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Pupil Premium Strategy
2018-19
Last Reviewed April 2019 - Next Review July 2019
Stourport Primary Academy
Pupil Premium Strategy 2018-19
Strategy Review Date – April 2019 Next Review Date – July 2019 Last External Review – April 2018
What is it?
The Pupil Premium is Government money designed to help disadvantaged children and young people do well at school. The funding is allocated to schools for children from Reception to Year 11 who have registered for free school meals in the last six years, are in care or have parents in the Armed Forces. In 2017/18 the funding allocated is £1320 per child, with an additional £580 for each pupil either ‘in care’ or adopted from care. Children of Armed Forces families are eligible for a grant of £300.
Summary Information as of October 2018
Total Allocation for 2018-19: £130,000
Number of Pupil Premium
% Pupil Premium
Pupil Premium Children who are…
Boys Girls SEN
Supp
SEN EHCP
EAL Looked After
Previously in Care
Vulnerable Gypsy Roma/
Traveller All 90 of 306 29% 51 – 57% 39 – 43% 23 – 29% 2 – 2% 1 – 1% 5 – 6% 3 – 3% 30 – 33% 37 – 41%
Year R 8 of 46 17% 3 – 38% 5 – 63% 1 – 13% - - 1 – 13% - 2 – 25% 1 – 13%
Year 1 14 of 45 31% 7 – 50% 7 – 50% 2 – 14% - - - 1 – 7% 5 – 36% 7 – 50%
Year 2 12 of 47 26% 8 – 67% 4 – 33% 5 – 42% - - 1 – 8% - 7 – 58% 5 – 42%
Year 3 8 of 44 18% 5 – 63% 3 – 37% 2 – 25% - - 1 – 13% - 2 – 25% 4 – 50%
Year 4 16 of 47 34% 9 – 56% 7 – 44% 6 – 38% 1 – 6% - - 1 – 6% 5 – 31% 9 – 56%
Year 5 12 of 31 38% 6 – 50% 6 – 50% 3 – 25% - - - 1 – 8% 4 – 33% 3 – 25%
Year 6 20 of 46 43% 13 – 65% 7 – 35% 7 – 35% 1 – 5% 1 – 5% 2 – 10% - 5 – 25% 8 – 40%
Results over Time
Phonics 2014-15 2015-16 2016-17 2017-18
% Pass % Pass % Pass % Pass
Sch PP Nat Sch PP Nat Sch PP Nat Other Sch PP Nat Other
Year 1 67 78 47 83 57 84 70 84
Year 2 93 92 90 93 * 71 *84 100* 84*
* From 2016-17, Year 2 phonics data show the percentage of pupil who re-took the test and passed
KS1 2014-15 2015-16 2016-17 2017-18
% 2B+ / L3 % EXS+ / GDS % EXS+ / GDS % EXS+ / GDS
Sch PP Nat Other Sch PP Sch PP Nat Other Nat Other Sch PP Nat Other
KS1 Reading 60 / 7 86 / 37 70 / 20 78 / 27 47 / 0 79 / 28 14 / 0 79 / 28
KS1 Writing 47 / 0 77 / 21 80 / 10 70 / 15 41 / 0 72 / 18 14 / 0 72 / 18
KS1 Maths 60 / 7 85 / 30 70 / 10 77 / 20 53 / 0 79 / 23 29 / 0 79 / 23
Key Stage 2 2014-15 2015-16 2016-17 2017-18
% L4+ / L5 % L4+ / L5 % EXS+ / GDS % EXS+ / GDS
Sch PP Nat Other Sch PP Nat Other Sch PP Nat Other Sch PP Nat Other
KS2 Reading 80 / 30 92 / 55 17 / 11 71 / 23 47 / 7 77 / 29 44 / 6 77 / 29
KS2 Writing 80 / 20 90 / 42 89 / 11 79 / 18 67 /13 81 / 21 56 / 6 81 / 21
KS2 Maths 80 / 0 90 / 48 44 / 11 75 / 20 60 / 13 80 / 27 56 / 0 80 / 27
RWM Combined 80 / 0 85 / 29 17 / 60 6 / 7 40 / 7 40 / 67 39 / 0 40 / 67
% 2 /3 Levels Progress Progress Score Progress Score Progress Score
Sch PP Sch PP Nat Other Nat Other Sch PP Nat Other Sch PP Nat Other
Reading Exp Prog 80 / 50 92 / 33 -4.31 +0.35 +1.26 +0.33 +0.81 +0.33
Writing Exp Prog 80 / 95 50 / 37 +4.61 +0.1 +3.18 +0.17 +3.30 +0.17
Maths Exp Prog 80 / 91 20 / 37 -0.41 +0.26 +1.02 +0.28 +2.21 +0.28
National data shows a comparison with school PP data and the national averages of ‘non-PP’ children (Nat Other). It is not a direct comparison between PP children in school and PP children nationally. 2018 comparison figures show 2017 in lieu of data release in November.
Key Issues and Barriers to Achievement
Engage A) Poor attendance and punctuality of children supported by Pupil Premium, compared to their peers.
B) Social and Emotional Needs
C) Nearly 25% of children have been identified as vulnerable over their school career.
D) 41% of children supported by Pupil Premium funding are from a Gypsy Roma/Traveller heritage. In 2017-18 25 PP & GRT pupils were ‘long term travelling’ – this equates to 1327 sessions across the school year.
Educate E) Low Starting points on entry for the majority of children. This is often compounded by poor literacy levels in the home – particularly for pupils who come from the GRT community.
Outcomes for Pupil Premium in our School:
Engage 1) Increase the attendance and punctuality of disadvantaged learners so that their attendance is at least in line with their peers – the school recognises the percentage of pupil premium children who are also from a Gypsy Roma or Traveller background who may have extended periods of Traveller absence. In such cases, the data for these pupils will be analysed separately.
2) Provide suitable alternative provision and support for children with significant emotional and social difficulties to enable them to be more successful in the classroom.
Educate 3) Provide educational support to further improve the progress of disadvantaged pupils and increase the proportion working at Age Related Expectation by the end of EYFS, so that the proportion of pupils achieving a Good Level of Development is in line with national
averages.
4) Provide educational support to further improve the progress of disadvantaged pupils and increase the proportion working at Age Related Expectation in each year group, so that outcomes are in line with their peers.
5) Diminish the difference between the achievement of our disadvantaged pupils and their peers in school and nationally at the end of each Key Stage.
Enrich 6) Provide educational support to further improve the progress of disadvantaged pupils and increase the proportion working at Greater Depth in each year group, so that outcomes are in line with their peers.
Outcome Reference &
Intervention
Cost Purpose and Rationale Success Criteria with Measures Impact & Review (including non-PP Children) Pupil
Premium Lead Engage Educate Enrich Ref 2-6
Staffing
cost Appointment of pupil premium lead to:
• Provide individualised
emotional social support for Key children (EEF +4 months)
• Provide behaviour support for key children (EEF +3 months)
• Early intervention in EYFS (EEF +X Months) to support children and families with SEMH related issues and transition to school.
• Increased attendance for PP children from 90% to 94%
• Increase percentage of PP children working at ARE
Rd Wr Ma
B/L 42% 39% 48%
Target 58% 60% 66%
• Reduce the number of
significant negative incidences each term for supported
children.
Attendance
• 12/4/19 - Attendance of PP children:
Yr 1-6 – 92.4%
Yr R-6 - 92.5%
These are in line with the Autumn Data.
• Discounting PP chidden who have been long-term
traveling to who have significant other needs, this increases to :
Yr 1-6 – 94.5%
Yr R-6 – 94.3%
• Persistent absence for PP children 19.5% for all PP, this reduces to 9 pupils )12.5%
without long term travellers and those with significant other needs.
• Up to 12/4/19, PP pupils had accrued 548 late marks (2.6%) compared to 305 (0.6%) for their non-PP Peers.
Next Step – introduction of chatty club to tackle current PA pupils, both PP and non-PP.
Behaviour
• 189/120 ‘red cards’ to date term were for PP Pupils. This equates to 1.4 per PP pupil, compared to 0.3 per not PP pupils.
TA support across all classes Engage Educate Enrich Ref 2-6
£70,000
staffing • Provide emotional and social support for vulnerable children to ensure they are ‘ready to learn’ (EEF +4 months)
• Provide small teaching and learning support groups to help accelerate progress (EEF +1 Month)
• Increase percentage of PP children working at ARE
Rd Wr Ma
B/L 42% 39% 48%
Target 58% 60% 66%
• Average rate of progress for PP children is higher than that of their peers at each assessment point across the year.
• Outcomes at the end of KS1 are at least in line with national averages for GDS.
• Feedback from parents is wholly positive regarding their liaison with staff
Small Class Sizes
Engage Educate Enrich Ref 1-6
£50,000
staffing Small, single-age classes enable staff to:
• Give more frequent, individual feedback and tailored provision (EEF +8 months)
• Foster greater engagement in learning
• Monitor and develop greater personal development and well-being
• Have more focussed and frequent liaison with parents.
(EEF +3 months)
Attendance Officer Engage Ref 1
£6,500
staffing • Liaise with families, staff and outside agencies to target lateness, poor attendance and those missing in education to ensure attendance is in line with national averages
• Manage the long term travelling of GRT families and ensure they return to education as soon as possible
(DFE 100% att - 3.1 times more likely to secure higher outcomes than 85-90% att)
• Increased attendance for PP children from 90% to 94%
• Persistent absenteeism for PP children reduced from 30%.
• GRT Families long term travelling is carefully managed,
documented and recorded, and children return to
education as soon as possible.
• Positive rewards are broadly equal (per pupil) for PP and non-PP children.
Progress
Rd Wr Ma
All Pupils 2.0 2.1 2.1 All PP 2.0 2.0 2.0 PP SEN 1.7 1.9 2.1
PP Not SEN 2.0 2.0 2.0
• Progress of Pupil Premium children continues to be in line with their peers at the end of the Spring term.
• Pupils who are PP and SEN have made slower progress in
Reading – this mirrors the overall SEND progress picture
Next Step – monitor PP support in Reading – particularly PP/SEN pupils
Attainment
Increase in % of pupils working at ARE
Rd Wr Ma
All PP +8 +4 +7
PP Educate = +3 +9
Not PP +8 +4 +4
The proportion of PP pupils working at ARE in the Spring term has increased by similar proportions in Third Space
Learning – Y6 intervention Educate Enrich
Ref 4-6
£5,000
resource • Provide an accredited, online intervention to support progress in maths.
• Increase levels of engagement in learning
• Reduce the attainment gap between PP children and their peers nationally and in school at the end of KS2
(TSL +7 months; EEF + 4 months)
• Progress is maths at the end of KS2 continues to be above the national average and overall, is in line with Writing.
• 85% percentage of children will achieve at least the expected standard by the end of the year.
• Progress of this group will be above that of children not part of TSL, by the end of KS2
Century Artificial Intelligence
Educate Enrich Ref 4-6
• Provide an accredited, online, diagnostic learning tool to support personalised provision and progress across the core curriculum.
• Increase levels of engagement in learning
• Reduce the attainment gap between PP children and their peers nationally and in school at the end of KS2.
(EEF + 4 months
• Progress in Reading and Maths is above that of 2017-18 data at each assessment point.
KS2 Progress All/PP
Reading Maths Aut 1.0 / 1.0 1.0 / 1.0 Spr 2.1 / 2.0 2.1 / 2.0 Sum 3.2 / 3.1 3.2 / 3.1
• Outcomes at the end of KS2 are at least in line with national averages.
1:1 Year 6 Mentoring Educate Ref 4-5
£8,075
staffing Provide weekly mentoring sessions for targeted Year 6 pupils to:
• Target weak curriculum areas
• Work with children across the year through mocks and lead up to SATs tests.
• Increase engagement in learning and access to the curriculum.
Learning to increased attainment of pupils and improved attendance. (EEF +5 months)
• Increase percentage of children receiving mentoring who are working at ARE
Rd Wr Ma
B/L 63% 56% 75%
Target 88% 81% 88%
Reading and Writing, but more in Maths. This is potentially due to the introduction of the GLOW mastery approach and mixed ability learning.
Next Step: Explore more mixed ability pairing across the curriculum.
Third Space Learning and CAI Progress Inc at ARE
TSL 2.3 +22
Not TSL 2.1 -7
• Progress of children in Year 6 who have been part of the Third Space Learning Program is 0.2 points greater than their peers. This is an increase from the Autumn term.
• The proportion pupils working at ARE has increased by 22
percentage points for pupils who are part of TSL. (12% more than the Autumn term) There was a slight dip for those who were not part of TSL
• Century AI is not yet embedded, and has not
engaged the pupils as much as expected.
Curriculum Enrichment Programme Educate Enrich
Ref 2-6
£9,600 Staffing and resources
• Provide pupils across the school with a diverse curriculum of enrichment opportunities – leading to an increased engagement in learning. (EEF +4 months)
• Provide children with the opportunity to work in small, mixed-age groups for creative opportunities (EEF+ 2 months)
• Develop increased love of learning and improved attendance at school.
• Increased attitudes to learning and school as shown by pupil questionnaires and pupil voice
• Increased engagement in learning across the curriculum
• Increased attendance for PP children from 90% to 94%
• Persistent absenteeism for PP children reduced from 30%.
•
Every Child a Talker
intervention in EYFS Educate Ref 3
£1,100
staffing Develop the role of lead
practitioner to ECAT, leading to:
• Increased % of pupils working at ARE in Speaking and
Understanding.
• Increased % of pupils attaining GLD at the end of EYFS.
(EEF +5 months)
• Increase the percentage of PP children working at ARE in speaking from 0% (Baseline) to 75% (End of Year).
• Increase the percentage of PP children working at ARE in understanding from 13%
(Baseline) to 75% (End of Year).
Crafty Chippies
Engage Educate Ref 1, 2, 5
£2,000 Staffing and resources
• Provide targeted children with a construction-based engaging curriculum, with real-life
projects, while developing key skills.
• Reduced behavioural
incidence at lunchtime, leading to an increased readiness to learn after lunch.
• Increased engagement in learning and attendance at school.
(EEF + 3 months)
• Increased attendance for PP children from 91% to 94%
• Reduce the number of
significant negative incidences each term for supported
children.
• Children demonstrate good progress by the end of KS2.
Year 6 Mentoring Progress:
Rd Wr Ma
Mentoring 1.7 2.4 2.1
Not 2.2 2.5 2.2
• Progress of Y6 pupils who are part of the 1:1 mentoring
programme is broadly equal to their peers in Writing and Maths, but has slowed in Reading based on the most recent mock test results.
Attainment:
Increase of pupils working at ARE
Rd Wr Ma
Mentoring -8 +10 +6
Not +12 +6 =
• The increase of pupils working at ARE who are part of the mentoring is greater than their peers from the end of last year in Writing and Maths, but there has been a slight dip in Reading based on the most recent rest results.
• Teacher and mentor
observations show an increase in pupils focus and attitude towards the SATs.
EYFS Progress:
L&A Und Sp
SALT 2.4 2.3 2.6
Not 2.1 2.3 2.5
• Progress for children in a SALT intervention in Reception is greater than their peers in Listening and Attention, and equal in Understanding and Speaking.
Review Attendance
• 7/12/18 - Attendance of PP children 92.3%.
• Discounting PP chidden who have been long-term traveling to who have significant other needs, this increases to 93.8%.
• PA and Lates to be reviewed and updated at the end of term.
Behaviour
• 71/110 ‘red cards’ in the Autumn term were for PP Pupils. This equates to 0.8 per PP pupil, compared to 0.2 per not PP pupil.
• Positive rewards are broadly equal (per pupil) for PP and non-PP children.
• Children supported by the “Crafty Chippies” only have 7 red cards in the Autumn term, clearly demonstrating the impact of the provision.
Next Step: Investigate the possibility of Provision for other key children in KS1/LKS2. Monitor the Spring Term incidences for Key Children to ensure reduction.
Progress
Rd Wr Ma
All Pupils 1.0 1.0 1.1 All PP 1.0 1.0 1.2 PP SEN 1.1 1.0 1.3 PP Not SEN 1.0 1.0 1.1
• Progress of Pupil Premium children is in line with their peers at the end of the Autumn Term in Reading and Writing, but above their peers in Maths.
Attainment
Increase of pupils working at ARE
Rd Wr Ma
All PP +5 +4 +6
PP Educate +7 +6 +8
Not PP +9 +4 +9
A greater proportion of PP children who are identified as ‘educate’ compared to all PP children. It is 1 or 2 percentage points off the increased of not PP children at the end of the Autumn term.
Third Space Learning and CAI Progress Inc at ARE
TSL 1.2 +10
Not TSL 1.2 =
• Progress of children in Year 6 who have been part of the Third Space Learning Program is 1.2 in maths – equal to their peers.
• The proportion pupils working at ARE has increased by 10 percentage points for pupils who are part of TSL. There was no increase for the group who were not part of TSL
• Century AI is beginning to be embedded into learning and teaching, but it is too soon to measure the impact.
Year 6 Mentoring Progress:
Rd Wr Ma
Mentoring 1.1 1.2 1.2
Not 0.8 1.3 1.2
• Progress of Y6 pupils who are part of the 1:1 mentoring programme is broadly equal to their peers in Writing and Maths, but stronger in Reading.
Attainment:
Increase of pupils working at ARE
Rd Wr Ma
Mentoring +5 +12 +6
Not = = =
• The increase of pupils working at ARE who are part of the mentoring is greater than their peers from the end of last year.
EYFS
Progress for children in a SALT intervention in Reception across the Communication Strand is equal to that of their peers – 1.2 points progress so far this year.
