Grenoside Community Primary School

Grenoside Community Primary School Grenoside Community Primary School

Communication • Co-operation • Self-esteem • Creativity • Independence • Reflection

Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School

 

 

Grenoside Community Primary School - Pupil Premium Report

September 1st 2018 – August 31st 2019

 

What is Pupil Premium?

The Pupil Premium is additional funding to help schools close the attainment gap between pupils from low-income and other disadvantaged families, and their peers. If a pupil has been eligible for Free School Meals (FSM) at any point over the past 6 years; have been looked after for one day or more (Child Looked After), or children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order the school receives an amount per head within their budget. A provision is also made for pupils who have a parent in the armed services.

 

Rationale

Grenoside Community Primary School is determined that all pupils are given the best possible chance to achieve their full potential through the highest standards of quality first teaching, focussed support, curriculum enrichment, and pastoral care. We believe the additional provision delivered through the Pupil Premium funding should be available to all pupils within school who we know to be disadvantaged and vulnerable, irrespective of whether they are eligible for the funding. Indeed, it should be noted, that many of the pupils identified as requiring additional levels of support are not necessarily those who fulfil the FSM eligibility criteria.

 

There is no expectation that all Pupil Premium funded pupils will receive identical support and the allocation of the budget for each pupil feeds into the whole school budget as opposed to being ring fenced. At Grenoside, we use this funding to support spending which benefits eligible children within their cohorts, rather than create individual budgets for each child (although in the assessment of individual needs some personalisation may occur)This spending significantly enhances our capacity to support children with barriers to their learning. The school considers best ways to allocate Pupil Premium money annually following rigorous data analysis and the careful consideration of the needs of the pupils.

 

Our determined and committed leadership team and wider staff ensure that Pupil Premium funding and provision impacts on achievement, attendance and pastoral care. This includes an identified governor having responsibility for Pupil Premium, the Deputy Head teacher, responsible for monitoring provision and outcomes, and the wider staff team to implement and evaluate provision. The Head teacher, Deputy Head and Special Educational Needs Coordinator (SENCo) regularly evaluate pupil premium outcomes compared to other pupils in school to ensure the correct strategies and provision are in place.

 

Pupil Premium Grant 2018-19

(these figures do not include Early Years Pupil Premium figures)

Amount of PPG received per Ever6 pupil

(September 2018)

£1320

Amount received per Service children pupil

(September 2018)

£300

Amount received per Adopted from Care pupil

(September 2018)

£1900

Amount received per Looked After Child

(September 2018)

£1900

Total number of pupils on roll

(September 2018)

347

Total number of pupils eligible for PPG

(September 2018)

60

PPG allocation

(September 2018)

£79,200

Service Children allocation

(September 2018)

£300

Adopted from Care

(September 2018)

£2,300

Total PPG allocation

(Projected from DfE January 2018 Census)

£81,800

In 2017/18, Grenoside Community Primary received £85,790

In 2016/17, Grenoside Community Primary received £66,580.

In 2015/16, Grenoisde Community Primary received £54,120.

 

Aims

At Grenoside Community Primary School, the Pupil Premium Grant is used to ensure all eligible children are supported in making accelerated academic progress from their starting points every school year, closing the gap between the school’s disadvantaged children and other non-disadvantaged children nationally.  Overall we aim to follow the strategy from the Achievement for All programme and OECD by closing the gap through providing our children with the aspiration, access, attainment and achievement to succeed.

 

Ofsted January 2015 -

The progress made by disadvantaged pupils is good and occasionally outstanding.  Over time, the gap between the average points scores of disadvantaged pupils and other pupils has narrowed from around half a year behind 2012 to no gap in 2014.  Inspection evidence confirms that current disadvantaged pupils are achieving as well as other pupils.  This is due to the very good teaching and strong leadership for disadvantaged pupils.’

 

The main barriers to educational achievement faced by eligible pupils at our school fall under various headings. These include:

  • Pupils maximising learning time to close the attainment gap when compared to others nationally.
  • Children accessing life experiences and opportunities to build a sense of aspiration and achievement.
  • Social and emotional support within school, and with outside agencies, to create better self-awareness amongst individual pupils.

 

 

Therefore our Pupil Premium Grant is spent on the following key areas:

  • Supporting vulnerable pupils that require a specialised programme in order to be successful, with a particular focus on those who are disadvantaged.
  • Training and deploying identified staff so they can support pupils with academic and well-being interventions.
  • Supporting pupils through a range of learning opportunities and resources that enable them to make better progress and continue to learn at home.

This year we are focusing on meta-cognition following the evidence based research from the Education Endowment Foundation (EEF) 2018 and Organisation for Economic Co-Operation and Development (OECD) 2012.

  • Raising standards for eligible pupils to close the gap on national outcomes.

This year we are focusing on closing the ‘vocabulary gap’ following data analysis, evidence-based research from Alex Quigley (EEF) 2018 and in collaboration with our Local Authority and Family of Schools.

  • Ensuring More Able eligible pupils remain ‘on track’ to exceed the Expected Standard in their relevant year group.
  • Improving the quality and experiences of lunchtimes so all pupils can enjoy the play activities, develop their social skills and strengthen friendships therefore maximising the engagement and readiness to learn in afternoon lessons.

    Pupil Premium Spend Plan Impact Evaluation 2017-18

     

    Use of funding

    Cost for the year

    Report / Evaluation

    Continuation of x2 Teaching Assistant Level 2 in-class support across KS2 and for targeted interventions including identified 1:1 support

    £42,358

    Disadvantaged pupils are identified first for in-class support through quality first teaching and are given priority for pre-teaching, gap analysis and small group interventions.  In the majority of year cohorts, the disadvantaged children also have additional needs such as SEND or complex medical needs.

     

    Our pupils are always taught by staff that they are familiar with and who know the school, standards and expectations.

    In the majority of year cohorts, the disadvantaged children also have additional needs such as SEND or complex medical needs.

     

     

    Percentage of pupils eligible for Pupil Premium achieving the Expected Standard+ at KS1 (out of 9 pupils) with a percentage achieving the Greater Depth Standard.

    Reading: 64% with 18.2% GDS

    Writing: 55% with 18.2% GDS

    Maths: 73% with 27.3% GDS

     

    3 out these 9 children also have additional SEND and / or historic and ongoing safeguarding concerns.

     

    Percentage of pupils eligible for Pupil Premium achieving the Expected Standard+ at KS2 (out of 13 pupils) with a percentage achieving the Greater Depth Standard.

    Combined: 77% with 8% GDS

    Reading: 85% with 15% GDS

    Writing: 92% with 23% GDS

    Maths: 85% with 15% GDS

    EGPS: 92% with 39% GDS

     

    This data illustrates that gains made over time have an overall positive impact on the identified children’s progress and attainment. 

     

    All children who attended improved their communication and social skills alongside their fine and gross motor development.  Parents reported a high satisfaction with the intervention.

     

    Reports on specific interventions:

    Lexia

    Please note that each level is split into five sub-levels for assessment; beg., beg. to mid, mid, mid to end, end (out of 44 pupils).

    ·         The Y3 – Y6 (pm) cohort made 2 full levels progress, on average. (12 pupils/27%)

    ·         The KS1 (pm) cohort made 3 full levels progress, on average (11 pupils/25%)

    ·         The Y2 – Y6 (am) cohort made 2 full levels progress on average (21 pupils/48%).

    First Class @Number and Success@ Arithmetic:

    ·         Pupil report of developing skills and strategies during the intervention which has then been transferred back into class.  Teachers and TAs confirm this.

    ·         Book looks show an improved approach and application to calculation methods, as per maths coordinator feedback.

    Motor skills

    100% of pupils made progress; 60% good or better and 40% good.  Parental reports were very positive re this intervention as per SEN reviews.  Pupils reported that it was a calm start to the day and this set them up for learning.  Teachers reported of improved learning behaviours.

    Narrative Intervention / Reading inference

    Teachers reported higher levels of engagement and pupils reported to feel more confident when approaching comprehension, however these skills need embedding further.

    Lexia phonics programme licence

    and delivery (TA2 2.5hours a week).

    Computer programme aimed at enhancing phonics and reading skills.

     

    £800

    £1351

     

    Alphabet arc programme (TA2 2.5hours a week)

    Intervention led by TAs to secure alphabet sequence and phoneme/grapheme correspondence.

     

    £1351

     

    Success @ Arithmetic programme (TA2 2.5hours a week)

    Maths intervention aimed at supporting pupils in Y5 and Y6 who are struggling with arithmetic.

    £1351

    1:1 support for high needs and disadvantaged child

    (TA2 25hours a week)

     

    £13,513

    First Class @ Number programme (TA2 2.5hours a week)

    Maths intervention aimed at supporting pupils in Y3 and Y4 who are struggling with arithmetic.

    £1351

    Zappers spelling programme (HLTA 2 hours a week)

    Daily spelling intervention focusing on learning the spellings of 4-6 high frequency words in a multi-sensory approach.

     

    £1552

    Motor skills programme (x2 TA2 2.5 hours a week)

    Daily intervention aimed at developing and refining gross and fine motor control and coordination.  

    £2702

    Pastoral support (SENCo 2.5 hours a week)

    Bespoke support provided to individuals on a specific need level.

    £3713

    Reports from specific interventions

    Well Being Wednesday:

    See comments from exit questionnaires (see SENCo for copies):

    ·         “It has helped me feel alone and more confident.”  (PD Y5)

    ·         ‘I feel less socially awkward.” (AC Y5)

    ·         “It helps me get through most of my problems with my recent years at school.” (RA Y6)

    ·         “It has helped me feel welcome and the group would always make sure everyone is happy and involved.” (JG Y6)

    ·         “It gives you the opportunity to get the weight off your chest.” (LLB Y6)

    ·         “It has taught me to tell people.” (JSB Y6)

    ·         “It has helped me to make more friends and come out of all the problems I have had.” (MD Y5)

    ·         ‘It’s helped by making me feel better.” (AR Y6)

    Teachers, parents and pupils report positively about the group and acknowledge that this helps pupils to grow in confidence, self-regulate better and seek help when needed.

    Lego Therapy:

    ·         Exit interviews with pupils showed that they had enjoyed the intervention and had grown in confidence

    ·         Conversations with parents affirmed this during SEN reviews.

    ·         The skills learned during the intervention has equipped the current Y6’s to become Lego leaders within school.

     

    Well-being Wednesday (SENCo 1 hour a week)

    Small group aimed at supporting mental health and well-being via therapeutic intervention.

    £1485

    Lego club (SENCo and TA2 2.5 hours a week)

    Lunchtime club aimed at promoting social skills and team work.

    £5064

    Speech and Language external input

    (Provided for an EAL LAC)

    £1000

    Support was accessed through collaborative work with the Virtual School.  This supported in the ongoing assessment of the child.

    Sheffield Music Services – wider opportunities in violin lesson for all Y4 for enrichment and to increase self-esteem and motivation.

    £2873

    Pupils benefited from a broad range of experiences in school.  Pupil voice indicated that music was very popular.  The children displayed their new learning with an assembly for their parents which was well attended.

    Music lesson subsidies

    £105

    School uniforms and PE kits (£25x52)

    £1300

    Children were given school PE kits - these were kept in school and washed in school each half term.  This action supported pupils’ self-esteem and sense of belonging.

    KS2 revision books (£10x10) for Y6 Pupil Premium children

    £100

    These books were accessed by the children and families identified and supported their achievement in Y6.

    Continuation of lead Midday Supervisor role with responsibility for team organisation and leadership of outdoor play to enhance positive play times for all.

    £4079

    Continued provision results in fewer friendship problems and impacts less on afternoon teaching and learning.

    Total spent

     

    £86,858

    (+£1068)

    Action and Spending Plan for the Pupil Premium Grant 2018-19

    Strategy

    Outcomes and success criteria – linked to desired outcomes

    Owner

    Milestones

    Completed

    Review date

    Total cost

    RAG Rate

    Whole school strategies for all pupils

    Develop children’s metacognitive and self-regulated learning skills and knowledge (related to the evidenced-based research by EEF, April 2018).

    - Supporting pupils through a range of learning opportunities and resources that enable them to make better progress and continue to learn at home.

    - Raising standards for eligible pupils to close the gap on national outcomes. 

     

     

     

    SENCo – L. Delibal

    All staff

    Delivery of whole staff PDM led by LD to train staff on metacognitive strategies that are to be taught and used by all children.

    12/9/18

    Wb - 7/1/19

    SENCo training and time: £200

     

    Through monitoring observations (pupil voice and lesson observations) that is a clear use of metacognitive strategies in class.

    Wb – 5/11/18

    End of year data for year groups shows that targeted vulnerable groups and pupils make gains to ‘catching up’ with their peers and prior attainment group.

    July 2019

    Close the ‘vocabulary gap’ for those children vulnerable to making good progress.

    - Supporting pupils through a range of learning opportunities and resources that enable them to make better progress and continue to learn at home.

    - Raising standards for eligible pupils to close the gap on national outcomes. 

     

    Literacy lead – P. Tuffin

    Delivery of whole staff PDM on reading with a specific focus on strategies to teach vocabulary and ‘close the vocabulary gap’.

    26/9/18

    Wb - 7/1/19

    Literacy lead training and time: £100

     

    Through monitoring: observations, pupil voice and book scrutiny strategies are being used and having impact pupils’ achievement.

    Wb – 5/11/18

    End of year data for year groups shows that targeted vulnerable groups and pupils make gains to ‘catching up’ with their peers and prior attainment group.

    July 2019

    Integrate Same Day Intervention (SDI) in Y5 (in collaboration with the Yorkshire and Humber Maths Hub 2018).

    -Supporting pupils through a range of learning opportunities and resources that enable them to make better progress and continue to learn at home.

    - Raising standards for eligible pupils to close the gap on national outcomes. 

     

     

    DHT – R. Lian and Y5 class teacher – P. Lees

    DHT and class teacher to attend training for SDI

    26/9/18; 3/10/18 and 10/10/18

    Wb – 5/11/18

    Cost of supply for 3 days:

    £585

     

     

    Class teacher to deploy and develop strategies as per training to targeted individuals.

    As soon as training has been delivered

    End of year data for year groups shows that targeted vulnerable groups and pupils make gains to ‘catching up’ with their peers and prior attainment group.

    July 2019

    Continuation of lead Midday Supervisor role with responsibility for team organisation and leadership of outdoor play to enhance positive play times for all.

    -Improving the quality and experiences of lunchtimes so all pupils can enjoy the play activities, develop their social skills and strengthen friendships therefore maximising the engagement and readiness to learn in afternoon lessons.

     

    Midday lead – T. Machen  with DHT – R. Lian

    Interviews with teachers, discussions with parents and pupil voice display children enjoying lunchtimes and feeling settled and ready for learning.

    Autumn 2 2019

    Regular meetings with midday team.

    Cost to school: £4079

     

    Targeted strategies for underperforming Disadvantaged pupils

    Use of Rainbow Readers programme to support LA / SEN readers in lower KS2

     

    - Training and deploying identified staff so they can support pupils with academic and well-being interventions.

    -Raising standards for eligible pupils to close the gap on national outcomes. 

     

    TA Lv. 3 J. Shaw

    TA Lv. 3 to become familiar with programme and in collaboration with the SENCo identify targeted pupils.

    Wb – 3/9/18

    Wb – 7/1/18

    Cost of the resources:

    £2000

     

    Cost of TA Lv. 3 time 2.5 hours a week: £1672

     

    Rainbow Reading programme to begin

    Wb – 10/9/18

    Termly data analysis displays that vulnerable pupils make gains to ‘catching up’ with their peers and prior attainment group.

    Termly data analysis

    1:1 Pupil Progress meeting between DHT and disadvantaged pupils vulnerable to making good progress

    -Supporting vulnerable pupils that require a specialised programme in order to be successful, with a particular focus on those who are disadvantaged.

    - Ensuring More Able eligible pupils remain ‘on track’ to exceed the Expected Standard in their relevant year group.

    DHT – R. Lian

    Target children identified.

    Wb – 17/9/18

    Spring term 2019

    Cost of DHT time approx 3 days across the year: £600 

     

    1:1 Pupil Progress meeting between DHT and pupils. Barriers to learning identified by the pupil and strategies discussed.

     

    This is then communicated back through a Passport to Success to the class teacher.

    Throughout Autumn term 2018

    Termly data analysis displays that vulnerable pupils make gains to ‘catching up’ with their peers and prior attainment group.

    Half termly data analysis

    Continuation of x2 Teaching Assistants Level 2 in-class support across KS1 and KS2 and for targeted interventions including identified 1:1 support

     

    -Training and deploying identified staff so they can support pupils with academic and well-being interventions.

    SENCo – L. Delibal with H. Parker and D. Copley

    TA leading on teaching strategies to support children with additional needs.

    Spring term 2019

    Wb - 7/1/19

    £42,358

     

    Termly data analysis displays that vulnerable pupils make gains to ‘catching up’ with their peers and prior attainment group.

    Termly data analysis

    Lexia phonics programme licence

    and delivery (TA2 2.5hours a week).

    Computer programme aimed at enhancing phonics and reading skills.

     

    -Training and deploying identified staff so they can support pupils with academic and well-being interventions

    SENCo – L. Delibal with TA Lv. 2 – J. Swann

    Target children identified.

    Wb – 17/9/18

    Spring term 2019

    Cost of programme license: £800

    Cost of TA Lv. 2 time 2.5 hours per week:

    £1351

     

     

    Data analysis within the programme show children making progress.

    Weekly analysis

    Termly data analysis displays that vulnerable pupils make gains to ‘catching up’ with their peers and prior attainment group.

    Data reports printed off and used to communicate between TA and class teacher.

    Half termly data analysis

    Alphabet arc programme (TA2 2.5hours a week)

    Intervention led by TAs to secure alphabet sequence and phoneme/grapheme correspondence.

    -Training and deploying identified staff so they can support pupils with academic and well-being interventions

    SENCo – L. Delibal with relevant TA Lv. 2

    Target children identified.

    Wb – 17/9/18

    Spring term 2019

    Cost of TA Lv. 2 time 2.5 hours per week:

    £1351

     

     

    Data analysis with in the programme show children in the programme making progress.

    Weekly analysis

    Termly data analysis displays that vulnerable pupils make gains to ‘catching up’ with their peers and prior attainment group.

    Termly data analysis

    Success @ Arithmetic programme (TA2 2.5hours a week)

    Maths intervention aimed at supporting pupils in Y5 and Y6 who are struggling with arithmetic.

     

     

    - Training and deploying identified staff so they can support pupils with academic and well-being interventions

    SENCo – L. Delibal with relevant TA Lv. 2

    Target children identified.

    Wb – 17/9/18

    Spring term 2019

    Cost of TA Lv. 2 time 2.5 hours per week:

    £1351

     

     

    Data analysis with in the programme show children in the programme making progress.

    Weekly analysis

    Termly data analysis displays that vulnerable pupils make gains to ‘catching up’ with their peers and prior attainment group.

    Termly data analysis

    1:1 support for high needs and disadvantaged child

    (TA2 25hours a week)

     

    - Training and deploying identified staff so they can support pupils with academic and well-being interventions

    SENCo – L. Delibal with TA Lv. 2 H. Parker

     

     

    Cost of TA Lv. 2 time 25 hours per week:

    £13,513

     

    Meeting with Rowan Outreach and implementing provision suggested.

    10/9/18

    Gradually increase child’s timetable to full time.

    October half term.

    1st Class @ Number programme (TA2 2.5hours a week)

    Maths intervention aimed at supporting pupils in Y3 and Y4 who are struggling with arithmetic.

     

    - Training and deploying identified staff so they can support pupils with academic and well-being interventions

    SENCo – L. Delibal with J. Swann

    Target children identified.

    Wb – 5/11/18

    Spring term 2019

    Cost of TA Lv. 2 time 2.5 hours per week:

    £1351

     

     

    Data analysis with in the programme show children in the programme making progress.

    Weekly analysis

    Termly data analysis displays that vulnerable pupils make gains to ‘catching up’ with their peers and prior attainment group.

    Termly data analysis

    Zappers spelling programme (HLTA 2 hours a week).

    Daily spelling intervention focusing on learning the spellings of 4-6 high frequency words in a multi-sensory approach.

     

    - Training and deploying identified staff so they can support pupils with academic and well-being interventions

     

    SENCo – L. Delibal with HLTA – J. Sleeney

    Target children identified.

    Wb – 17/9/18

    Spring term 2019

    Cost of HLTA  time 2 hours per week:

    £1552

     

     

    Data analysis with in the programme show children in the programme making progress.

    Weekly analysis

    Termly data analysis displays that vulnerable pupils make gains to ‘catching up’ with their peers and prior attainment group.

    Termly data analysis

    Targeted strategies for Disadvantaged pupils

    Chair of Governors to deliver information and training to all governors re. Disadvantaged pupils.

     

    -Supporting vulnerable pupils that require a specialised programme in order to be successful, with a particular focus on those who are disadvantaged.

     

    Chair of Governors – A. Warner

    Chair of Governors to attend National Governors Association conference in Birmingham and attend Pupil Premium and SEND workshops.

    November 2018

    Summer term 2019

    Cost of travel and attending conference: £150

     

    Chair of Governors to disseminate information and any relevant training to all governors at the Spring Full Governors’ meeting.

    Spring 2019

    Motor skills programme (x2 TA2 2.5 hours a week)

    Daily intervention aimed at developing and refining gross and fine motor control and coordination.

    - Supporting pupils through a range of learning opportunities and resources that enable them to make better progress and continue to learn at home.

     

    SENCo – L. Delibal with TA Lv. 2 - J. Shaw

    Target children identified.

    Wb – 17/9/18

    Spring term 2019

    Cost of TA Lv. 2 x 2 time 2.5 hours per week:

    £2702

     

    Interviews with teachers, book scrutiny and pupil voice display children making progress with their fine and gross motor skills.

    Wb – 5/11/18

    Well-being Wednesday (SENCo 1 hour a week)

    Small group aimed at supporting mental health and well-being via therapeutic intervention.

    -Ensuring More Able eligible pupils remain ‘on track’ to exceed the Expected Standard in their relevant year group.

    -Supporting pupils through a range of learning opportunities and resources that enable them to make better progress and continue to learn at home.

     

     

    SENCo – L. Delibal

    Target children identified.

    Wb – 17/9/18

    Spring term 2019

    Cost of SENCo 1 hour per week: £1485

     

    Interviews with teachers, discussions with parents and pupil voice display children making progress with their mental health and well-being.

    Wb – 5/11/18

    Lego club (SENCo and TA2 2.5 hours a week)

    Lunchtime club aimed at promoting social skills and team work.

    -Supporting vulnerable pupils that require a specialised programme in order to be successful, with a particular focus on those who are disadvantaged.

    SENCo – L. Delibal with TA Lv. 2 – D. Copley

    Target children identified.

    Wb – 17/9/18

    Spring term 2019

     

    Cost of SENCo and TA Lv. 2 2.5 hours per week:

    £5064

     

    Interviews with teachers, discussions with parents and pupil voice display children making progress with their mental health and well-being.

    Wb – 5/11/18

    Sheffield Music Services – wider opportunities in violin lesson for all Y4 for enrichment and to increase self-esteem and motivation.

    - Supporting pupils through a range of learning opportunities and resources that enable them to make better progress and continue to learn at home.

    Music lead – J. Bailey

    Interviews with teachers, discussions with parents and pupil voice display children have increased their sense of self-esteem and motivation.

    Wb – 5/11/18

    Spring term 2019

     

    Cost to school: £2873

    Friends Intervention – small group intervention aimed at fostering good relationships between peers, reducing anxieties and building confidence and resilience.

    -Ensuring More Able eligible pupils remain ‘on track’ to exceed the Expected Standard in their relevant year group.

    -Supporting pupils through a range of learning opportunities and resources that enable them to make better progress and continue to learn at home.

     

    SENCo – L. Delibal

    Target children identified.

    Wb – 7/1/19

    Summer term 2019

    Cost of training and resources: £250

    Cost of SENCo 1 hour per week: £990

     

     

    Interviews with teachers, discussions with parents and pupil voice display children making progress with their mental health and well-being.

     

    Wb – 25/2/19

    Total Pupil Premium expenditure:

    £86,377

    (+£4577)

    Next Pupil Premium strategy review July 2019 – with P Smith (Head teahcer), R Lian (Deputy Head teacher), L. Delibal (SENCo) and A Warner (Chair of Governors)