Ivy Lane School Pupil Premium Reporting to Parents 2015/16
- We ensure that teaching and learning opportunities meet the needs of all of the pupils
- We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
- In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged
- We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
- Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time
The range of provision the Governors may consider include:
- Reducing class sizes thus improving opportunities for effective ‘assessment for learning’ and accelerating progress.
- Providing small group work with an experienced teacher focussed on overcoming gaps in learning
- 1-1 support
- additional teaching and learning opportunities provided through learning mentors, trained TAs or external agencies
- All our work through the pupil premium will be aimed at accelerating progress moving children to at least age-related expectations. Initially this will be in English and Maths
- Pupil premium resources may also be used to target able PPG children to achieve Level 3 at the end of Key Stage 1 (KS1) or Level 5 at the end of Key Stage 2 (KS2)
- The Governors of the school will publish information on how they have used their Pupil Premium Grant to address the issue of ‘narrowing the gap’, for socially disadvantaged pupils.
The Pupil Premium Grant (PPG) Allocation for academic year 2014/15 was £121,874.
School Leaders and Governors have targeted the PPG to support pupils at risk of underachieving in their learning as follows:
- To deliver the ‘Back on Track’ programme to accelerate the progress of children who are falling behind age-expected levels in Key Stage 1
- To continue to deliver ‘Every Child a Counter’ to the lowest attaining pupils in Y1-Y5
- To continue to deliver ‘Reading Recovery‘ to the lowest attaining readers in Y1-Y2
- To offer the ‘Better Reading Partnership’ – to support readers falling below age—expected levels reading
- To employ a teaching assistant to deliver speech & language support (including ‘Talk Boost’)
- To employ an experienced Early Years teaching assistant to focus on supporting the learning of children in YR (and improve child to adult ratios to use the natural learning area)
- To contribute to the cost of a counselling service through Relate ‘Time to Talk’ for vulnerable learners
- To employ additional teaching assistant hours to deliver narrative therapy (Talking Stories) in Year 1 and Year 2 (literacy support)
- Additional Special Educational Needs Coordinator hours to support classroom staff in identifying, assessing and referring pupils who require additional support as appropriate, to liaise with external agencies and parents and to attend multi agency forum (MAF)
- To employ a Pastoral Manager to support the school in meeting the personal, social and emotional well-being of children and improve attendance & punctuality
- Offer a ‘forest schools’ project called ‘WildWood’ in liaison with Wiltshire Wildlife Trust for a group of vulnerable learners and individuals
- Additional Forest School projects in Key Stage 1 and YR (Wild Weenies)
- To offer free or subsidised places at ‘Breakfast Club’ to PPG children to decrease lateness and attendance issues
- To subsidise the participation of children supported by the pupil premium participation in additional curricular activities including school activities; swimming lessons; residential trips and to subsidise music lessons
- To subsidise PPG children’s participation in residential trips and extra-curricular activities
The impact of the PPG grant for 2014/2015
Closing the Gap 2015
Early Years Foundation Stage (Cohort 2021)
Percentage of children achieving a ‘Good Level of Development’ in Early Years (YR)
The gap between the development of PPG supported and Non-PPG supported children is comparable to the national gap (and narrower than the local Wiltshire gap).
2015 Key Stage 1 Results (Cohort 2019)
Attainment gaps for pupil premium supported children were lower than the national average in all 3 core areas. KS1 PPG children scored an average of 16.0 points compared to 14.8 nationally (this is just 0.1 points below the national for all pupils in 2015). The gap between PPG children and non PPG children was 0.4 points compared to 1.8 points nationally.
2015 Key Stage 2 Results (Cohort 2015)
In terms of achieving level 4 and above the attainment gap for pupil premium a supported child was 7% (national gap is 14%). 79% (70% nationally) of PPG children achieved a level 4 or above in reading, writing and maths compared to 86% (84%) of other children.
At the Level 4b measure, PPG children outperformed other pupils 79% to 69%
At the Level 5 measure, PPG children the gap was larger than at L4, with PPG pupils at 14% (13%) compared to 31% (29%) for other children.
The percentage for KS2 progress achieving expected progress was higher than national levels in for all children, with PPG supported pupils achieving 100% in all areas. Other pupils were also 100% for writing but 97% for Reading and Maths.
Where gaps do exist, these are substantially narrower than the national average. Attainment for PPG funded pupils is comparable or higher than national averages for this group.
Impact of Intervention Programmes 14/15
TALK BOOST (Speech & Language Support)
All four children showed an increase in talk boost scores taken at the end of the year.
TALKING STORIES (Narrative Therapy)
The 23 children who participated in Talking Stories made comparable progress in reading to their non-PPG peers.
The 7 pupils who completed the intervention gained 11.5 months in reading skills (during the 20-week intervention period).
MATHS INTERVENTION (formally Numbers Count)
28 children received on average 45 x 30-minute lessons from the Specialist Maths Intervention teacher, covering all aspects of ‘number’. The average accelerated progress made was 14 months.
BACK ON TRACK (KS1 Maths Catch-Up Programme)
8 children received 3 weekly half-hour Maths-based lessons over a 10 week period. The average accelerated progress from entry to end was 11 months.
SUCCESS @ARITHMETIC (Y5 & Y6 arithmetic catch-up programme)
5 upper KS2 girls took part in this calculation-based Maths Intervention programme led by a trained TA. They received 25 x 45-minute lessons over 10 weeks and made an average accelerated progress of 10 months.
Attendance & Lateness 14/15
Since the Pastoral Manager has been in post (with a focus on attendance and well-being):
- Attendance has increased by 1.8% from 94.9% (11/12) to 96.7% (14/15). This is an average of an additional 1026 days of learning across the school per academic year.
- Lateness has reduced 1.1% (11/12) to 0.7% (14/15).
- Low attendance (below 85%) has reduced from 2.3% of pupils in 12/13 to 0.7% in 14/15.