Pupil Premium 2019 Report

Pupil Premium Statement 2019/20

 

Introduction:

The government gives schools additional funding for:

  • any pupils who have been eligible for free school meals during the last 6 years
  • pupils looked after by the local authority or who are in care
  • pupils from families where a parent serves in the armed forces

 

This money is known as pupil premium funding. It is the responsibility of the School Governing Body to report to parents on how pupil premium is used by the school each year. This report will outline how pupil premium has been used at Wellesbourne  C of E Primary and Nursery School and the impact of pupil premium upon learning, attainment, progress and the well-being of pupils.

 

How can parents claim this funding for the school?

If your child does not yet have Free School Meals but may be eligible because of your family’s income level, please contact the Customer Service Centre on 01926 359189 or www.warwickshire.gov.uk/freeschoolmeals to register them.                                                      Even if you do not wish them to have meals, this would mean the school could still claim Pupil Premium funding that may be used to help your child.

 

2018/19 – Pupils on Roll 378

 

Eligible pupils 58

 

Wellesbourne C E Primary School was awarded £75,000 in Pupil Premium Funding for 2018/19. Each child receives approximately £1,300 over the year. This was spent as outlined below.

Key Priorities:

  • To raise the attainment and progress of pupils eligible for pupil premium funding so that their performance compares favorably with non-pupil premium peers.
  • To strive to close any attainment gaps relative to school and national averages particularly in maths.
  • To raise the self-esteem and confidence of these pupils so they become aspirational and successful learners.
  • To engage pupils and develop learning through comprehensive extra-curricular provision

Barriers to achievement

1) Gaps in learning preventing pupils from accessing whole class teaching (particularly with the transition to the new curriculum).

2) Some children finding it more difficult to access learning within a whole-class environment.

3) Emotional issues such as behaviour regulation or anger management difficulties.

4) Self-esteem issues: children who do not feel they are able to achieve due to a lack of self-confidence.

5) Attendance and punctuality: children either having poor attendance, arriving late for school.

Outline of Projects

Autumn 2018

Activity/Intervention Objective Impact
(This is on going all year) Pay qualified teacher to plan, run and manage interventions groups as well as track progress. Focus on Year 3 and 4. To close the gap in maths in particular between the cohort and the pp children. PP children in year 5 made the same and progress that the cohort this term. PP children in year 4 made more progress that the cohort this term.
First Class@Number Maths (Y3 and 2) To enable the low ability children to improve their basics in maths to close the gap Confidence raised and children made good progress this term.
Spelling and homework support club To enable the PP children to have support for spelling, reading and homework. Spelling scores amongst PP children was much improved and Year 6 children did well in SATs spelling.
Deployment of additional TA hours to Year 3 and 4 To enable the PP children to have support and help settle and to improve the self-esteem of vulnerable pupils with weekly sessions. These children mostly made expected progress as a result of being more emotionally ready for learning.
Time for data analysis of PP children and to meet with all teachers. Help identify gaps and opportunities for learning in the next term. Gaps were identified and a new adjusted targeted PP timetable was created.
Nurture Training for LAC designated teacher Enable the teacher to attend training discussing best practise. Teacher shared strategies with other staff and they were in place.
Think Smart training for 2 people To support groups of children with CBT strategies Pupils are able to regulate their behaviour better and be ready to learn.

 

Spring 2019

Activity/Intervention Objective Impact
Targeted maths groups for year 6. To prepare children for SATS and close gaps in learning to improve progress Overall – PP children made better progress to the cohort during this time and a high proportion achieved ARE making the expected progress across key stage two.
Interventions running with focus on Year 3 and 6. To close gap with other children in writing and reading. Children made good progress this term – outdoing the cohort.
Spelling and homework support club To enable the PP children to have support for spelling, reading and homework. More PP children received ‘Gold’ or 'Silver' on the reading challenge.
Deployment of additional TA hours to Year 3 To enable the PP children to have support and help settle and to improve the self-esteem of vulnerable pupils with weekly sessions. These children made more progress than previous years as a result of being more emotionally ready for learning.
1:1 support for nurturing children and attachment training for all staff. To reduce incidents of high level behaviour and allow children time and space to recover. Children recovered from poor behaviour better and were ready for learning more quickly.
Improve behaviour & achievement of specific pupil premium children with high special needs. To improve behaviour and confidence of individuals which then also enhances access to the curriculum for all pupils in the class. Significant incidents involving PP children have reduced. No Lower rates of exclusions for PP children than previous years.
Time for data analysis of PP children and to meet with all teachers. Help identify gaps and opportunities for learning in the next term. Gaps were identified and PP targets and timetable were created.
Lego Therapy for 3 children Therapeutic support for key children Children able to access lessons and learning much more often at the correct level.
TA support for new CLA children to facilitate and manage contact at school To allow children who were seperated at placements to have supervised time together. Children able to access learning as emotionally ready.
Qualified teacher to run interventions in reading and Maths for CLA child in Year 6. To identify and plug gaps. Secured ARE in Reading and Maths. CLose to Greater Depth in  Maths.
Provide Breakfast Club for children in vulnerable families. To ensure children are in school on time have been fed and have support around them before school. Vulnerable children were able to have these 'esssentials' and punctuality improved.

 

Summer 2019

Activity/Intervention Objective Impact
Targeted maths groups for year 6. To prepare children for SATS and close gaps in learning to improve progress Overall – PP children made better progress to the cohort during this time and a high proportion achieved ARE.
Pay qualified teacher to plan, run and manage interventions groups on consistent afternoon. Focus on Year 5. (this is on going all year). To close the gap in maths in particular between the cohort and the pp children. Children in year groups where PP interventions was taking place made progress at least equal to their cohort.
Spelling and homework support club. To enable the PP children to have support for spelling, reading and homework. More PP children received ‘Full homework’ sticker at the end of term.
Deployment of additional TA hours to Year 3 To enable the PP children to have support help settle and to improve the self-esteem of vulnerable pupils with weekly sessions. These children made more progress than previous years as a result of being more emotionally ready for learning.
Time for data analysis of PP children and to meet with all teachers. Help identify gaps and opportunities for learning in the next term. Gaps were identified and a new even more targeted PP timetable was created.
Pay for Optometrist for a post CLA child. To support dyslexia screening and identity tracking issues. Tracking issues diagnosed and vision therapy prescribed. Improved self esteem in child.
Training for emotional coaching. TO enable staff to have the skills and knowledge to support children's learning. Staff are more able to handle the moments where children are in crisis.
Whole school CBT training. To enable staff to have the skills and knowledge to support  and correct children's emotional state. Staff are more able to handle the moments where children are in crisis and talk them down.
Lifespace mentoring for 2 CLA children. To support the emotional needs with an indepedent mentor and to enable children to express emotions. Both children benefitted from the sessions and were able to open up to the mentor.

Summary of Impact

Impact is measured in a variety of ways. Primarily, impact is measured by ‘points progress’ (using the school’s assessment system) but we also consider impact on confidence and self-esteem, emotional well being, their attitude to learning and also their work rate equally important.

 

Of the 6 pupil premium children in Year 6 last year, the Pupil Premium children made better progress across the key stage than the cohort with 83% making expected progress in reading, 67% writing (although some of these children made much more than expected) 100% making expected progress in maths. It is also worth noting that only three of those children were with the school from Year 2 to Year 6.

 

In years 2, 3, 4, 5 and 6, the Pupil Premium regularly matched, or in some cases, bettered the progress of the cohort especially in Year 4 (writing and maths) and Year 6 (reading and maths). Year 5 Pupil Premium children did not as much progress as the cohort in maths and also in Year 1 for writing.

2018/19

 

2019/20

 

The allocation of Pupil Premium Funding for 2019/20 is £86,000.

 

The money will be spent on the same way as previous year except with a focus on Math’s skills and reasoning in targeted year groups and writing in current year 2 and 6. We will also use the money to run interventions for children first thing in the morning.

 

The Pupil Premium strategy was reviewed in July 2019 and will again be reviewed in July 2020 – however, constant assessment of successes and areas for development occur on an almost weekly basis.