Pupil premium impact statement 2015-16

Pupil Premium Review Number of Amount of pupil premium: How will the pupil premium money be spent? See the date: July 2017 children: PP spending docs on the website 118 How will the pupil premium be measured? The gap will narrow Why spending? All pupil premium spending is allocated depending on the significantly or close between pupil premium and non-pupil premium data and areas which need to be addressed. This is decided on a year by children in both internal and external data. year basis Foundation Stage-Comparison of end of FS Results from July 2015 and July 2016 There were 12 Pupil premium children in year R. Barriers to learning-2 children joined late having no experience of a pre-school setting. 3 children (2 had very little English) have 1:1 and 2 now have HNF in place with specialist teaching to provide support and expertise. Parental support and very low attendance rates where 2 children have been involved with the attendance service. EYFS School Comparison 2016 GLD All Pupils 72.4% Narrowed the gap Lower cohort on entry All children made better than expected PP 50% progress from their low starting points. Non-PP 81.8% Gap 24.8% -17.8 EYFS School Comparison 2016 Reading All Pupils 79.3% Narrowed the gap Reading progress was good from their starting point. Reading PP 61.6% provision for pupil premium children remains a key priority for the Non-PP 86.7% current action plan Gap 18.1% -12.8 EYFS School Comparison 2016 Writing All Pupils 72.4% Narrowed the gap Writing progress was good from their starting point in comparison PP 51.5% with the previous year group. Provision for writing remains a key Non-PP 80% weekly focus for the EYFS team. Gap 22.5% -20.5 EYFS School Comparison

D:\Docs\2018-04-20\02732ef98e2eac91d54f55eba0ac6c16.docx 2016 Maths- All Pupils 79.3% Narrowed the gap Maths progress was good from their starting point ion comparison. Number PP 61.6% Focus maths number interventions are in place in order to ensure Non-PP 84% the gap is closed. Gap 15.4% -14.6

Year 1 internal results Reading Maths 2015 2016 Narrowe 2015 2016 2015 2016 Narrowed % PP 50 63.2 d the gap % PP 50 42.1 Narrowed % PP 57 63.2 the gap expected Non 56 78 expec Non PP 50 67 the gap expe Non PP 62 71 PP ted cted Gap -6 -14.8 -8.8 Gap 0 -24.9 -24.9 Gap -5 -7.8 -2.8 2015 2016 Narrowe 2015 2016 Narrowed 2015 2016 Narrowed % PP 7 0 d the gap % PP 7 6 the gap & PP 0 0 the gap greater Non 18 17 great Non PP 20 12 great Non PP 20 14 depth PP er er Gap -11 -17 -6 dept Gap -13 -6 +7 dept Gap -20 -14 +6 h h Year 2-Comparison of End of KS1 Results from July 2015 and July 2016 Reading Maths 2015 2016 Narrowe 2015 2016 2015 2016 Narrowed % PP 75 56 d the gap % PP 75 50 Narrowed % PP 81 56 the gap expected Non 92 83/78 expec Non 85 83/70 the gap expe Non 92 88/77 PP/na ted PP/nat cted PP/nat t Gap -17 -27 -10 Gap -10 -33 -23 Gap -11 -32 -21 2015 2016 Narrowe 2015 2016 Narrowed 2015 2016 Narrowed % PP 25 0 d the gap % PP 6 0 the gap % PP 18 0 the gap greater Non 42 26/27 great Non 23 24/16 great Non 28 26/20 depth PP/na er PP/nat er PP/nat t dept dept Gap -17 -26 -9 h Gap -17 -24 -7 h Gap -10 -26 -16 Key Stage 1 Barriers to learning- (yr 2)7 complex PP children were also SEN or has additional services support (see below). Low parental engagement, attendance

D:\Docs\2018-04-20\02732ef98e2eac91d54f55eba0ac6c16.docx an issues as well as social and emotional support (inclusion service involvement) In year 1-1 SEN pupil now with EP and HNF applied for. 1 SEN pupil who was also PP has left to attend a special school. Greatest gap shown in writing which is a targeted area for next years’ PP spend. In year 2-Significant impact on the data shown by the following children; 3 out of 7 Disadvantaged children were SEN. 1 EAL child joined late and 2 children have been subject to CIN with 1 subject to a CP plan (who also attended a behaviour centre and has now left) A further 2 of the children have received additional support from the attendance officer due to poor attendance, 1 of which was subsequently referred to Early Help. Greater focus on PP children across all areas to ensure gaps closed quicker and progress is accelerated.

Year 3 internal results Reading Maths 2015 2016 Narrowed 2015 2016 2015 2016 Narrowed % PP 52 74 the gap % PP 52 74 Narrowed % PP 57 47 the gap expected Non 68 78 expe Non PP 61 78 the gap expe Non PP 66 61 PP cted cted Gap -16 -4 +12 Gap -9 -4 +5 Gap -9 -14 -5 2015 2016 Narrowed 2015 2016 Narrowed 2015 2016 Narrowed % PP 29 0 the gap % PP 33 0 the gap & PP 38 0 the gap greater Non 48 15 great Non PP 39 15 great Non PP 42 15 depth PP er er Gap -19 -15 +4 dept Gap -6 -15 -9 dept Gap -4 -15 -11 h h Year 4 internal results Reading Maths 2015 2016 Narrowed 2015 2016 2015 2016 Narrowed % PP 75 78 the gap % PP 55 72 Narrowed % PP 75 67 the gap expected Non 92 81 expe Non PP 79 72 the gap expe Non PP 89 76 PP cted cted Gap -17 -3 +14 Gap -24 0 +24 Gap -14 -7 +7 2015 2016 Narrowed 2015 2016 Narrowed 2015 2016 Narrowed % PP 40 2 the gap % PP 30 0 the gap % PP 35 6 the gap greater Non 74 17 great Non PP 61 3 great Non PP 68 10 depth PP er er Gap -34 -15 +19 dept Gap -31 -3 +28 dept Gap -33 -4 +29 h h Lower Key Stage 2

D:\Docs\2018-04-20\02732ef98e2eac91d54f55eba0ac6c16.docx Barriers to learning-Attendance an issue within the PP children. Parental engagement in terms of support with reading.

Gaps are closing across both year groups in all areas. Reading and maths interventions such as project code x, TRUGS and power of two have helped to support those children who needed to make accelerated progress. Also more consistent use of the marking policy has supported raising expectations through the use of quality feedback. One teaching assistant employed to provide bespoke interventions across year 3 and 4 such as precision teaching have accompanied close tracking and monitoring tools to facilitate this progress. Maths has been highlighted in year 3 as area to develop for next years PP spending as well as targeting those for greater depth in writing.

Year 5 internal results Reading Maths 2015 2016 Narrowed 2015 2016 2015 2016 Narrowed % PP 75 56 the gap % PP 75 39 Narrowed % PP 75 67 the gap expected Non 83 85 expec Non PP 79 71 the gap expec Non PP 83 85 PP ted ted Gap -8 -29 -21 Gap -4 -32 -28 Gap -8 -17 -9 2015 2016 Narrowed 2015 2016 Narrowed 2015 2016 Narrowed % PP 58 0 the gap % PP 58 0 the gap & PP 50 0 the gap greater Non 75 7 great Non PP 60 2 great Non PP 63 10 depth PP er er Gap -17 -7 +10 dept Gap -2 -2 0 dept Gap -13 -10 +3 h h Year 6-Comparison of End of KS2 Results from July 2015 and July 2016 Reading Maths 2015 2016 Narrowed 2015 2016 2015 2016 Narrowed % PP 65 54 the gap % PP 76 69 Narrowed % PP 82 69 the gap expected Non 95/92 62/71 expec Non 91/90 87/79 the gap expec Non 95/90 85/75 PP/na ted PP/nat ted PP/nat t Gap -30 -8 +22 Gap -15 -18 -3 Gap -13 -16 -3 2015 2016 Narrowed 2015 2016 Narrowed 2015 2016 Narrowed % PP 29 0 the gap % PP 12 0 the gap % PP 29 0 the gap greater Non 44/55 15/23 great Non 40/42 11/18 great Non 49/48 21/20 depth PP/na er PP/nat er PP/nat t dept dept

D:\Docs\2018-04-20\02732ef98e2eac91d54f55eba0ac6c16.docx Gap -15 -15 0 h Gap -28 -11 +17 h Gap -20 -21 -1 Upper Key Stage 2 Barriers to learning-Year 5 PP cohort. A high proportion are also SEN (9 out of 19 47%) which has had a significant impact upon the cohort Attendance issues and parental engagement also poor in some cases and a number of PP children have had behaviour support (yellow behaviour books)

Year 5 has shown gaps narrowing at greater depth in Reading and maths. Some significant cohort barriers for PP children including 47% of PP children who are also SEN.

Year 6 gaps have closed in reading where greater focus on comprehension through use of targeted daily small groups and more frequent engagement with quality texts. Gaps have generally remained the same in other areas.

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