Yearsley Grove Primary School

Yearsley Grove Primary School Annual Pupil Premium Grant Impact Report 2015 – 2016 Background

Pupil Premium is a stream of additional funding given to schools to help support children from financially disadvantaged families.

Pupil Premium is generated by pupils falling into any of the categories below:  Those children who are currently in receipt of free school meals or who have been in receipt of free meals at any point in the last 6 years.  Those children who are in the care of the Local Authority.  Those children who are members of a service family.

Children qualify for Pupil Premium if they are in receipt of free school meals or have been so in the last 6 years. The introduction of free school meals for all children in Reception and Key Stage 1 in September 2014 does not automatically qualify a child for Pupil Premium. It is still based on the income being received by the household.

We aim to narrow the disadvantage gap by using the pupil premium funding to address inequalities and raising the attainment of those pupils in low income families through targeted support strategies, linked to school improvement priorities, resulting in every pupil, however financially disadvantaged, being able to:

 Improve their levels of attainment and progress  Close attainment gaps relative to school averages  Have full access to the curriculum  Access extra-curricular provision  Ensure children have access to mental health and well-being support

The school aspires to the highest attainment possible for all its pupils regardless of economic background and also places a high value on supporting families and enriching the community.

Monitoring

To enable us to do this as effectively as possible we:  Monitor and Track the progress of pupils closely and use this information to influence teaching and learning in the classroom and our application of intervention strategies, to measure and improve outcomes.  Monitor the outcomes of pupils at the end of each year, and particularly by the time pupils leave at the end of Year 6.  Keep our budget under regular review, delegating resources to allow senior and middle leaders to target resources effectively.  Provide regular reports to the governing body concerning the allocation of resources and the outcomes for young people.  Regularly review the impact of interventions to ensure value for money. Principles

We recognise that pupil premium funding is intended to be used to improve outcomes for key groups of pupils, and specifically at Yearsley Grove this is pupils eligible for Free School Meals. However, pupils who qualify for Free School Meals are all different with differing needs. In these circumstances we use the following principles in guiding us in our use of Pupil Premium Funding At Yearsley Grove Primary School:  Our key principle is to narrow or remove any gap in educational achievement between vulnerable pupils and other pupils using our funding wisely.  We ensure that teaching and learning opportunities meet the needs of all the pupils.  We ensure that appropriate provision is made for all pupils to ensure they leave our school ready for their next journey in education.  We recognise that not all pupils who qualify for Pupil Premium funding will be socially disadvantaged or vulnerable to underachievement.  We also know that many of our pupils who are socially disadvantaged do not qualify for Pupil Premium funding, but they have as many needs as the identified pupil premium children which are addressed from the delegated budget.  We want to ensure we educate the ‘whole child’; by this we mean that we ensure that all children have the right attitude to learning as we can ensure they are able to learn effectively.  On a day to day basis the governing body delegate the responsibility for decision making relating to the pupil premium to the Headteacher.  The governing body will review these principles on an annual basis.

School Information

Our deprivation indicator shows we are in line with the national figure. However, a much larger proportion of our pupils live in deprivation compared to the local City of York figures, where many families live in affluence. We have few affluent families and, as such, very few families where one or more parent went onto further or higher education or who are employed in a professional career. A higher than average proportion of our pupils are disadvantaged. Currently we have 6% EAL pupils who speak a total of 11 different languages. We currently have 17 pupils with social services involvement, although over 50 pupils have had some form of social services involvement over their school life. We have 24 pupils on the register for SEND (6%) and of those children 50% are Pupil Premium. As a school we work hard to support all pupils with any form of need, this can be a medical, learning or behaviour. We are very inclusive and use rigorous pupil progress meetings to identify children with needs and who are not making appropriate levels of progress. Pupil Premium Allocation 2015-2016

Allocation per Number of Total child children allocation Pupil in receipt of FSM in last 6 years £1,320 97 £128,040 Looked-after children (LAC) defined in the £1,600 5 £8,000 Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority Children who have ceased to be looked after £1,900 0 by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order Service Children £300 5 £1,500 Total 107 £137,540

Jan 15 Number in cohort Number of Pupil % of Pupil Premium Premium Nursery 48 1 2% Reception 56 6 11% Year 1 51 8 16% Year 2 42 8 19% Year 3 59 14 24% Year 4 43 14 33% Year 5 35 8 23% Year 6 51 12 24% Ever 6 36 Total 385 107 28%

Attendance 2013 2014 2015 Whole school 5.2 3.9 4.3 absence Pupil Premium 7.0 5.4 6.2 absence Persistent 3.6 2.6 2.5 Absentees Pupil Premium 10.7 6.0 7.1 Persistent

Data - see attached Raise evaluation

2015 - 2016 High Impact Planned Strategies

1. Inclusion Manager used to: -monitor and identify the needs and progress of all PP -Support families in difficulty -Support children with mental health issues -Plan for effective interventions for children and families

2. To employ additional part time teacher to keep class size below 35 for vulnerable year group

3. To employ additional hours of teaching assistants to support the most vulnerable children through leading interventions and offering mental health support

4. To employ 2 part time ELSA

5. Employ lunchtime support to ensure what children have happy and successful playtimes

6. To develop the use of the ELSA room

7. Additional SENCO time to monitor the impact of interventions through tracking or book scrutiny and talking to teachers. Also to support in meetings for vulnerable children involving multi agencies.

8. Additional support for PP families e.g. Trips, furniture, residentials etc. Record of PPG spending by item/project

Objective / Strategy / Item Cost Headline Impact Inclusion Manager used to: £29,940  Led or involved in 24 multi-agency safeguarding teams, including FEHAs, CIN and Child - monitor and identify the needs Protection Plans, as well as regular liaison with professionals from Children’s Social Care. and progress of all PP  Provided Pastoral support to approximately 150 children across the school. - Support families in difficulty  Attendance continues to improve with an increase in school attendance and a decrease in - Support children with mental persistent absentees. health issues - Plan for effective interventions for children and families 2012-2013 2013-2014 2014-2015 Impact Whole School 94.8% 96.1% 96% attendance  Persistent 3.6 2.6 2.5 Absentees   Continuation of attendance meetings with parents and working closely with CYC Attendance and behavior officer.  Supported behaviour in the school. There have been no exclusions since 2013-2014  Planned ELSA interventions to 11 children across the school.  Led cluster support group for other inclusion managers, which has allowed best practice to be shared.  Vulnerable children and those with challenging behavior were supported with an enhanced transition plan  Supported 15 children on medical care plans  Approximately 40 families supported during 2015-2016 in areas including bereavements, mental health, Parenting advice, managing children’s routines, behavior, attendance, finance and housing.  Attended court to support a vulnerable family with a school appeal.  Sourced funding, furniture and other essentials for a family in need.

To employ additional part time teacher £20,000  Improved teacher to pupil ratio increased the impact of quality first teaching on outcomes to keep class size below 35 for for learners. vulnerable year group  Current tracking shows children on track to make progress  70% of children to track to make year group expectations and school to meet floor targets in progress. To employ additional hours of teaching £66,000  Delivered interventions to all year groups throughout the school. These have included assistants to support the most writing, maths, reading, phonics and speech and language. vulnerable children through leading (Please see intervention grid below for impact) interventions and offering mental health support To employ 2 part time ELSA £3,800  We track the progress of all of our pupils in school including those in receipt of ELSA support and those working with the Educational Psychologist. Our internal tracking data shows the progress that these pupils make and their improved confidence and learning attitudes. In addition their attendance has improved. We now have less persistent absentees.  Children’s mental health is more positive; we have less children who struggle with playtimes and lunchtimes and therefore behaviour has improved. Employ lunchtime support to ensure £7,500  Behaviour monitoring has shown a noticeable reduction in playtime incidents through the what children have happy and year. Evaluations by individuals targeted, showed all participants felt better about successful playtimes playtimes and had learnt playground & co-operation activities to help them manage playtimes better.  Training for MSAs on promoting positive behaviour and improved lunchtime behavior has led to fewer behavior issues at lunchtime To develop the use of the ELSA room £1,000  The ELSA room is beginning to be established and already it has had a positive impact on the behavior of vulnerable children.

Additional SENCO time to monitor the £7,000  SENCO fully involved in learning of all SEN pupils. 40% of our SEN pupils qualify got pupil impact of interventions through premium. tracking or work scrutiny and talking to teachers and teaching assistants. Also to chair meetings for vulnerable children involving multi agencies. Total Spent £137,000

Record of PPG spending by intervention

TERM YEAR INTERVENTION LED BY No OF CHILDREN OBJECTIVE Evaluation GROUP SESSIONS INVOLVED Autumn Term Autumn FS2 Talk Boost P. Arnold 3 x 45 mins 4 Talk Boost is a targeted Amazing progress! All children have E.Hutchinson (10 weeks) 4 intervention designed to improved verbally with much improve the language and improved sentence structure. communication skills of 4 to 7 year olds. Autumn FS1-Y5 Individual SALT J.Barker 2/3 x 20 mins 6 To work on individual termly Progress was made and targets programmes M.Pole 2/3 x 20 mins 2 targets set by our speech & were achieved by all our children S.Watson 2/3 x 20 mins 2 language therapist. on SALT programmes because L.Goodway 15 mins daily 1 (reviewed end of the term.) programmes are delivered by an ELKLAN trained TA(qualification in speech & language strategies)and children receive regular timetabled support. Autumn Y4/5 Socially H.Butler 1 hour 6 To develop eye contact, The children responded well and Speaking A.Egan listening skills, awareness of friendships were made within the others, social conversational group. The greatest impact is with techniques and appropriate their confidence when speaking in models of behaviour. It is class to peers and adults. intended their self-esteem also increases. Autumn Y2/3 Write From D.Ellerker 3 x 15 mins 2 This Perceptuo-Motor This has helped with posture, pencil The Start L.Goodway 5 handwriting programme aims control, grip and improved cursive to develop the earliest skill in writing. laying foundations for handwriting: hand-eye co- ordination. Autumn Y1 Reading CVCs S.Watson 2 x 25 mins 4 To practise blending sounds for The children became a lot quicker reading CVC words. at blending and increased their confidence when reading. Autumn Y2 Phonics S.Watson 4 x 20 mins 5 & 6 To plug phonic gaps to support Regular phonic checks showed ( 2 groups) their reading & writing. progress was made and this was reported to be evident in their class work. Autumn Y3 RWI Phonics D.Ellerker 3 x 30 mins 4 Designed to create fluent All phonic scores increased and readers, willing writers and reading ages increased by at least 6 improved phonetical months for all (between 6 months knowledge. and 1yr 2 mths) Autumn Y4 RWI Phonics D.Ellerker 3 x 30 mins 4 Designed to create fluent All phonic scores increased and readers, willing writers and reading ages increased by at least 6 improved phonetical months for all (between 6 months knowledge. and 1yr 7 mths) Autumn Y4 Phonics Play J.Barker 4 x 15 mins 4 To identify and plug phonetical The phonic check was carried out gaps. as an assessment. All made good progress : 2 children increased their score by 12; 1 child by 9 and 1 by 8. Autumn Y4 RWI Writing M.Pole 3 x 30 mins 6 & 3 (2 Designed to create willing, The children are starting to apply groups) confident writers with their phonetical knowledge to their improved phonetical spelling to improve their writing knowledge. using their ‘froggy fingers’. Autumn Y5 Speed Up! M.Pole 2 x 30 mins 1 Designed specifically for This child has already taken part in (8 weeks) children whose handwriting is fine motor interventions with little slow, illegible or lacks fluency impact so this was an alternative by developing kinaesthetic multi-sensory approach using a awareness through multi- variety of media. The child enjoyed sensory activities and exercise. the experiences but has not really impacted on her handwriting. Touch-typing is the next approach to try. Autumn Y5 Reciprocal M.Pole 45 mins 4 To develop confidence and Improved use of dictionary skills Reading understanding of texts through were noted and better clarification, questioning and understanding of texts. summarising. Autumn Y3-Y6 RM Maths J.Barker 4 x 15 mins 8 A structured 1:1 programme The majority of children made good supporting areas of difficulty in progress evidenced by the pupil Maths. report we printed off. The few that made less progress will be supported differently next term as this programme doesn’t always work for all. Some made less progress due to poor attendance. The children said that they found it was helping their understanding in class. Autumn R-Y5 EAL Support C.Davies 1 x 30 mins 11 To support children who have (See separate impact sheet for English as their 2nd language individuals.) The support is helping with their class work. all the children to access the curriculum.

Autumn Y3-Y6 ELSA Support D.Ellerker 20/30 mins 10 ELSAs help children with social Detailed records are kept in a (Emotional H.Butler and emotional difficulties to locked filing cabinet. We have Literacy recognise, understand and reviewed the children who received Support manage their emotions to ELSA support this term and will Assistant) increase their well-being and adjust support accordingly to need. success in school.

Spring Term Spring Y1 Talk Boost S.Watson 3 x 1 hour 4 Talk Boost is a targeted All children made amazing intervention designed to progress! 1 child has moved in to improve the language and the normal range limits for 5 of the communication skills of 4 to 7 6 areas of language assessed; 2 year olds. children for 3 out of the 6 areas and 1 child 2 out of the 6 areas. However, ALL children made good progress in all 6 areas. Spring FS1-Y5 Individual SALT J.Barker 2/3 x 20 mins 8 To work on individual termly Progress was made and targets programmes M.Flintoft Daily (10 1 targets set by our speech & were achieved by all our children L.Goodway mins) 1 language therapist. on SALT programmes because Daily (15 (reviewed end of the term.) programmes are delivered by an mins) ELKLAN trained TA(qualification in speech & language strategies)and children receive regular timetabled support. Spring Y1 Writing S.Watson 2 x 30 mins 6 To write a sentence without Slow progress but independence is independently (2 groups) adult support using a Talking becoming evident. The children are Tin Lid and their ‘froggy starting to us the resources around fingers’. them without prompting. Spring Y1 Write From A.Egan 2 x 25 mins 3 This Perceptuo-Motor This has helped with posture, pencil The Start handwriting programme aims control, grip and improved cursive to develop the earliest skill in writing. laying foundations for handwriting: hand-eye co- ordination. Spring Y1/2 Basic Maths S. Watson 3 x 25 mins 7 To count accurately in 1s Counting has improved although Skills backwards and forwards and not as strong backwards. Know one know one more and one less of more but not one less with all a number to 20.To recognise numbers. Recognise all numbers numbers to 20. except confusion with teens. Spring Y3 1:1 Learning D. Ellerker 4 x 30 mins 1 To develop fine-motor skills, He is better at visually tracking Support visual perception skills, his across and down a page when short-term memory and basic looking for letters and numbers maths skills through a multi- (scanning). His short term memory sensory programme of work is improving. He can remember a 3 (Personalised Learning Plan) digit span reliably and recently progressed to remembering a 4 digit span. Spring Y4/5 Socially H.Butler 60 mins 4 To develop eye contact, All children reported to thoroughly Speaking A.Egan listening skills, awareness of enjoy the sessions. Strategies were others, social conversational taught on forming and keeping techniques and appropriate friendships with tasks for the models of behaviour. This term children to try out in between is a focus on Friendships. sessions. They enjoyed doing this which contributed to their increased confidence. Spring Y2 Sentence work S.Watson 2 x 25 mins 6 To write independently using Children were starting to use the resources available. resources with increased confidence. Spring Y3/4 Phonics Play J.Barker 4 x 15 mins 3 All 3 children made progress: 1 increased his score by 16 which is outstanding progress; 1 child increased by 5 and 1 by 2. Spring Y4 Reciprocal M.Pole 1 x 40 mins 7 To develop confidence and More confident with reading out Read understanding of different loud and were able to answer and texts through clarification, ask more in-depth questions about questioning and summarising. the text. They found summarising difficult. More practise required. Spring Y3/4 Basic Maths D.Ellerker 3 x 40 mins 4 Counting forwards and Progress in all areas however more Skills backwards in 1s, 2s,5s and practise needed when bridging 10s 10s.Read/write numbers to when counting and more practise 100.Partitioning. needed counting backwards. Spring Y3/4 Writing Using M.Pole 2 x 40 mins 5 To practise using their phonics Sentences much improved with use Phonics knowledge in their writing and of interesting adjectives and verbs to improve their sentences. however needed prompting to use their froggy fingers and phonic knowledge to spell these words. Spring Y4 Basic Maths M.Pole 2 x 30 mins 2 Number bonds to 10,20,100. Much quicker at responding to Skills Place value.Times tables. number bonds. Place value secure.Times tables knowledge weak. More practise needed. Spring Y5 Basic Maths M.Pole 2 x 30 mins 2 Number bonds to 10,20,100. Counting crossing boundaries an Skills Place value. Counting from any issue still. given number up to 100. Struggling with n umber bonds to 100. Place value improved. Spring Y5 1:1 Touch- M.Pole 5 x 30 mins 1 To become a proficient writer Finding the challenge an enjoyable Typing using an alternative method of one. Moved on from typing with recording. one finger to 2 fingers, one from each hand. Becoming faster. Spring Y6 Fractions D.Ellerker 30 mins 5 To support their learning An increase in confidence with all through extra practise and children with the extra practise reinforcement prior to their however the children didn’t like SATs. missing the afternoon lesson. Spring Y3-6 RM Maths J.Barker 4 x 15 mins 8 A structured 1:1 programme The majority of children made good supporting areas of difficulty in progress evidenced by the pupil Maths. report we printed off. The few that made less progress will be supported differently next term as this programme doesn’t always work for all. Some made less progress due to poor attendance. The children said that they found it was helping their understanding in class. Spring R-Y5 EAL Support C.Davies 1 x per child 11 To support children who have (See separate impact sheet for English as their 2nd language individuals.) The support is helping with their class work. all the children to access the curriculum. Spring Y3-Y6 ELSA Support D.Ellerker 30 mins each 9 ELSAs help children with social Detailed records are kept in a H.Butler and emotional difficulties to locked filing cabinet. We have recognise, understand and reviewed the children who received manage their emotions to ELSA support this term and will increase their well-being and adjust support accordingly to need. success in school. Spring Y4/5 Lego Therapy D.Ellerker 1 hour per 3 To help develop and reinforce Huge confidence boost for all week play skills and social skills such children! Really enjoyable and as:verbal/non-verbal manners are exceptional! Massive communication; joint impact on their social and verbal attention; task focus; sharing communication skills in particular. and turn-taking and Language has been extended and collaborative problem-solving. sentence structure improved.

Summer Term Summer FS1-Y5 Individual SALT J.Barker 2/3 x 20 mins 9 To work on individual termly All targets reviewed and nearly ALL programmes M.Flintoft Daily (10 1 targets set by our speech & have been achieved. Programmes L.Goodway mins) 1 language therapist. either updated or some still Daily (15 (reviewed end of the term.) awaiting re-assessment by either mins) Hannah Riley or Ruth Newbold. One child has been discharged from the service due to language being within the average range. Great news! Summer Y3 1:1 Learning D. Ellerker 4 x 30 mins 1 To develop fine-motor skills, Progress made in all areas Support visual perception skills, his particularly within Numeracy. He short-term memory and basic can confidently count to 100 from maths skills through a multi- ANY given number and number sensory programme of work bonds are now secure. He is now (Personalised Learning Plan) writing within and on the lines. Visual Perception and fine-motor activities greatly helped with this. Summer Y3 1:1 Dyslexia D.Ellerker 30 mins 1 To help improve low self- Self-esteem improving. “It doesn’t Support esteem through support with matter if my numbers are letter/number reversals and sometimes reversed, teachers spelling support. know what I mean and it was just slowing me down too much correcting the numbers all the time.” She values the session for spelling practise most, looking at different strategies to help her remember how to spell certain words. It was discovered during these sessions that her letter ‘d’ formation was inaccurate which was contributing to her b/d confusion. Summer Y2 Sentence D.Ellerker 2 x 30 mins 3 To write a sentence Using a Talking Tin Lid has work/Basic independently. supported the independence of Maths To count to 50 in 1s and to 100 these children. Lots of counting out in 10s.Know one more/one less loud has improved their confidence than a number to 50. and counting ability. Summer Y1/2 Plug Phonic S.Watson 2 hrs daily 24 To plug phonic gaps prior to This was timetabled by Mrs White. Gaps the Phonic Check in June. 79% of Y1 Pupil Premium children passed the Screening. 50% of Y2 Pupil Premium children passed. 2/6 SEN passed in KS1.2/6 SEN passed in KS2.ALL children made progress across the key stage. The 4 SEN children in KS2 will receive intense Phonic support in September using a different approach to phonics teaching. Summer Y3 ACE Dictionary D.Ellerker 1 x 30 mins 2 To train the children to use the Child 1: “Using the dictionary has training spelling dictionary effectively helped with my spellings. I have got to support with spelling in quicker at finding words and it was class. fun!” Child 2: “It has helped with my spelling and I find the dictionary easy to use.” In class, they both have their own ACE Dictionary. One uses it totally independently, the other still needs reminders. Summer Y3/4 Basic Maths D.Ellerker 2 x 30 mins 4 To secure objectives not met Bridging 10s much better. Counting Skills from last term e.g. bridging 10s backwards is improving slowly. when counting and more practise needed counting backwards. Summer Y3/4 KS2 Phonics re- J.Barker 4 x 15 mins 4 The only 4 children in KS2 who One child left to go back to his takes haven’t yet passed their phonic home country. 2 out of 3 have check. Plug their gaps with passed their phonics when re- alien words practise. tested but will still be monitored that they are using their phonics in their writing. One child with SEN has still not passed the phonic check but his score improved from last time. Summer Y3/4 KS2 Phonic M.Pole 2 x 30 mins 4 As above As above Gaps each Summer Y5 Basic Maths M.Pole 2 x 30 mins 3 To secure place value and 4 Progress made and confidence Skills rules of number. improved with all children. Summer Y5 1:1 Touch- M.Pole 5 x 30 mins 1 To become a proficient writer Slow progress. Discussed at MSP- Typing using an alternative method of EHCP conversion meeting that this recording. still needs to be her main outcome. It has been agreed that this 1:1 support continues in September EVERYDAY. Summer Y1 1:1 Precision A.Egan 4 x 30 mins 1 To recognise numbers 1-10 at Achieved! 1:1 will continue in Teaching speed through a multi-sensory September to continue teaching repetitive programme. basic skills in the same way. Summer R-Y5 EAL Support C.Davies 1 x per child 11 To support children who have Catherine has reviewed provision English as their 2nd language and the children that will continue with their class work. to need her support in September. She liaises with the class teachers regularly and supports the children with guidance from the teachers. (See her file for in –depth assessments). Summer Y3-Y6 ELSA Support D.Ellerker 30 mins each 9 ELSAs help children with social A meeting was held with Mrs H.Butler and emotional difficulties to Jackson and the 2 ELSAs to review recognise, understand and the 9 children receiving support. 5 manage their emotions to children will no longer need to increase their well-being and continue with this support but will success in school. be able to access the SMIM I.N.T.O Room at lunchtimes if necessary. 4 will continue receiving support from Miss Butler. Summer Y4/5 Lego Therapy D.Ellerker 1 hour per 3 To help develop and reinforce “I enjoyed learning how to build week play skills and social skills such Lego with my friends. I really liked as:verbal/non-verbal building the police station.” communication; joint “We helped each other. It’s so attention; task focus; sharing fun!” and turn-taking and “It was really, really fun. I learnt collaborative problem-solving. how to build all sorts of Lego models from instructions.” There was a huge impact on developing their listening skills and in particular their spoken language. 2 children are on the ASC spectrum and the other attends the ERP at Haxby Road for his language needs. It helped them all in different ways. A very valuable intervention for these children.