Pupil premium grant expenditure:

Report to governors: 2014/15

Overview of Whiston Junior and Infant School

All members of staff, governors and teaching assistants accept responsibility for all Children, regardless of needs and background. All children are welcomed, valued, nurtured and included. At we recognise that some children are disadvantaged economically and we are committed to meeting their pastoral, social and academic needs within the school environment. Sometimes, disadvantaged pupils can find it more challenging to reach milestones and this is recognised by the Government, who now give additional funding to schools to support them in meeting the additional needs identified. We are completely committed to ‘Narrowing the Gap’ between vulnerable pupils and the national expectation or other pupils performing at a higher level. The pupil premium forms a vital part of that process. This extra funding will enable us to ensure that none of our students are excluded from activities within the school and are able to make the same progress regardless of any economic hardship they may be experiencing, either temporarily or over a longer period. It will enable us to provide an inspiring and high quality curriculum and learning experience for all children regardless of background; it supports us to effectively remove any barriers to learning, which may include low entry points into school life. As our vision shows that the school has the highest expectations for all its children,

and is committed to educational excellence.’

Principles

Provision will be made through:

Facilitating pupils’ access to education

Facilitating pupils’ access to the curriculum

Alternative support and intervention within the school We recognise that not all students who are socially disadvantaged have been registered or have qualified for Free School Meals. We reserve the right to allocate the Pupil Premium Funding to support any student or groups of students the school has legitimately identified as being socially disadvantaged.

Provision will not be aimed at children with Special Educational Needs, although these students may benefit from the provision. Some of the work funded through Pupil Premium will not be exclusive in its approach and may well have benefits for other children around them but the work will remain targeted intervention and support and funding will not be used in a general way to fund the work of the school.

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Reporting Pupil Premium It is the responsibility of the governors to explain pupil premium expenditure to parents in the form of an annual statement. There is no set format for the report of pupil premium. Whiston J & I School will publish details of a report online annually. This report aims to detail information on how Pupil Premium will be and then has been used within school. This report will detail the attainment and progress of pupils who are covered by the premium and the intervention that has been supported by the additional funding. Reports will also detail the progress made towards narrowing the gap and this will be supported by reported data and academic progress. Regular reports will be presented on the progress of pupils supported by Pupil Premium to the Governing Body of the school.

Reporting to Parents Parents will be able to obtain information on the pupil premium via the schools website. This will be update annually.

Responsibility for reporting

The responsibility for the report will be allocated to the Head of School and her Senior Leadership Team. This report will be supported by key providers of the school’s inclusion services. The impact of the work undertaken will be reported by the SENCO and phase leaders.

The intended outcomes for all pupils in receipt of Pupil Premium funding are as follows:

Their attainment would be in line with their peers

Their achievement would be in line with / in excess of their personalised targets and predictions

Their achievement and attainment would be supported by their parents’/carers’ engagement

Their engagement in and enjoyment of learning inside school would be promoted and facilitated

Their engagement in and enjoyment of learning outside school would be promoted and facilitated

Their attendance at school will be in line with the national expectation.

Their progress will be accelerated so that if there is a gap between their achievement and the national expectation that this is narrowed:

Aim for all KS1 pupils to make at least good progress in Years 1 and 2 and close the attainment of pupils compared to National data and their peers.

Aim for all KS2 pupils to make at least 2 levels progress from Y2 – Y6 and close the attainment of pupils compared to National data and their peers.

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How is the Pupil Premium Grant being used?

Number of pupils and pupil premium grant (PPG) received

Total number of pupils on roll: July, 2014 age 4+ 204

Total number of pupils eligible for PPG (% of pupils eligible for PPG) 26 + (1 AFC) + (3 AF) = 30 (14.7%)

Amount PPG received per pupil £1300+ (£1900) + (£300)

Total amount of PPG received: £33,800 + £1900 + (£900) = 36,600

Attainment of disadvantaged pupils – end of KS2 2015 – against Disadvantaged (PP) National pupils

2015 - 5 Pupil Premium pupils = 17% of cohort (29) 2013 (5 pupils) 2014 (4 pupils) 2015 (5 pupils) National PP

% of FSM pupils at expected in Reading – L4 (L5) 100% (100%) 50% (50%) 100% (60%) 83% (34%)

% of FSM pupils at expected in Writing – L4 (L5) 100% (60%) 100% (25%) 100% (20%) 79% (22%)

% of FSM pupils at expected in EGPS – L4 (L5) 100% (100%) 75% (50%) 60% (60%) 71% (43%)

% of FSM pupils at expected in Maths – L4 (L5) 100% (100%) 100% (50%) 100% (20%) 80% (28%)

Previous performance of disadvantaged pupils – end of KS2 2015 –against All National pupils

Progress: Expected = 2 levels/Exceeded = 3 levels+ 2013 (5 pupils) 2014 (4 pupils) 2015 (5 pupils) National

% of FSM pupils making expected (exceeded) in Reading KS1 to

KS2 100% (40%) 50% (25%) 100% (80%) 91% (33%)

% of FSM pupils making expected (exceeded) in Writing KS1 to

KS2 100% (60%) 100% (50%) 100% (60%) 94% (36%)

% of FSM pupils making expected (exceeded) in Maths KS1 to

KS2 100% (80%) 100% (50%) 100% (40%) 90% (34%)

Average points score of disadvantaged pupils – end of KS2 2015 Reading, Writing and Maths overall

2015 - 5 Disadvantaged pupils = 17% of cohort (29) 2013 (5 pupils) 2014 (4 pupils) 2015 (5 pupils) National

FSM 33.0 29.6 28.8 27.2

Non FSM 31.3 30.4 30.1 29.5

Average points score of disadvantaged pupils – end of KS1 2015 Reading, Writing and Maths overall

2015 - 6 Pupil Premium pupils = 19% of cohort (31) 2013 (4 pupils) 2014 (1 pupils) 2015 (6 pupils) National

FSM 16.3 16.3 14.3 14.8

Non FSM 16.2 16.7 16.3 16.6

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Summary of PPG spending 2014/15

Key development areas

and aims Type of work taking place (By who) Cost

Impact 2015

Development Area 1:

Contribution to pastoral support staffing, attendance intervention and resourcing: - To ensure personalised support through phased Interventions and early intervention can take place through a range of strategies, to support the behaviour and personal, social and emotional (PSE) development of all identified children, if this is a barrier to achievement.

- To improve specific behaviours and provide an alternative to exclusion and the need for exclusions - To ensure attendance at school is at least at a good level in order to raise educational achievement and aspiration.

The pastoral support leaders (HLTAs), and attendance lead supports the removing /reducing of barriers to learning caused by PSE needs, behaviours and attendance. PSE needs:

- One to one or small group programmes e.g. ‘Good To Be Me;’ Gardening club; Craft Club etc. (HLTA 90 hours/TA 30 hours 2014-15)

- Small group circle/Talk time

Behaviour management:

- Support families struggling with pupils’ behaviour through personalised plans.

- Support pupils, initially through 1:1 to raise self-esteem, communication and self-control (1 x TA extra every day Autumn Term 2014)

Attendance:

- First day phone calls for absence

- Regular meetings with families when attendance causing a concern.

- Development of the use of a range of resources to support identified needs

- Reward activities – Visit to Yorkshire Wildlife/ 99% Party /certificates & letters home

Leadership and

Pastoral Team

Staffing costs:

1 :1 and small

group interventions

= £1400

1 :1 and small

group interventions

= £3000

Attendance lead =

£480

Reward Visit &

Party = £500

Support staff judge

focus groups to be

less anxious and

now ready to learn

Only 1 exclusions

Individual pupil with

specific behaviour

needs is now

conforming to

school systems for

the vast majority of

times

Whole School

attendance 96.3%

PPG average pupil

attendance 96.3%

Development Area 2:

Additional staffing to support narrowing the attainment gap for Pupil Premium children in Year 6 and to support targeted interventions to secure attainment in line with national expectation, and to accelerate progress for more able identified pupils, to reach the higher levels.

- To increase the amount of support within smaller group quality first and small group or 1 to 1 intervention for all identified year 6 children, to support readiness for secondary school. - Increase teacher to pupil ratio in order to increase impact of Quality first teaching

Year 6: - An specialist teacher (SLE) to teach one

day per week February – May (12 weeks) 2015

- An extra teacher (ET) to teach five days

extra (Includes morning booster sessions)

- Specialist TA Level 3 teaching small groups and 1:1 activities four days per week throughout the year

(SLE) = £1900

(ET) = £1100

(TA) = £6500

PP pupils attained higher at L4 than national and higher than peers in all areas of curriculum except EGPS PP pupils achieved higher than national PP and peers at L5 in reading; higher than Nat PP in EGPS PP pupils have higher APS than national PP in all subjects and higher than peers in reading.

PP pupils Combined Value Added (VA) is above peers and Nat for last 3 years

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Development Area 3:

Additional staffing to support narrowing the attainment gap for Pupil Premium children across school with a focus on FS2, Y1 and Year 2 and to support targeted interventions to secure attainment in line with national expectation, and to accelerate progress for more able identified pupils, to reach the higher levels and to ensure a good level of development with key skills.

- Increase the teaching capacity to allow for additional focussed phonics, language and reading groups to support progress and key skills development.

- To increase the number of identified children who reach a good level of development (GLD) across the Foundation Stage.

- To increase the number of identified children who pass the Phonics Screening in Y1

- To ensure all Pupil Premium children in Y2 progress in line with national expectation to help close the attainment gap with their peers and nationally

FS2: - Provide an extra teacher assistant to teach

small groups and 1:1 activities – focus on phonics, reading and early writing for five days per week throughout the year

Y1 & Y2: - Provide an extra teacher assistant (HLTA)

to teach small groups and 1:1 activities five mornings per week throughout the year in Y1 & Y2

Y3 – Y5:

- Provide support in small groups and 1:1 activities to accelerate progress throughout KS2 and to close the gap

Y3: (2 pupils)30 hours @ £8.00 p/h = £240 Y4 (6 pupils)60 hours @ £8.00 p/h = £480 Y5 (7 pupils) 70 hours @ £8.00 p/h = £560

TA = £7800

HLTA = £5850

TA = £1280

FS2 GLD = 67%

(National = 60%)

Y1 Phonics: 81%

(National = 77%)

KS1: On average in

the previous two

years, (2013 & 2014)

in combined subjects,

FSM pupils are

roughly in line with

their peers, however;

this year they are

significantly below

their peers and

Nationally.

Positive trend 100%

FSM child achieving

Level 2 in maths

(100% 2013 & 2014

in R & W) which is still

above peers and Nat

for at least 3 years –

reading and writing

however in 2015 is

below Nat & peers

this year.

Development Area 4:

To enhance the curriculum and

provision for Pupil Premium children

by widening the range of

opportunities to ensure they

experience the same curriculum and

advantages of other children at

school

- To increase the life experiences of

identified children for the

educational value linked to the

curriculum themes and social

developments, and to also support

their Social, Moral, Spiritual and

Cultural development

- To increase pupil participation,

learning opportunities and

engagement in (life-long) learning to

close the gap in attainment by the

end of KS2 (Secondary school

ready) and prepare them for life

Breakfast Club (BC):

- Provide free places for all pupil premium children providing nourishment and positive social experience ‘family games’ to support a settled start to the day

School Uniform (SU) :

- Provide free school uniform for all pupil premium children providing opportunities to raise self-esteem, confidence and develop a sense of belonging

After School Club (ASC):

- Provide free places for all pupil premium children providing high quality sport and craft related after school and clubs to raise self-esteem, confidence, competitiveness and broaden their life experiences

Specialist teachers (ST):

- Contribution (25% cost) to enhance the curriculum and develop skills in the arts through employing resident artist 5 hours per week (1 x Term) & Music teachers 4 hours per week (36 weeks) including Wider Opportunities – Y4 Ukulele

E Learning packages – home use (EL):

- Contribution (25% cost) to the e learning packages to enhance home learning opportunities for all pupils

BC: £1950

10 pupils accessed @

costs only £5.00 p/w x

39 weeks (67% of

actual cost)

U: £77

ASC: £330

ST: £5760 -75%=

£1440 (Music)

ST: £4000 -75%=

£1000 (Art)

EL: £2000 -75%=

£500

97% of whole school

children and 97% of

disadvantaged

children (26/27)

stated they enjoyed

school

97% of whole school

children and 100% of

disadvantaged

children stated they

felt cared for by

school staff and felt

safe in school

95% of parent, who

returned

questionnaires, felt

that school meets the

needs of their child;

96% stated their child

felt safe and cared

for.

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- To provide and develop specific

skills (art & music)to raise

expectations and life choices

- To celebrate achievement and

hard work of Year 6 pupils

Educational visitors (VS), Visits (V) and Residentials

(R):

- Contribution (25% cost) to provide free experiences for all pupils to enhance the curriculum and provide memorable experiences -Visitors in school-included Storytellers in FS2; Farm visit FS2 & Y1; Zoo Lab Y1 & Y2; All geared up Y5 & Y6; Dance workshop during Cultural Week whole school;

- Provide free places for all pupil premium for all educational visits including PANTO (At least 3 visits per year) for Pupil Premium and provide a reduced rate (Pay only 20%) for residentials visits

Y6 Awards Ceremony (AC):

- Free event for all Year 6 pupils and their families to celebrate and reward hard work and commitment to their positive attitude to learning

R: £370

V: £678 (individually)

VS: £1600 -75%=

£400

Note: Only 25% of

the cost towards

visitors and

specialist teachers is

redeemed through

PPG – 75% is paid

from the School

Budget

AC: £500

Total PPG received Total PPG expenditure PPG remaining

£36, 600 £37, 055 - £455

Academic Outcomes to date:

KS2: In maths and writing, over the last 3 years, 100% of our disadvantaged pupils made at least expected progress, which is above National and either inline or above their peers. In reading, 100% achieved at least expected progress in 2013 & 2015, which was above National and peers. In all subjects there is no significant trends in 3 years for children achieving more than expected progress; however, in maths, reading &

writing 100% of low ability (from KS1 result) disadvantaged pupils made more than expected progress (L1 –L4) in 2015; 75% made L2 –

L5 in reading. These percentages are above National and their peers. Consequently the gap between disadvantaged and non-

disadvantaged children has closed. In combined subjects, reading and writing, the amount of value added (VA) is above peers in 2013 &

2015; however, in maths VA is above peers for at least the last 3 years.

At level 4, disadvantaged pupils achieved higher than their peers and Nationally in combined subjects and reading in 2013 & 2015; however, in maths and writing they have achieved above their peers and Nationally for at least 3 years. 2015, In reading and EGPS the percentage of disadvantaged pupils attaining L5 is roughly in line with their peers, although above

National FSM and National overall in reading.

Strengths in 2015

KS2 value added was broadly average or above in all subjects. KS2 value added in all subjects was broadly average or above for disadvantaged pupils and those who have special educational needs. From at least 5 out of every 6 starting points, the proportions of KS2 pupils making and exceeding expected progress in reading,

in writing & in mathematics were close to or above national figures. From at least 5 out of every 6 starting points, the proportion of disadvantaged KS2 pupils making and exceeding expected Progress in reading, in writing & in mathematics was similar to that of other pupils nationally. Disadvantaged KS2 pupils had an average point score equal to or above the national score for other pupils in reading. The proportion of disadvantaged KS2 pupils that attained at least Level 4 was equal to or above the national figure for other

pupils in reading, writing & mathematics. The proportion of disadvantaged KS2 pupils that attained at least Level 5 was equal to or above the national figure for other

pupils in reading. The proportion of Year 1 pupils that met the expected standard in phonics was above the national figure.

Summary and conclusion Development Area 2 & 3 :

Termly tracking of progress enable the SLT to intervene in the earliest possible time, and match pupils’ needs with specific provisions/ interventions. The Pupil Premium Grant also allowed the school to offer a range of curriculum enrichment activities which proved successful in developing children’s confidence, and in boosting self-esteem. The use of the Pupil Premium grant in subscribing to e-learning packages such as Abacus and Education City for instance contributed to the consistently improving standards in mathematics and reading by the end of KS2. Interventions and provision is making a positive impact on progress in reading, writing and maths. Many disadvantaged children usually enter FS2 slightly below typical and gaps are starting to close by the end of KS1, with progress accelerating throughout KS2. Consequently, by the time disadvantaged children leave school, they are roughly in line or above their peers. Investments in reading resulted to the Year 1 Phonics Screening Check outcomes to be above national average. This is also true for end of Key Stage 2 outcomes where FSM pupils outperformed their peers nationally in Reading, Writing, and Mathematics over time.

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Data Dashboard for persistent absence and attendance overall – awaiting 2015 data

2013 2014 2015

School National average for

primary schools

Median trend line for

school's FSM* level

School National average for

primary schools

Median trend line for

school's FSM* level

School National average for

primary schools

Median trend line for

school's FSM* level

Absence

% Persistent absentees- absent for

15% or more sessions

1.1 3.6 3.0 1.7 2.8 2.0 - - -

% of sessions missed

due to Overall Absence 4.2 4.8 4.7 3.1 3.9 3.7 - - -

Summary: Development Area 1 - Contribution to pastoral support staffing, attendance intervention and resourcing:

(Awaiting 2015 attendance data)

2014 shows that strategies to impact positively through engaging with parents, including disadvantaged and pupils to raise attendance across school is working:

Reduction of 1% on disadvantaged pupils PA 2013 – 14 Reduction of 1% on disadvantaged pupils overall absence 2013 – 14

All percentages are lower than national.

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