Caroline Haslett Primary School

Nil satis nisi optimum. Nothing but the best is good enough

Pupil Premium

Schools are required to publish details of their Pupil Premium allocation and how they spend the funding on an annual basis. The Pupil Premium sum allocated to the school is calculated according to the number of students in school receiving free school meals or who have received free school meals in the last 6 years, and also the number of students who have been looked after for more than six months.

The purpose of the Pupil Premium is to make funding available so that the school can ensure that students of all backgrounds have an equal opportunity to make good progress.  The DfE guidance states that “It is for schools to decide how the Pupil Premium...is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility”.

 

Pupil Premium Report 2016

At Caroline Haslett, we track the achievement of children who qualify for free school meals closely, ensuring they have their needs clearly identified and their progress closely monitored. In particular we monitor the ‘gap’ in their achievement compared to that of their non disadvantaged peers. The responsibility for this falls to the Pupil Premium (PP) coordinator.

Early intervention and targeted learning support are central to our strategy. Closing attainment gaps very early on allows us the freedom to provide children with a huge number of experiences as they continue their journey through the school.

As a school we are constantly looking for ways to improve attitudes, achievement and parental engagement for all children, working to ensure all aspects of school life are fully inclusive.

Enrichment opportunities are key to our success. We offer over 500 places each week in extracurricular provision where PP children are targeted and supported to attend. Also, as with any residential trips or excursions we offer, we will assist our parents financially if necessary.

Provision maps are used to track the support every PP child receives to ensure all eligible children are allocated the resources to which they are entitled. Thorough assessment analysis gauges the impact the funding is having on PP achievement. This data analysis is subsequently used to inform future practice.

Provision management enables the school to evaluate each intervention directly, compared to the allocation of funds. This monitoring is used regularly throughout the year to establish maximum value for money and impact both academically and more widely.

Provision management is also used to demonstrate non academic areas of progress within social, emotional and behavioural development (for example, confidence and self-esteem, social skills, relationships, higher levels of participation). This information is gathered via a variety of sources including questionnaires, evaluative discussions with pupils, teachers, parents/ carers and oral feedback from external agencies and providers. Improvement in parental/ carer involvement and children’s attendance records are also closely monitored. The evidence gathered clearly shows that we make a difference to disadvantaged children.

 

Pupil Premium Funding 2015/16 academic year

Pupils Eligible for Free School Meals  (last 6 years)

44 pupils @£1320

£72,600

Pupils from Service Families

1 pupil @ £300

£ 300

Total Pupil Premium

Reduced from June 2016

£58,380

 

Use of Funding 2015/16 Academic year

  •         Promote Quality First Teaching to raise the progress and attainment of Pupil Premium children in Reading, Writing and Maths to meet the new                        national curriculum standards across the school.
  •         Close the progress gap between Pupil Premium children and non Pupil Premium children through appropriate and personalised interventions.
  •         Improve Assessment for Learning feedback to increase the rate of pupils’ progress through regular one-to-one feedback with class teachers to                        discuss targets and next steps.
  •         Close the performance gap earlier by working in partnership with specialist outside agencies, especially in the Early Years.
  •         Fund an additional teacher to teach Maths and English to smaller groups in Year 6 and across the school to close the gap in attainment, allowing                   individual attention and greater differentiation for pupils.
  •         Offer subsidises for school trips to enhance the curriculum.
  •         Subsidise out of school hours and holiday club provision.
  •         Fund 4x whole school staff training for Teachers and TAs on Numicon to support the teaching of maths.
  •         Develop a Maths Mastery program focusing on up-skilling all teaching staff in the school to narrow the gap in attainment for all children.
  •         Provide additional resources to allow the Numicon programme to be used by a greater number of children in more year groups. This supports the                  implementation of the Maths Mastery programme.
  •         Give Reading benchmarking training for all staff to support the assessment of reading and help narrow the gap between Pupil Premium children and              non Pupil Premium children in school.
  •         Provide a holistic approach to improve the engagement of Pupil Premium children and their families in their learning and remove barriers to learning.
  •         Offer Booster groups to identified groups of pupils.
 

Impact of Funding 2015/16 Academic Year

Quality First teaching has helped to raise the progress of our Pupil Premium children. In Early Years, 67% (2/3) of Pupil Premium children achieved a Good Level of Development with one child exceeding in Maths.     

Reading: in Year One, 75% (3/4) of Pupil Premium children met or exceeded age related expectations. All four children passed the Phonics screening test at the end of year One. In Year Two, 80% (4/5) of Pupil Premium children met age related expectations with 40% exceeding. In Year Three, 75% (3/4) of Pupil Premium children met age related expectations.  In Year Four, 56% (5/9) of children met age related expectations. In Year Five, 71% (5/7) of Pupil Premium children met age related expectations.

Writing: in Year One, 75% (3/4) of Pupil Premium children met age related expectations. In Year Two, 80% (4/5) of Pupil Premium children met age related expectations. In Year Three, 75% (3/4) of Pupil Premium children met age related expectations. In Year Four, 67% (6/9) of children met age related expectations. In Year Five, 43% (3/7) of children met age related expectations.

Maths: in Year One, 50% (2/4) of Pupil Premium children met age related expectations. In Year Two, 80% (4/5) of Pupil Premium children met age related expectations with 40% exceeding. In Year Three, 50% (2/4) of Pupil Premium children met age related expectations. In Year Four, 67% (6/9) of children met age related expectations. In Year Five, 71% (5/7) of children met the age related expectations.

 

 

  •          Staff are now more confident in assessing their Pupil Premium children and their barriers to learning. This has led to clearer differentiation in planning, target setting and identification of their gaps in learning. Pupil Premium provision is now listed on planning and is a standing agenda item at staff development meetings.

  •        An additional teacher for Maths and English in year Six enables smaller group sizes, focused planning and teaching of Pupil Premium children. Pupil Premium children made accelerated progress from their starting points in English and Maths by the end of year Six.

  •          The Maths Mastery program has equipped all teachers with a better understanding of using pictorial, concrete and abstract apparatus to embed key concepts in the teaching of Maths. Evidence gained through learning walks, lesson observations, pupil voice interviews and scrutiny of books found that Pupil Premium children are more confident in using apparatus to support their learning in class.

  •          Benchmarking in Reading has given teachers the confidence to accurately assess children’s standard of comprehension and provide books at a challenging and appropriate level.

  •          The introduction of subsidies led to an increase in the number of PP children taking part in breakfast/after school clubs from Year 1 to Year 6. More PP children are going on residential trips than in previous years, an opportunity which enhances their output in curriculum areas. An example can be found in Year 2 where an educational trip has enhanced the quality of writing in English.

 

 

Key Stage 1- % Achieving the expected standard or higher

Year 2

Cohort

Reading

Writing

Maths

 

 

School

National

School

National

School

National

Pupils

60

88

74

83

65

83

73

Pupil Premium

5

80

78

80

70

80

77

 

PROGRESS FROM KS1 SATs outcomes to KS2 SATs outcomes

Year 6

% of Pupils making expected progress from Key Stage 1

Cohort

Reading

Writing (TA)

Maths

All Pupils

63

+2

+1.6

+2.5

Pupil Premium

9

-0.33

+3.36

+1.92

Non-Pupil Premium

49

+2.36

+1.30

+2.6

National average

 

0

0

0

Milton Keynes

 

+0.2

+0.3

+0.2

* No KS1 data for 1 PP child and 3 non-PP children.

 

Planned Use of Funding 2016/17 Academic Year

  •          Beanstalk Reading Programme for identified children as reading is still an area that Pupil Premium children are underperforming in across the school.
  •          Online maths tutorials for identified children in Year 5 and 6. This will support those potentially more able Pupil Premium children who have the                       aptitude to achieve above age related expectation.
  •          The monitoring of quality intervention by PP manager to measure the impact for children underachieving in core subjects across the school.
  •          Funding for PP children to attend clubs and elite sports provision.
  •          Family support for families of PP children with specific needs, progress, attainment and attendance.

 

Pupil Premium Report 2014-2015

Pupil Premium grant received: £84,500

 

At Caroline Haslett, we track the achievement of children who qualify for free school meals closely, ensuring they have their needs clearly identified and their progress closely monitored throughout school, in particular monitoring the ‘gap’ in their achievement and that of their peers. The responsibility for this falls to the Pupil Premium coordinator.

Early intervention and targeted learning support are central to our strategy. To close attainment gaps very early on allows us freedoms to layer children with a huge number of experiences as they continue their journey through the school.

 As a school we are constantly looking for ways to improve attitudes, achievement and parental engagement for all children, working to ensure all aspects of school life are fully inclusive.

 Enrichment is key to our success. We offer over 300 places each week in extracurricular provision where PP children are targeted and supported to attend. Also, as with any residential trips or opportunities we offer, we will assist our parents financially if necessary.

 Provision maps are used for every Pupil Premium child to ensure all eligible children are allocated the provision they are entitled to and thorough assessment analysis ensures the pupil premium funding is having the desired impact. This data analysis is subsequently used to inform future practice.

 Provision management enables the school to evaluate each of the interventions directly compared to the allocation of funds. This is used throughout the year to ensure maximum value for money and impact both academically and to measure their impact more widely.

 Provision management is also used to demonstrate other areas of progress within social, emotional and behavioural development (for example, confidence and self-esteem, social skills, relationships, higher levels of participation) via a variety of sources of evidence including questionnaires, evaluative discussions with pupils, teachers and parent/ carers and oral feedback from external agencies and providers, higher parental/ carer involvement and attendance records. This evidence gathered clearly shows that we make a difference to children.

  

Breakdown of how the money has been spent:

Project/interventions

Cost

Notes

Outcomes

Smaller set sizes for maths sessions in Y5 & Y6

£20,109

Additional Teacher’s time

By having smaller sizes, it helped to close the gaps in attaintment for all children. Eleven children in this group were PP in Year five and they made increased progress from their starting point. In Year six, 16 children were PP and there was a significant improvement in SATs results as 81% attained L4+ with 25% at L5. This was up from 47% L4+ in 2014.  In 2015, 88% made expected progress in comparison to 59% the previous year.

Reading, writing, maths intervention groups

£9,570

Programmes: Success @ Arithmetic, Better Readers, Numicon, 1st class @ number, Reading Recovery

Reading: 100% made expected progress, in comparison to 92% National other, 56% of PP children achieved L5.

Writing: 100% of PP children made expected progress, which was above the National other figure of 95%. 31% of PP children achieved L5.

Those achieving L4+ in RWM was 81%; 1% higher than National.

100% of children at the end of KS1 achieved the expected level in their Phonics screening check.

Fourteen PP children across the school who received Reading Recovery/Boosting Reading Potential all made increased progress from their starting points.

Four children who received maths interventions made good progress from their starting points.

 

Staff to deliver intervention groups

£36,983

Designated staff for Reading Recovery and Better Readers

 

This intervention meant that all children made excellent progress in their reading and moved up a stage within the book banding system. In ‘pupil voice’ interviews, they expressed the view that they were now more confident as a result.

Individualised and group intervention to support social, emotional and behavioural needs including social skills

 

£2,658

Release for TA to deliver pastoral support

 

By having a teaching assistant responsible for pastoral support, children who found learning difficult or have barriers to learning, due to their emotional state, felt happy, secure, confident and valued through this program.

 

Music lessons

£230

1:4 guitar tuition

Children were able to learn a new skill or continue playing an instrument they had been learning, raising their self-esteem in the process.

Funding during out of school hours and holiday club provision.

£300

Breakfast at Faraday Club

Improved attendance and able to access the full curriculum. Improved self-esteem and enjoyment of school-based clubs.

IT devices to support and enhance access to computing and technology

 

£15,555

Chromebooks

This helped to enhance the children’s access to computing and technology across the school. It also helped to create additional devices, which were used alongside the MAC notebooks.

Total

£85,405

 

 

 Attainment and progress data

 KS1 APS

 

Reading

Writing

Maths

2013

11.0

(National 16.3)

9.7

(National 14.9)

11.0

(National 16.1)

2014

16.6

(National 16.5)

13.0

(National 15.1)

14.8

(National 16.2)

2015

16.5

(National 16.6)

15.5

(National 15.3)

15.0

(National 16.4)

 KS1 July 2015

Reading 2015

Cohort

Pupil Premium

2b+

91.7%

100%

L3

41.7%

20%

 

Writing 2015

Cohort

Pupil Premium

2b+

81.7%

80%

L3

21.7%

0%

  

Maths 2015

Cohort

Pupil Premium

2b+

88.3%

60%

L3

21.7%

20%

 KS2 July 2015

APS

 

Reading

Writing

Maths

G,P&S

2013

27.8

(National 28.5

22.3

(National 27.5

25.7

(National 28.7)

28.3

(National 28.0)

2014

26.3

(National 29.0)

24.5

(National 27.9)

24.2

(National 29.0)

25.2

(National 28.6)

 

2015

30.4

(National 29.0)

 28.5

National 28.2)

27.4

 (National 29.0)

30.0

(National 29.1)

 

Combined Reading, Writing and Maths= 2014 24.8 National= 28.7

                                                           = 2015 School 28.4 National = 28.8

L5 R,W and M = 40%, PP= 19%, National= 24%

 Level 4+

 

Cohort

Pupil Premium

National

Reading

98%

100%

89%

Writing

90%

94%

87%

Maths

94%

81%

87%

G,P&S

94%

94%

80%

  Level 5+

 

School

Pupil Premium

National

Reading

71%

56%

48%

Writing

44%

31%

36%

Maths

57%

25%

41%

G,P&S

78%

56%

55%

 2015: Key Stage 1 to Key Stage 2 performance: percentage making 2+ levels progress across KS2

 

 

School 

Pupil Premium

National

Reading (61 chln)

98%

100%

91%

Writing (61 chln)

97%

100%

94%

Maths (60 chln)

97%

88%

90%

Attainment of Year 6 FSM pupils (APS) 2015

 

 

School (63)

Pupil Premium (16)

National

Reading

31.1

30.4

29.0

Writing

28.9

28.5

28.2

Maths

31.1

27.4

29.0

All subjects

30.5

28.4

28.8

 

In 2015-2016 we aim to use the Pupil Premium grant to:

 

  • Promote Quality First Teaching to raise the progress and attainment of PP children in reading, writing and maths to meet the new national curriculum standards across the school.
  • Close the progress gap between Pupil Premium children and non Pupil Premium children through appropriate and personalised interventions
  • Improve Assessment for Learning feedback to increase the rate of pupil’s progress through regular one-to-one feedback with class teacher to discuss targets and next steps.
  • Close the performance gap earlier by working in partnership with specialist outside agencies, especially in the Early Years.
  • Fund an additional teacher to teach Maths and English to smaller groups in Year 6 and across the school to close the gap in attainment, allowing individual attention and greater differentiation for pupils.
  • Offer half price on school trips to enhance the curriculum.
  • Fund out of school hours and holiday club provision.
  • Fund 4 x whole school staff training for Teachers and TAs on Numicon to support the teaching of maths.
  • Develop a Maths Mastery program focusing on up-skilling all teaching staff in the school to narrow the gap in attainment for all children.
  • Provide additional resources to allow Numicon programme to be used by a greater number of children in more year groups. This supports the implementation of the Maths Mastery program.
  • Give reading benchmarking training for all staff to support the assessment of reading and help narrow the gap between PP children and non-PP children in school.
  • Provide a holistic approach to improve the engagement of PP children and their families in their learning and remove barriers to learning.
  • Offer Booster groups to identified groups of pupils.