closed in pupils and others.

R,W and M (see performance data) Provide smaller, specifically ‘Disadvantaged’ pupils targeted maths teaching attainment and progress groups (once a week), in in maths at the end of order that there are no KS2 increased. ‘gaps’ in pupils’ maths Pupils’ attitudes to learning. maths are very positive.

To improve/increase the Pupils are more self-confidence, attitudes, confident and have motivation and social skills made good progress of ‘disadvantaged’ pupils. during Y3.

To use the learning of music instruments to improve pupils abilities to focus, concentrate as well as engage more positively and productively with other aspects of learning (research has shown that learning a musical instrument can have a positive impact upon other areas of learning).

Pupils thoroughly enjoy learning a musical instrument, and it helps them feel positive about themselves and learning.

Pupils have applied this positivity as well as the importance of other attributes such as resilience and perseverance, to other areas of learning.

Year 5 Bolton Music service to provide whole class singing teaching (1.5hrs/wk x 34 wks) Year 6 Bolton Music service to provide whole class percussion teaching (1 hr/wk x 34 wks) Year 6 LAC support (access to TA support including 1:1, 15hrs/wk 30 wksautumn and spring term).

Year 6 Support pupils residential trip costs

The quality of teaching and therefore impact upon learning was less than expected.

£4000

£1000

To enable equal access to Maths and English teaching, and therefore accelerate progress to ensure there is no gap between attainment levels by the end of Y6.

Equal access to first hand experiences and enriched curriculum

Achieved ARE in teacher assessments (but test data doesn’t reflect this due to behaviour challenges).

30/31 pupils able to access trip which has a significantly positive impact upon pupils’ development.

Performance of pupils in receipt of PPG (against the performance of ‘other’ pupils) Key: APS = Average Point Score (points are allocated to different levels eg. L4= 27 points) VA = Value Added (The measure of progress from KS1 to KS2 - the National average is 100.0) Expected progress through by the end of KS2 is 2+ levels 2014 2015 Disadvantaged Other Disadvantaged Other Attendance 94.6 96.0 Not available Not available % of pupils Y1-Y6 achieving end ‘Disadvantaged’ pupils (as a group) Attainment gap between of year expectations +/- in enter school attaining lower than ‘disadvantaged’ pupils and ‘others’ Reading ’others’ in all subjects, and whilst has decreased.

Gaps between ‘disadvantaged’ % of pupils Y1-Y6 achieving end this gap closes as they move through school, it is only closing pupils and ‘others’ has closed in of year expectations +/- in slowly. Many ‘disadvantaged’ Maths and Reading (but not in Writing individual pupils make good Writing), particularly in targeted % of pupils Y1-Y6 achieving end progress, but overall score of group cohorts. of year expectations +/- in remains lower than ‘others’.

Maths No. of pupils in EYFS 6 pupils 35 pupils 9 pupils 42 pupils EYFS GLD 33% 60% 44% 64% No. of pupils in Y1 12 pupils 37 pupils 11 pupils 45 pupils End of Y1 phonics 75% 97% 55% 82% End of KS1 No. of pupils in Y2 18 pupils 41 pupils 17 pupils 40 pupils End of Y2 phonics 94% 93% % of pupils achieving age L2+ 88% L2+ 88% related expectations in Writing L3+ 0% L3+ 23% (L2+) APS 12.9 APS 14.5 APS 14.1 APS 15.7 % of pupils achieving age L2+ 94% L2+ 90% related expectations in Maths L3+ 0% L3+ 30% (L2+) APS 13.7 APS 15.0 APS 15.2 APS 16.8 % of pupils achieving age L2+ 88% L2+ 12% related expectations in Reading L3+ 90% L3+ 28% (L2+) APS 13.2 APS 14.9 APS 15.5 APS 16.6

No. pf pupils in Y6 % of pupils making expected progress in Reading End of KS2 % of pupils making expected progress in Writing End of KS2 % of pupils making expected progress in Maths end of KS2 Value added (all subjects) % of pupils achieving age related expectations in Reading (L4+) % of pupils achieving age related expectations in Writing (L4+) % of pupils achieving age related expectations in Maths (L4+) % of pupils achieving age related expectations in GAPS (L4+) % of pupils achieving age related expectations in English & Maths combined (L4+) Summary Total PPG received Total PPG expenditure PPG remaining

End of KS2 10 pupils 22 pupils 100% 2+ levels 100% 2+ levels 20% exceeding 41% exceeding VA 98.3 VA 100.7 100% 2 levels 100% 2+ levels 30% exceeding 32% exceeding VA 99.6 VA 101.0 90% 2+ levels 100% 2+ levels 30% exceeding 50% exceeding VA 99.4 VA 101.4 99.2 101.1 L4+ 70% L4+ 91% L5+ 20% L5+ 45% APS 26.4 APS 28.9 L4+ 80% L4+ 91% L5+ 10% L5+ 36% APS 26.4 APS = 28.6 L5+ 100% L4+ 91% L4+ 10% L5+ 50% APS 27.6 APS 29.7 L5+ 70% L4+ 77% L4+ 40% L5+ 45% APS 27.0 APS 28.4 L4+ 70% L4+ 86% L5+ 10% L5+ 27% APS 27.0 APS 29.3

9 pupils 89% 2+ levels 33% exceeding VA 100.5 100% 2 levels 36% exceeding VA 100.2 89% 2+ levels 33% exceeding VA 101.0 100.7 L4+ 100% L5+ 44% APS 29.7 L4 89% L5 44% APS 29.0 L5+ 89% L4+ 33% APS 29.0 L4+ 89% L5+ 56% APS 29.7 L4+ 78% L5+ 22% APS 29.2

22 pupils 95% 2+ levels 27% exceeding VA 100.0 91% 2+ levels 36% exceeding VA 99.3 100% 2+ levels 55% exceeding VA 101.2 100.4 L4+ 95% L5+ 55% APS 30.0 L4+ 91% L5+ 41% APS = 28.9 L4+ 100% L5+ 55% APS 31.1 L4+ 82% L5+ 59% APS 29.7 L4+ 91% L5+ 36% APS 30.3 £109200 £109455 £0