Pupil Premium Analysis 2011-15 - Thurton · Pupil Premium : analysis and challenge tools for schools Ofsted document - January 2013, No 130045 3 Where are the gaps (Year 6)? (using

Pupil Premium Analysis 2011-15 March 2015 – 2014/15

Pupil Premium : analysis and challenge tools for schools Ofsted document - January 2013, No 130045

2

Analysis and challenge toolkit for school leaders: primary

On the following pages are modified versions of the tables used by inspectors during the Pupil Premium survey. Thurton Primary School is using these to inform discussions between school leaders and governors, and help to shape future strategic planning for the use of the Pupil Premium funding.

Data for the pupil outcomes table for Year 6 is taken from RAISEonline. Data for other year groups is available from the school’s own tracking of pupils’ attainment and progress.

Financial year

Amount of Pupil Premium funding

2011-12 £3,440

2012-13 £7,800 2013-14 £11,700 2014-15 £21,400

2015-16 £9,400

2011-12 2012-13

2013-2014 2014-2015

Percentage of Disadvantaged pupils (Census data – prior year)

7 of 92 =8% 13 of 96 = 13% 13 of 97 = 13% 6 of 88 = 6% (12 at census+4 ever 6)

Number of FSM pupils eligible for the Pupil Premium

7 @£488 =3440 13 @£623 =7800 12 @£900 6

(16)

£1300 £20800

Number of looked after pupils eligible for the Pupil Premium

0 @£488 =0 0 @£623 =0 1 @£900 2 £500 £500

Number of service children eligible for the Pupil Premium

0 @£200 =0 0 @£250 =0 0 @£300 2 £600 £600

Total £3,440 £7,800 £11,700 £21,400


3

Where are the gaps (Year 6)?

(using data from RAISEonline for 2011, 12 and 13. Definition of FSM for this purpose is the same as RAISE – those pupils eligible for the Pupil Premium under the ‘Ever6’ measure. LAC and service children in later section).

Year 6: Indicator 2010 - 2011 gap between FSM and non FSM

2011- 2012 gap between FSM and non FSM

2012 - 2013

gap between FSM and non FSM

2013- 2014


2014-2015 2015-16 Comments/ contextual information

Attainment – Level 4+ in reading, writing and

maths

FSM 100% Non FSM 89%

= +11%


= 0%


= 0%

Attainment – Level 4+ in English

FSM 100%

Non FSM 100% = 0%

difference

FSM 100%

Non FSM 100% = 0

difference

FSM 100%

Non FSM 89% = +11%

2010- 2011 : 1 FSM

2011 – 2012 : 2 FSM 2012 – 2013 : 3 FSM

2013 - 2014: 2 FSM

2014 – 2015: 2 FSM Attainment – Level 4+

Reading


= 0%


= 0%

Attainment – Level 4+

Writing

FSM 100%

Non FSM 100% = 0%

FSM 100%

Non FSM 100% = 0%

Attainment – Level 4+ in mathematics

FSM 100%

Non FSM 100% = 0

difference

FSM 100%

Non FSM 100% = 0

difference

FSM 100%

Non FSM 89% = +11 %

FSM 100%

Non FSM 100% = 0%

FSM 100%

Non FSM 100% = 0%

Average points score – reading

FSM 33

Non FSM =

FSM 27

Non FSM 32.6- = -5.6

FSM 29.6

Non FSM 29.8 = -0.2

FSM 28

Non FSM 29.4 = -1.4

FSM 33

Non FSM 30.7 = +2.3

FSM predicted to perform better than national

for all pupils (28.5) and non FSM (29.2) However, one child didn’t completed test, TA

29.

Average points score –

writing

FSM 29 Non FSM

=

FSM 27 Non FSM -28-7

= -1.7

FSM 27.6 Non FSM 28.8

= -1.2

FSM 29 Non FSM 29

= 0

FSM 27 Non FSM 28.8

= -1.8

FSM predicted to perform better than national for all pupils (27.5) and non FSM (28.2)

Average points score –

mathematics

FSM 27 Non FSM -30.6

= -3.6

FSM 27 Non FSM 31.3

= -4.3

FSM 30.3 Non FSM 27.8

= +2.5

FSM 30 Non FSM 29.6

= +0.4

FSM 30 Non FSM 28.8

= +1.2

FSM predicted to perform slightly better than non FSM for second year

FSM predicted to perform better than national

for all pupils (28.7) and non FSM (29.5)

Achievement – expected progress in

Reading


= 0%


= 0%


= 0%

Achievement – more than expected progress

in reading

FSM 33% Non FSM 44%

= -11%

FSM 0% Non FSM 17%

= -17%


= +54%


4

Year 6: Indicator

2010 - 2011 gap

between FSM and non FSM

2011- 2012 gap

between FSM and non FSM

2012 - 2013


2013- 2014

Predicted gap between FSM and

non FSM

2014-2015 2015-16 Comments/

contextual information

Achievement – expected progress in

writing


= +11%


= 0%


= 0%

FSM Non FSM

=

Achievement – more than expected progress

in writing

FSM 33% Non FSM 22%

= +11%

FSM 0% Non FSM 27%

= +27%

FSM 0% Non FSM 23%

= -23%

FSM Non FSM

=

Achievement –

expected progress in

mathematics

FSM 100%

Non FSM 100% = 0

difference

100% FSM 100%

Non FSM 100% = 0

difference

FSM 100%

Non FSM 100% = 0

difference

FSM 100%

Non FSM 100% = 0%

FSM

Non FSM =

Achievement – more

than expected progress in mathematics

FSM Non FSM 101.8

= 0

difference

101.3 FSM 66% Non FSM 11%

= +55%

FSM 33% Non FSM 27%

= +6%

FSM 50% Non FSM 18%

= -32%

FSM Non FSM

=

Attendance

% sessions missed overall absence

School 3.75

FSM 4.76 Non FSM


School 4.0

FSM 4.2 Non FSM


School 4.0

FSM Non FSM


School 2.2

FSM 1.8 Non FSM

FSM Non FSM

=

FSM Non FSM

=

Persistent absence

15% or more sessions

School 1.2% FSM 3.9%

Non FSM 1 child

20% or more sessions Schools 1.2 (1

child)

FSM 1.1 (1 child)


School 1.2% FSM 2.6%

Non FSM 1 child

20% or more sessions Schools 0%

FSM 0%


School 0% FSM 0%

Non FSM 1 child


FSM 0%


School 1% FSM 0%

Non FSM 1 child


FSM 0%

FSM

Non FSM =

FSM

Non FSM =

Fixed-term exclusions 0 0 0 2 – 0 were FSM


5

Where are the gaps (other year groups)? 2013/14

Whole School FSM

Year group What does your data analysis tell you about the relative attainment and achievement of FSM and non-FSM pupils for each year group? Are there any gaps? Is there evidence of closing gaps compared with previous years’ data?

Previous End of Year Term 1 Mid Year (Term 2) Term 3

Early Years Foundation Stage = 0

Year 1 – Pupil Premium = 2

FSM children outperformed NonFSM children.

Reading

FSM APS 5

Non FSM APS 7.8

= -2.8 pts

Reading

FSM APS 8.5

Non FSM APS 9.3

= -0.8

Reading

FSM APS

Non FSM APS

=

Writing

FSM APS 5

Non FSM APS 5.9

= -0.9pts

Writing

FSM APS 8.5

Non FSM APS 9.1

= -0.6pts

Writing

FSM APS

Non FSM APS

=

Maths

FSM APS 5

Non FSM APS 7.1

= -2.1 pts

Maths

FSM APS 8.5

Non FSM APS 8.6

= -0.1pts

Maths

FSM APS

Non FSM APS

=


6

Year 2 – Pupil Premium = 0

Reading

FSM APS

Non FSM APS

= pts

Reading

FSM APS

Non FSM APS

=

Reading

FSM APS

Non FSM APS

=

Writing

FSM APS

Non FSM APS

= pts

Writing

FSM APS

Non FSM APS

=

Writing

FSM APS

Non FSM APS

=

Maths

FSM APS

Non FSM APS

= pts

Maths

FSM APS

Non FSM APS

=

Maths

FSM APS

Non FSM APS

=

Year 3 – Pupil Premium = 1 +1

Ever 6

SEN

Non FSM x 2

FSM x1

FSM below Non FSM in all areas gap but the gap is narrowing in writing and maths, maintained in reading.

Reading

FSM APS 12 (1a)

Non FSM APS 15.8 (2b)

= -3.8

Reading

FSM APS 16.5

Non FSM APS 16.9

= -0.4 pts

Reading

FSM APS 16

Non FSM APS 17.1

= -1.1pts

Reading

FSM APS

Non FSM APS

=

Writing

FSM APS 12

Non FSM APS 14.2

= -2.2pts

Writing

FSM APS 17

Non FSM APS 15.3

= +1.7 pts

Writing

FSM APS 18

Non FSM APS 18

= -0pts

Writing

FSM APS

Non FSM APS

=

Maths

FSM APS 12

Non FSM APS 15

= -3

Maths

FSM APS 15

Non FSM APS 16.4

= -1.4 pts

Maths

FSM APS 15.5

Non FSM APS 16.7

= -1.2

Maths

FSM APS

Non FSM APS

=


7

Year 4 - Pupil Premium = 1

I Looked After

SEN

Non FSM

FSM x 0

Reading

FSM APS 19

Non FSM APS 18.5

= +0.5pts

Phonic test:

Reading

FSM APS 20

Non FSM APS 19.4

= +0.6 pts

Reading

FSM APS 20

Non FSM APS 19.7

= +0.3pts

Reading

FSM APS

Non FSM APS

=

Writing

FSM APS 19

Non FSM APS 18.2

= +0.8pts

Writing

FSM APS 20

Non FSM APS 19.5

= +0.5 pts

Writing

FSM APS 21

Non FSM APS 19.7

= +1.3

Writing

FSM APS

Non FSM APS

=

Maths

FSM APS 21

Non FSM APS 18.2

= +1.9pts

Maths

FSM APS 22

Non FSM APS 19.4

= +2.6 pts

Maths

FSM APS 22

Non FSM APS 19.4

= +2.6 pts

Maths

FSM APS

Non FSM APS

=

Year 5 - Pupil Premium = +1

- Ever 6

Both FSM children have left the school

Non FSM children – 1 EAL arrival during previous year.

SEN

Non FSM x 2

FSM x 2

Reading

FSM APS 18

Non FSM APS 22.8

= -4.8pts

Reading

FSM APS 20.5

Non FSM APS 25.2

= -4.7 pts

Reading

FSM APS 20

Non FSM APS 26.6

= -6.6 pts

Reading

FSM APS

Non FSM APS

=

Writing

FSM APS 18

Non FSM APS 22.4

= -4.4pts

Writing

FSM APS 21

Non FSM APS 24.2

= -3.2 pts

Writing

FSM APS 21.5

Non FSM APS 25.2

= -3.7 pts

Writing

FSM APS

Non FSM APS

=

Maths

FSM APS 17

Non FSM APS 22.5

= -5.5pts

Maths

FSM APS 23

Non FSM APS 24.2

= -1.2 pts

Maths

FSM APS 23.5

Non FSM APS 24.5

= -1.0 pts

Maths

FSM APS

Non FSM APS

=


8

Year 6 - Pupil Premium = 2 + 1

(Ever 6)

1 forces child

SEN 5)

Non FSM x 4

FSM x 1

Reading

FSM APS 23.7

Non FSM APS 25.9

= -2.2pts

Reading

FSM APS 28.3

Non FSM APS 27.5

= +0.8 pts

Reading

FSM APS 29.7

Non FSM APS 29

= +0.7 pts

Reading

FSM APS

Non FSM APS

=

Writing

FSM APS 22.3

Non FSM APS 23.9

= -1.6pts

Writing

FSM APS 24.3

Non FSM APS 25.8

= -1.5 pts

Writing

FSM APS 27.3

Non FSM APS 27.8

= -0.5 pts

Writing

FSM APS

Non FSM APS

=

Maths

FSM APS 24.3

Non FSM APS 24.5

= -0.2pts

Maths

FSM APS 27.7

Non FSM APS 26.3

= +1.4 pts

Maths

FSM APS 27.7

Non FSM APS 26.8

= +0.9

Maths

FSM APS

Non FSM APS

=


9

What does this tell us? 2014/15

Mid year 2014/15 Significant gaps

Reading Writing Maths

Reception Na Na na

Year 1 Below narrowing -0.8

Below narrowing -0.6


Year 2 na na na

Year 3 Below narrowing -1.1pts

In line 0 pts


Year 4 Above narrowing +0.3 pts

Above widening +1.3

Above widening +2.6

Year 5 Below widening -6.6



Year 6 Above widening +0.7pts

Below narrowing -0.5pts

Above widening +0.9pt

Average difference

-1.28 -0.7pts +0.2 pts

Need to do

Books to be purchased –

comprehension, guided reading for

KS2 and reading for pleasure books. Ensure reading at home across the

school.

Closing the gap over time – between Disadvantage v Non disadvantage children

Reading Writing Maths

Comparison over time

2012 2013 2014 T12

14/15 2012 2013 2014

T2 14/15

2012 2013 2014 T2

14/15

6 -5.6 -0.2 -1.4 0.7 -1.7 -1.2 0 -0.5 -3.6 2.5 0.4 0.9

5 -5.4 -2.6 -2.2 -6.6 -4.3 -2 -1.6 -3.7 -7.6 1.6 -0.2 -1

4 -2.1 -4.8 0.3 0 -2.7 -4.4 1.3 0 -0.5 -5.5 2.6

3 1 -1.7 0.5 -1.1 -0.3 -1.8 0.6 0 -3.7 -0.9 1.8 -1.2

2 -2.8 -0.2 -3.8 -2.5 1.2 -2.2 -0.8 2.3 -3

1 -5 -6.5 -0.8 -3.3 -6.2 -0.6 -6.8 -6.7 -0.1

Average -3.6 -2.2 -2.4 -

1.28 -2 -2.1 -1.5 -0.7 -3.8 -0.3 -1.3 0.2

There are two areas which are below – both of which are reading areas.

Year 4 – the child is still above peers but the gap has arrowed by 0.2pts. Year 5 – both children are having focussed work on comprehension skills as strategies to read have been developed.


10

Where are the gaps (other eligible groups)?

Group

Comment on predicted outcomes in 2015 and any gaps. Consider attainment, progress, attendance and exclusions.

Looked after children

Term 1 Term 2 Term 3

Service children – Y

These results will not be published as it is too easy to see know who this person is.

(this child also has a statement)

Reading

Services APS 7pts

Reading

LAC APS 8pts

Reading

Services

Writing

Services APS 3pts

Writing

Services APS 7pts

Writing

Services

Maths

Services APS 3 pts

Maths

Services APS 3 pts

Maths

Services

Service children – Y

Reading

Services APS 25pts

Reading

Services APS 25pts

Reading

Services

Writing

Services APS 25pts

Writing

Services APS 27pts

Writing

Services

Maths

Services APS 26pts

Maths

Services APS 26pts

Maths

Services


11

Looked after children –

1 child

Reading

LAC 40-60 Beg

Reading

LAC 40-60 Dev+

Reading

LAC

Writing

LAC 30-50 M

Writing

LAC 40-60 Beg

Writing

LAC

Maths

LAC 40-60+ Beg

Maths

LAC 40-60+ Dev

Maths

LAC

Looked after children –

1 child

Reading

LAC APS 16pts

Reading

LAC APS 16pts

Reading

Services

Writing

LAC APS 16pts

Writing

LAC APS 16pts

Writing

Services

Maths

LAC APS 19pts

Maths

LAC APS 19pts

Maths

Services


12

Planning and evaluation outline 2011/12 - £3,440

Pupil Premium

used for:

Amount

allocated to the

intervention / action

(£)

Is this a

new or continued

activity/cost centre?

Brief summary of

the intervention or action,

including details of year groups

and pupils

involved, and the timescale

Specific intended

outcomes: how will this

intervention or action improve

achievement for

pupils eligible for the Pupil

Premium? What will it achieve if

successful?

How will this

activity be monitored, when

and by whom? How will success

be evidenced?

Actual impact: What did the

action or activity actually achieve? Be specific: ‘As a result

of this action…’ If you plan to repeat this

activity, what would you

change to improve it next time?

Teaching Assistant – 6 hours per week Small group

£2,510 New 2011/12 Specifically targeted phonic work with Yr 2 children. Phonic assessments with children of need across the school.

See assessment analysis 2011/12.

Cricket Coach £250 Continued activity Year 3-6 Allowed all children in years 3-6 including children eligible to Pupil Premium to access a nationally qualified cricket coach. Children developed very good cricket skills.

Monitoring – improvement in Cricket skills. Success – how well they do in intra and inter school competition.

Impact: As a result of the cricket coach, the children including those entitled to Pupil Premium were able to win our local cluster cricket competition and go to the South Norfolk championship where we placed 5th against all size schools. We would repeat this again as it raised the confidence of and developed a love of another sport rather than just football.

Training – CW and JB Raising Boys Attainment

£200 One off To learn about what we can do to further develop our current school practice to raise boys attainment.

2012/13 – purchase books

Looked at Sutton Trust information re Pupil Premium Purchase I Can resources Joined Literacy Trust Develop reading for pleasure – discuss types of books for boys. Reinforced Reading Champions, top trumps and reading partners which are in place but discussed how to further develop.


13

Feed back to staff in staff meeting.

I can Resources £10 Postage and packaging

One off Specifically targeted for children with communication needs including families with children entitled to Pupil Premium

To inform parents and carers about how to get their children talking more at home, specific areas to talk about and how to support their children’s speech development.

SENCo to discuss with teachers impact.

Impact: As a result of these resources, a number of parents indicated that they were able to understand the develop of their children’s speech, but the teachers were also able to see what was expected. We would repeat this again each year with targeted children and parents.

KS2 Reading books including graphic novels

£780 One off To increase the range and quality of books available to all children in KS2 including children entitled to Pupil Premium.

Children able to have a wider range of text types to choose to read.

Children choosing a wider range of books. Discussing with children about what types of books they read and are interested in.

Impact: All children have loved new books and in particular the graphic novels and have asked for further graphic novels to be purchased. Children in year 5/6 including children entitled to Pupil Premium are writing own graphic novels.


14

Planning and evaluation outline 2012/13 - £7800

Pupil Premium

used for:

Amount

allocated to the


(£)

Is this a

new or continued


Brief summary of



and pupils


Specific intended



achievement for



successful?

How will this



be evidenced?







£2510 Continued

Continued Specifically targeted phonic work with Yr 2 children who did not achieve appropriate levels in Y1 phonic screening test.

Sound discovery 3 groups Yr2 2X sessions weekly throughout the year Y3 2X sessions weekly throughout the year Yr4 2X sessions weekly 2 terms

To support phonological awareness and improve skills in reading and writing

Records completed after each session Children discussed with SENCo as needed. Assessment ongoing throughout programme. Discussions with class teachers.

Children have made progress with reading and writing skills Y2 group – all children know between

+162 and 251 more key words Reading progress

o 1 x 2/3, 1x3/3, 2 x4/3 Writing progress

o 1 x 2/3, 2 x 3/3, 1 x 5/3 All children are L2 and above.

Y3 group – all children know between +123 and +191 more Spelling

words +68 and +208 more Key Words Reading progress

o 1x2/3, 1 x 3/3, 2 x 4/3 Writing progress

o 1x2/3, 2 x 3/3, 1 x5/3 Y4 group – all children know between

+134 and +165 Key Words +154 and +185 Spelling words Writing progress

o 3 x 2/3 level Reading progress

o 3 x 1/3 level Potential changed for next year


15

Yr 4 boys to follow a different programme of intervention as they have completed the sound discovery programme of support Begin to use The project X – The Code for yr4 readers.

New Catch up reading 7 children yr ¾ 2x 1:1 sessions week

To improve reading skills

Children will have made progress in reading Potential changed for next year Discontinue catch up for yr4 and replace with an additional session of “project X – The Code”

New Maths intervention yr 6 To boost confidence To develop strategies and understand how to approach written questions in mathematics.

Discussions with class teacher and TA Yr 6 Maths SAT’s results

Children have made progress with maths skills, and approach questions confidently. Y6 – TA progress over 6 weeks

3 x 1/3 3 x 2/3 level The children reported being more

confident when completing their SAT’s tests, completed more questions than before.

Potential changes for next year 1 term support Review when SAT’s results are available

Talk Boost resources and training

£120 resources £400 training £200 supply

New 2012/13 Specifically targeted children with communication and language difficulties. Short timeframe for specific work.

Specific children selected including children entitled to Pupil Premium to develop communication and language skills.

Tracking forms within teaching pack, feedback to SENCo.

TA’s know what to do and will implement with new groups in 2013/14 – linked to SDP

Cricket Coach £350 Continued Allowed all children in years 3-6 including children eligible to Pupil Premium to access a nationally qualified cricket coach. Children developed very good cricket skills.

Impact: As a result of the cricket coach, the children including those entitled to Pupil Premium were able to win our local cluster cricket competition and go to the South Norfolk championship where we placed 3rd against all size schools, which was an improvement on the year before. We would repeat this again.

Talking tins – voice recording equipment

£427 New 2012/13 To be generally used within classroom situations. All year groups, continuous, long term

Equipment to record voices to make stories, sequences or attach to displays for children to find out further information.

Discussions in staff meetings about use and to inform other teachers how to use. Learning walk to see how they are being used

Impact: The staff are developing their skills in using these and the use of this equipment will be on the SDP 2013/14 to ensure that it is used.


16

2013/14 – including on displays around the school.

BEAM Maths Homework equipment – Zippy wallets and equipment for games

£687.24 £214.20

Purchased in 2012/13

Term 3 2012/13 to be made into packs to take home for homework. To be introduced in school year 2013/14 with a parents information session. All classes will have Maths games to take home to further develop skills with their parents.

September 2013 All parents including parents of children eligible for Pupil Premium using maths games at home and sharing in developing key skills for maths. Parents will have better understanding of how maths is taught and in particular AT1 Using and applying skills.

Monitoring of the impact of these games will be part of the SDP for 2013/14.

Impact will be looked at in term 3 2013/14.

Oxford University Press - Project X books

£1,000 (1/2 price after match funding from DFE)

Purchased May 2013 after analysis of progress of children.

Specific children Y2-6 with reading comprehension issues.

To be introduced in September 2013.

Monitoring of the impact of these books will be part of the SDP for 2013/14.

2013/14 – half year Y5 boys with literacy difficulties As a result of stating this reading scheme the boys involved are all very keen to read and ask each day if there is a Project X Session that day. For Impact see 2013/14 Y5/6 TA. End of Year 4 assessments have been completed at the end of each unit the boys have scored full marks on their assessment tasks. However, there are still areas of development in reading comprehension skills needed.

Oxford University Press - Treetops Graphic Novels

£130.50 Purchased May 2013 after analysis of progress of children.

To be available to all children in year 3-6 including children eligible for Pupil Premium. Focus on Years 3-4 as year 5/6 used the new graphic novels in Year 2011/12 more regularly.


Children choosing a wider range of books. Discussing with children about what types of books they read and are interested in. Literacy coordinator to monitor SDP 2013/14.

These books are very popular with children in Y3-6. Children, including children entitled to FSM have made their own graphic novels in their own time after being inspired by these books.

Oxford University Press - Floppy’s Phonics and Songbirds Phonic

£385.68 (1/2 price after match funding from DFE)

Purchased May 2013 after analysis of progress of children and

To be available for all children in years R-2 including children eligible for Pupil Premium.


Literacy coordinator to monitor SDP 2013/14.

A range of these have been moved to the KS2 library to ensure that all children across the school have a range of books to choose from for individual reading time. They are regularly taken home by directed children.


17

supplement individual reading books the school already has.

Phonics – reading and spelling 2 x AM Scale C TA

£800 New for 2012/13 Specific children in years 2-6 who have not finished their Key words – reading or spelling, including children who are eligible for the Pupil premium. Weekly monitoring and confidence boosting. Timescale dependant on each child and their needs.

Specific children selected including children entitled to Pupil Premium to know more of their key words – reading and spelling.

Monitored weekly, feedback to teachers and parents re progress. Children will be able to read and spell more of these words. This will be evident in the confidence within main school learning time. Spelling and reading results will improve for the children involved in this.

All children were monitored weekly, they had opportunities to practise and made progress across classes.

Training – Philosophy for Children

£667 – training £50 – books to support

Staff training linked to SDP 2012/13

All children in school, developing questioning skills.

To be able to question better.

Learning Walks - Displays in classrooms to show the talking and question points. Photos as evidence.

A better understanding of questioning techniques was developed with staff and these have been observed during observations. These skills have been passed onto SNITT and with the NQT at school.

TOTAL _____ £7797


18


Pupil Premium

used for:

Amount

allocated to the


(£)

Is this a

new or continued


Brief summary of



and pupils


Specific intended



achievement for



successful?

How will this



be evidenced?







1000 (£1510 from school budget)

Continued Specifically targeted phonic work with Yr 2 children who did not achieve appropriate levels in Y1 phonic screening test.


Records completed after each session Children discussed with SENDCo as needed. Assessment ongoing throughout programme. Discussions with class teachers.

Specifically targeted phonic work with groups of children in KS1 who are not making expected progress in phonics. -Outcome – Group 1 all children have made progress, and some 2/3 level in reading and writing in one term.

Continued Specifically targeted phonic work with Yr 2 children who did not achieve appropriate levels in Y1 phonic screening test. Specifically targets phonic work with children across y3-6 in short time limited blocks. Specially targeted maths with children in Y5/6.

To support phonological awareness and improve skills in reading and writing To support specific maths problem solving skills for children in Y6.


End of Year progress Group 2 all children have made at least 1 sub level progress from Jan to June in both reading and writing writing Yr 1 children +3, +4, +4, yr 2 +1 Reading +4, +4, +4, +2 Group 3 Wr + 2 Read +1 Maths groups –children have made at least 1 sub level progress from Sept 2013 to June 2014. All Y6 children achieved L4 in maths at SAT’s because of increased confidence, above expected progress for all 4 children.


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Talk Boost resources and training

Resources purchased 2012/13 TA - £1000

New 2013/14 – linked to SDP

Specifically targeted children with communication and language difficulties. Short timeframe for specific work.


Tracking forms within teaching pack, feedback to SENCo.

Mid Year Progress Too early to measure impact, however children are becoming more confident to speak in class with more clarity.

BEAM Maths Homework equipment – Zippy wallets and equipment for games

Purchased in 2012/13

Started in September 2013

Term 3 2012/13 made into packs to take home for homework. Introduced in school year 2013/14 with a parents information session. All classes have Maths games to take home to further develop skills with their parents.

September 2013 All parents including parents of children eligible for Pupil Premium using maths games at home and sharing in developing key skills for maths. Parents will have better understanding of how maths is taught and in particular AT1 Using and applying skills.


Impact will be looked at in term 3 2013/14. These games are going home and parents indicate that they like doing them. However, they have asked for supplementary games to be purchased to further support learning and to give a change in the type of game being sent home. This will be followed up with games for appropriate age and stage using 2014/15 PP monies.

Phonics – reading and spelling 2 x AM Scale C TA

£1000 (£1900 to be paid by school)

New for 2012/13 Specific children in years 3-6 who have not finished their Key words – reading or spelling, including children who are eligible for the Pupil premium. Weekly monitoring and confidence boosting. Timescale dependant on each child and their needs.



Mid Year Progress Focus children for spelling and/or key words Y5 Spelling +93, +74 +53 Y4 Spelling +26, +99, +120, +156 Y3 Key words & Spelling +114, +147, +207, +140, +72, +195, +189, +132, +171

Music – whole class opportunity to learn musical instrument – broadening opportunities

£2,800 Continued activity All children in years 3-6 Develop music skills and have the opportunity to learn the flute (year ¾) and clarinet (year 5/6).

Allowed all children in years 3-6 including children eligible to Pupil Premium to access a music teacher and musical equipment to learn an instrument which is not a recorder. Pupil Premium children become interested in learning a musical

Music coordinator will monitor progress of children in lessons. Opportunities for children to perform to their parents and wider community. Success: All children including children entitled to Pupil premium gain a love of practical

As a result of this action, children more children including those entitled to Pupil Premium have started to play a musical instrument outside of school lessons. They have completed their grade tests.


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instrument outside of these lessons.

musical instrument playing.

Teaching Assistant to support Y5/6 12 hours per week

£2000 The rest of cost from school budget.

New 2013/14 Specifically target small group of children in Y5/6 including PP to develop literacy skills across the curriculum and confidence in themselves as learners.

To support development and improve reading and writing skills, especially children with dyslexia.

Records kept re progress and shared with CT. Children discussed with SENCo as needed. Assessment ongoing daily to ensure progress.

Half yr – improved confidence. Reading Project X group – All made 2 pts progress Nov – March. Greater confidence, want to read and applying to writing. Writing – specific focus group have all made 2 pts progress from Nov – March. Much more willing to write, greater confidence and topics to engage their interest. End of Year Yr 5 boys with literacy difficulties. As a result of starting this reading scheme the boys involved are all very keen to continue. They will ask each day if there is a Project X session that day. 4 assessments have been completed at the end of each unit the boys have scored full marks on their assessment tasks.

Support with activities outside the classroom.

£300 – Y5/6 London Residential £150 – Y3/4 Holt Hall Camping Residential

New 2013/14 Children entitled to Pupil Premium to have support of 50% towards Residential activities.

To ensure that all children have access to residential experiences.

Children attending residential and gaining confidence from experiences.

All children in Year 5/6 and Year ¾ attended the class residential. They returned more confident and happy to take learning risks. The children who went to London experienced the multicultural nature of London including going to Chinatown for dinner, visiting Parliament and galleries, going on the London Eye and on the Tube and listening to Opera. The children on the Y3/4 residential learnt about their environmental impact on the world. Both these residentals

£100 New 2013/14 Support towards other activities outside the classroom – including after school clubs, support for school trips

All children who are entitled to PP have been able to participate in all school trips. Children who are entitled to PP have participated in afterschool clubs and have been supported to do this.

Activities to widen children’s experiences

£295 ESafety and Cyberbullying “Play in a Day”

New 2013/14 All children including children entitled to Pupil Premium. I day “Play in a Day”

To ensure that all children are to develop understanding of ESafety and cyberbullying in a fun way.

Discussions with children, displays of work.

Children are more aware of how to keep themselves safe and are able to confidently talk about this.


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£300 Hannukah Day with Stephen Melzack

New 2013/14 All children including children entitled to Pupil Premium.

To ensure that all children are to develop understanding of British people of different religious backgrounds.

Discussions with children, displays of work.

Children and staff are much more aware of the Jewish faith and understand that Jewish people can live in Britain.

Maths equipment Numicom

£3422.74 New 2013/14 All children including children entitled to Pupil Premium. Specific groups where mathematics intervention is needed, including children entitled to pupil premium.

To further develop children’s understanding of number in a visual and hands on way.

Monitored 2014/15 when fully implemented across the school.

Impact to be measured in 2014/15

Total =11989.74


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Pupil Premium used for:

Amount allocated to the intervention / action

(£)

Is this a new or continued activity/cost centre?

Brief summary of the intervention or action, including details of year groups and pupils involved, and the timescale

Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? What will it achieve if successful?

How will this activity be monitored, when and by whom? How will success be evidenced?

Actual impact: What did the action or activity actually achieve? Be specific: ‘As a result of this action…’ If you plan to repeat this activity, what would you change to improve it next time?


£2600

Specifically targeted literacy groups



Mid Year Sound discovery – at least +4pts progress reading for PP6 children + increased confidence

Continued Specially targeted maths groups

To support specific maths problem solving skills for children – gain confidence in answering questions, looking for specific areas


Mid Year +6 & +4pts progress + increased confidence

Talk Boost TA to run talk boost sessions- £1000

Linked to SDP Specifically targeted children with communication and language difficulties. Short timeframe for specific work.


Tracking forms within teaching pack, feedback to SENDCo.

Mid Year Progress Confidence increased and asking questions in class.

Maths Homework Games

£978 Started in September 2014

After parent and pupil questionnaires completed, more maths games for home requested. All classes have Maths games to take home to further develop skills with their parents.

Since September 2013 all parents including parents of children eligible for Pupil Premium using maths games at home and sharing in developing key skills for maths.


Parents have a better understanding of how maths is taught and in particular AT1 Using and applying skills.


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Phonics – reading and spelling 2 x PM Scale C TA

£2900 Continued Program until Easter 2015

Specific children in years 3-6 who have not finished their Key words – reading or spelling, including children who are eligible for the Pupil premium. Weekly monitoring and confidence boosting. Timescale dependant on each child and their needs.



Mid Year Progress +167 words, +93 words, +60 words

Music – whole class opportunity to learn musical instrument – broadening opportunities

£2,800 Continued activity All children in years 3-6 Develop music skills and have the opportunity to learn the trumbone

Allowed all children in years 3-6 including children eligible to Pupil Premium to access a music teacher and musical equipment to learn an instrument. Pupil Premium children become interested in learning a musical instrument outside of these lessons.

Music coordinator will monitor progress of children in lessons. Opportunities for children to perform to their parents and wider community.

Success: All children including children entitled to Pupil premium have the opportunity to learn the trombone and play for parents and the wider community.

Teaching Assistant to support Y5/6 12 hours per week

£2000 The rest of cost from school budget.

Ongoing Specifically target small group of children in Y5/6 including PPE6 to develop literacy skills across the curriculum and confidence in themselves as learners.

To support development and improve reading and writing skills, especially children with dyslexia.

Records kept re progress and shared with CT. Children discussed with SENCo as needed. Assessment ongoing daily to ensure progress.

Mid Year Continue to focus on this group as they haven’t made progress expected.

Support with activities outside the classroom.

Y5/6 – Transport to Brancaster residential £300 Y3/4 – Transport to How Hill £400 to cover 50% support

Ongoing support Children entitled to Pupil Premium to have support of 50% towards Residential activities.

To ensure that all children have access to residential experiences.

Children attending residential and gaining confidence from experiences.

£100 Ongoing Support towards other activities outside the classroom – including

All children who are entitled to PP have been able to participate in all school trips. Children who are entitled to PP have


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after school clubs, support for school trips

participated in afterschool clubs and have been supported to do this.

Activities to widen children’s experiences

£1000 Including buses to get to experiences

Continued All children including children entitled to Pupil Premium.

Buses paid for – attending the Puppet Theatre, visiting Gressingham House and to experience a music festival CASMA. Chicks and equipment for children to see the growth of chickens.

Reading and guided reading books, especially KS2

£4600 Half year analysis of progress

All children including children entitled to Pupil Premium.

Supplementary guided reading books and daily readers to enhance the learning and interests of the children

Monitored T3 2014/15 when implemented across the school.

Impact to be measured in term 3 2014/15

Maths resources £1250 Half year analysis of progress

All children including children entitled to Pupil Premium

Supplementary practical resources to enable further concrete practise.

Monitored 2014/15 through questionnaires and results.

Impact to be measured in term 3 2014/15

Total =21000


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Self-review questions for Governing Bodies Governors’ knowledge and awareness

1. Have leaders and governors considered research and reports about what works to inform their decisions about how to spend the Pupil Premium?

2. Do governors know how much money is allocated to the school for the Pupil Premium? Is this identified in the school’s budget planning?

3. Is there a clearly understood and shared rationale for how this money is spent and what it should achieve? Is this communicated to all stakeholders including parents?

4. Do governors know how the school spends this money? What improvements has the allocation brought about? How is this measured and reported to governors and parents via the school’s website (a new requirement)?

5. If this funding is combined with other resources, can governors isolate and check on the impact of the funding and ascertain the difference it is making?

6. Do governors know whether leaders and managers are checking that the actions are working and are of suitable quality?


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Leaders and managers’ actions

1. Do the school’s improvement/action plans identify whether there are any issues in the performance of pupils who are eligible for the Pupil Premium?

2. Do the actions noted for improving outcomes for Pupil Premium pupils:

give details of how the resources are to be allocated?

give an overview of the actions to be taken?

give a summary of the expected outcomes?

identify ways of monitoring the effectiveness of these actions as they are ongoing and note who will be responsible for ensuring that this information is passed to governors?

explain what will be evaluated at the end of the action and what measures of success will be applied?

3. Is the leader responsible for this area of the school’s work identified?

4. How do governors keep an ongoing check on these actions and ask pertinent questions about progress ahead of any summary evaluations?

5. Are the progress and outcomes of eligible pupils identified and analysed by the school’s tracking systems? Is this information reported to governors in a way that enables them to see clearly whether the gap in the performance of eligible pupils and other pupils is closing?


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Pupils’ progress and attainment

1. Does the summary report of RAISEonline show that there are any gaps in performance between pupils who are eligible for free school meals and those who are not at the end of key stages? (Look at the tables on the previous pages of this document for some indicators to consider)

2. Do the school’s systems enable governors to have a clear picture of the progress and attainment of pupils who are eligible for the Pupil Premium in all year groups across the school, not just those at the end of key stages?

3. If there are gaps in the attainment of pupils who are eligible for the Pupil Premium and those who are not, are eligible pupils making accelerated progress – are they progressing faster than the expected rate – in order to allow the gaps to close? Even if all pupils make expected progress this will not necessarily make up for previous underperformance.

4. Is the school tracking the attendance, punctuality and behaviour (particularly exclusions) of this group and taking action to address any differences?

Overall, will governors know and be able to intervene quickly if outcomes are not improving in the way that they want them to?

Documents

Pupil Premium Analysis 2011-15 - Thurton · Pupil Premium : analysis and challenge tools for schools Ofsted document - January 2013, No 130045 3 Where are the gaps (Year 6)? (using