Review of  Pupil Premium Expenditure Academic Year 2014 - 2015

Reading

Focus on quality first teaching and intervention so that there is rapid and sustained progress of reading in the current Y4, and Y5 to narrow the gap in attainment between groups of pupil premium and non- pupil premium children

Target Y6 pupil children to achieve L4b in reading

Evidence of Impact

 

 

 

 

 

 

 

 

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• Y4 Pupil Premium: Pupil Premium children are making above expected progress and significantly better progress than non-pupil premium children, although the percentage of PP children at ARE is slightly below non-pupil children. The gap is being narrowed.
• Y4 FSM: Pupils in receipt of FSM are making well above expected progress and significantly better progress than non-FSM, beginning to narrow the gap on attainment, particularly in reading.
• Y5 Pupil Premium and FSM: Pupil premium children made above expected progress in reading, similar to that of all children in Y5

 

• FSM and PP: FSM and Pupil Premium: The gap between PP pupils and non-pupil premium pupils is being narrowed as a result of both more effective differentiation and adjustment of QFT as a result of the impact of CPD focusing on quality teaching of reading, and effective provision mapping through targeted teaching groups which are time limited and focus on key skills.

 

• Progress made by Pupil Premium children demonstrates the impact of pupil progress systems, clear processes and time given to moderation, closer tracking of groups of pupils, tighter focus on next steps in learning achieved through implementing assessment for learning strategies across the school and whole school focus on teachers improving teaching and learning in order to meet the needs of different pupils. Teachers are more confident to talk about differing groups of children and proactive in offering next steps in learning.

 

• Implementation of new reading materials and benchmarking has impacted alongside understanding the attainment and progress of groups of children on texts being better matched to the needs of different groups of children

 

Y6 Reading

• Attainment gap between Pupil Premium and no- pupil premium children is narrowing over time in English
• In reading the expected progress of FSM and non FSM since the end of KS1 is similar, whereas with those entitled to pupil premium (PP) the gap is wider than non-pupil premium children (0.7). This is the impact higher attaining pupil premium children not attaining the conversion of L3 - L5. However a higher percentage of  pupil premium children made better than expected progress (27%)  compared to 25% of all pupils.

 

 

 

Increase percentage of pupil premium children achieving L4b+ at the end of Key Stage Two

At the end of Y5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Focus on quality first teaching and teacher led intervention in writing so that there is rapid and sustained progress in writing across all year groups

Y1

• FSM and PP: Both the attainment and progress of FSM children is similar – there is no gap in attainment
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Y2

 The attainment and progress of Pupil Premium children L2+ reading, writing and mathematics is similar to that of non-pupil premium children hence the gap in attainment has closed.

• Overall 9 children eligible for FSM, 3 judged as emerging and 6 as expected at the end of FS. All three judged as emerging made good progress, 2/3 achieving l2b+. All 6 eligible for FSM who were judged as expected at the end of FS, made expected progress with 4/6 achieving L2a+.

•           Overall 15 children were entitled to pupil premium. 4 were judged as emerging at the end of FS and 11 expected at the end of KS1.3/4 emerging children made good progress, whilst all 11 children judged ‘expected’ at the end of FS made expected progress.

•           Progress of PP and non-PP is similar at an emerging judgement whilst nonPP made better progress than PP at the expected level at the end of FS. However 5/11 pupil premium children did achieve L2a+. Evidence in books and through monitoring shows good progress.

 

Y3

·         FSM: FSM pupils are making the same rate of progress as non-FSM pupils, and the percentage reaching ARE is above that of the whole year group. The gap here has been narrowed.

·         Pupil Premium: PP pupils are making better progress than non-PP pupils, and the percentage reaching ARE is above that of the year group as a whole. The gap here has been narrowed.

•           FSM and PP: The gap has been narrowed for these groups (more are reaching ARE than the year group as a whole) because writing tasks are well matched to the abilities of different groups within the class. The year group have worked on planning with an LA consultant, with particular attention given to differentiation. This has impacted on QFT.

Y4

Ø  FSM: Progress of both FSM and non-FSM is similar. FSM pupils making slightly better progress than non-FSM but progress for both groups is above expected. Slightly fewer FSM pupils are at ARE but the progress made reflects that the gap is being narrowed.

Ø  Pupil Premium: Progress of PP pupils and non-PP is very similar. Both groups are making above expected progress. Slightly fewer PP-pupils are at ARE, however, their progress reflects that the gap is being narrowed.

 

Y5

• Both FSM and PP children made well above expected progress in Y5. The percentage of pupils achieving ARE is slightly above those of all children. Progress is similar to that of non pupil premium and non-fsm children. Priority is to further still accelerate attainment and progress of all children, ensuring no gap occurs.

 

Y6

Attainment gap between Pupil Premium and no- pupil premium children is narrowing over time in English

In writing pupil premium children made better progress than non- pupil premium children. FSM pupils made good progress. Middle and lower attainers who were working at L3c or below at the beginning of the year made good progress in writing, achieving L4.

These groups of pupils responded to the focus on quality formative assessment for learning strategies and effective learning behaviours implemented across the year group. Small fluid interventions, such as academic coaching, delivered in a daily, timely manner, impacted on narrowing gaps in their learning hence on attainment and progress over the year.

 

 

 

 

 

 

 

 

 

Identify strategies to engage children in writing – implementation of new curriculum – identify appropriate curriculum to engage learners

Enrichment opportunities to enhance writing and engagement of boys

 

Y1

Writing

• Girls and Boys: A higher percentage of girls attain ARE although boys have made better progress, closing the gap in attainment over the year. Boys have engaged in the new curriculum topics.

Y3

·         Girls and Boys: A significantly higher percentage of girls are reaching ARE, but boys are making much better progress. However, progress for boys and girls is only sufficient.

Y4

Boys and Girls: Overall progress is above expected. Boys are making better progress than girls although slightly fewer are at ARE

Y5

The gap in attainment between boys and girls has narrowed. Whilst both groups made well above expected progress, boys made even better progress, narrowing the gap in attainment

Overall Boys have been engaged by the new topic based curriculum, and the progress they are making in their writing is a reflection of both their interest in the topics and regular opportunities for sustained cross-curricular writing.

Pupil Interviews

How have more visitors or trips helped you learn?

Y1 – farmer told us about animals

Y2 – get more information, help us to learn, recount – Botanical gardens, know more about different plants

Y3 – Safari Park – we know more about animals, how to describe them because we have seen them, helps us to write

Y4 – get to see things in real life e.g. explorers – acting, see special objects

Y5 – WWII, Beaumanor, Black Death, better than imagining, get a proper idea what it is about, wore gas masks/heard sirens, medieval shields

Y6 – excited to come to school, learn from trips and fresh mind, helped us to be safe, different environment, fun and help you to learn

 

 

 

Mathematics

• In KS2 focus on quality first teaching in mathematics in order for children to be engaged and make rapid, sustained progress – CPD, deployment of SLE – developing approach to calculation

 

• Identify appropriate mathematics interventions – implementation of Success Arithmetic, First Class Number – training of key staff

 

Whole School Strategies

• Strategic plan for identifying targeted children, appropriate intervention and training required and an agreed process to track impact of interventions

See analysis of interventions

• Home school partnerships for targeted children – focus on home learning

 

Pupil Questionnaires

What do you think about our new homework in school?

Y1 – nice, fun, can make things at home e.g. made a rocket, planets

Y2 – we can choose our homework, we like making things with Mum, it’s a family challenge

Y3 – fun, interesting, new learning

Y4 – we know what we are going to learn over weeks, exciting and fun, get to use our imagination, internet/library

Y5 – Dad took me to the library, fun creative, easier, new ways of learning next learning, do some research and share with class, choosing to do homework as we learn in class, choice, parent helps with research, maths

Y6 – CGP too much, 10 pages to read, weekends for rest not work

 

• Deployment of a family support worker

See 3 month analysis

Safeguarding in the school has been further enhanced through the role of our Family Support Worker. As a result of their work staff have become more skilled at recognising signs, signposting early help and more efficient record keeping allowing over time an accurate chronology of families to be built. Barriers to learning are beginning to be broken down for targeted families through a holistic approach to meeting needs of children being taken.

 

• Strategies to engage and develop children who are able to take responsibility for their learning
• Improving the quality of feedback for all learners – peer/self -valuation, quality of feedback during the different stages of learning

Lessons are well planned. Equality of opportunities is now more effective as there is now a greater understanding of how differing groups of children need to be supported in their learning. Questioning has become more open ended, allowing children to demonstrate what they have learnt. The focus on learning partners has resulted in better dialogue about learning between children and then feedback to adults. Children are becoming more reflective about their learning as a result of a greater focus on success criteria and what it is children are to learn.

A focus through the schools coaching programme on assessment for learning is driving whole school improvements. Since September there has been a considerable amount of time (see CPD plan) spent on improving teacher’s pedagogy in of teaching and learning, English, Mathematics and the wider curriculum subject knowledge. The whole school focus has been on improving the quality of teaching for all children and not on a magnitude of interventions and setted groups led by a combination of teachers and support staff. There is now a greater expectation in the school that still will engage in professional development in order to establish a learning culture. This has been driven through the implementation of a new appraisal programme. As a result this has contributed to an improvement in teaching and learning as staff are applying their own learning into their practice, higher expectations of children are evident and dialogue about teaching, learning and the impact on pupil progress is evident through discussion in year group meetings, pupil progress meetings and through evaluation of involvement in the school’s coaching programme. Recent lesson observed demonstrate a deeper, richer understanding of teaching and learning and a greater focus on children understanding concepts and what is required in order to progress learning. Initial impact of the new curriculum has developed pace of learning, particularly in English with a greater focus on a range of genres being taught. Teachers are demonstrating a better understanding of the expectations of the new national curriculum and gaps in learning that need to be filled. The new curriculum has stimulated children’s interests and motivated them to learn.

There is flexibility in how children’s learning is organised and fluidity in how children are given feedback on their learning at different points. Subtle scaffolds, including the learning environment are utilised to support learning. Pupils have been taught how to reflect on their own learning and that of their partners in order to move learning on. Teachers are using feedback in line with our developing policy in school. Pupils are expected to improve their work. Through discussion with pupils it is evident that they know what is expected of them to improve. Feedback is much more consistent than at the time of the last inspection. Work monitoring shows teachers are giving clear guidance to pupils about quality and how to improve. Where marking is good or better there is evidence of children making improvements. Peer and self-assessment of marking is beginning to impact on children’s ability to articulate their next steps in leaning.

Outcomes from Pupil Interviews

How do you know whether you have achieved the success criteria for a lesson? 

Y1 – uses a red pen to improve, yellow highlighter if it is right

Y2 – We read the success criteria and check our work against it

Y3 – check your work to see if it makes sense, p* is good work

Y4 – explain the success criteria, sometimes write it down, I check my work against the success criteria

Y5 – In English we check the success criteria with a partner, listen to the teacher, teachers marks the success criteria and whether achieved the learning objective

Y6 – Success criteria is in our books, if it’s right our partner ticks it, if we haven’t achieved it, we try achieving it in the next piece of work, Miss tells us, targets in our book

How does a Learning Partner help you to learn?

Y1 – talk to each other, tell them what to do, help and share ideas

Y2 – giving answers, they help us asking each other

Y3 – share ideas, person tells us the meaning, if I get stuck they help

Y4 – explains the work, gives you ideas, if we are confused they give us a better understanding

Y5 – they give you ideas about what the answer might be, in maths how to work it out, explain it in a simple way

Y6 – peer marking, try ideas and easier to interact with, if the teacher is busy ask your partner, share good ideas

 

How do you know how well you are doing?

Y1 – yellow for right, green to work harder,

Y2 – the teacher tells us, teacher gives us examples

Y3 – teacher tells us, use the success criteria, P*,A*, - marking codes, good comments, yellow highlighter

Y4 – marking, yippee yellow, green for growth, marking codes, you get more questions if you are doing well

Y5 – Yellow – good highlighted work, one thing to improve – green, we move groups, teacher shares good work with the class, good comments

Y6 – teacher tells us, note in our books, good work mentioned, yellow highlighting, more you learn, more challenging work

 

Do you find your teachers comments on your work helpful?

Y1 - teacher helps us to remember

Y2 – yes, so we can improve, we can learn

Y3 – yes – if we make a mistake, we get to do it again

Y4 – we get to answer their question, we write more, get more ideas from the teacher, teacher writes in the book and we get to improve next time

Y5 – more chance of not making a mistake again

Y6 – tell us how to improve, positive, what you need to improve, challenging prompts

How do you know how to improve your work?

Y1 – teacher writes improve your sentences, yellow for good, green to improve, teacher tells us

Y2 – teacher tells us, writes it in our books, green and yellow marking, we need to improve ….

Y3 – green highlighter

Y4 – green for growth, check it, teacher tells us how to improve

Y5 – comments in books, next steps – teacher asks us to write something again

Y6 – green highlighter, write a comment, helps us

 

Accelerating the progress of PP children in all subjects in Y5 – additional teacher time, reducing group size,  - developing QFT in Y5

 

At the end of Y4 attainment of pupil premium pupils across subjects was  below national expectation and progress over the year and since KS1 was inadequate.

 

 

 

 

• Targeted TAs – increasing reading miles, supporting PP during quality first teaching, inference,  BWRP training
• Academic coaching in Y6 and Y2 – roll out of 1:1 coaching strategy for Y5, 4 and 3 – extension of academic coaching model for Y5 in Summer term
• Roma Gypsy Travellers – strategy to engage parents in learning, raise awareness of culture, explore use of specialist TA