Pupil Premium & EYPP Information

Pupil Premium Impact Report 2016  -2017

 

What is Pupil Premium?

The Pupil Premium is additional money allocated to the academy for children of statutory school age from low-income families who are known to be eligible for Free school meals (FSM) and to children who have been looked after continuously for more than six months.

Context of Academy

The academy serves an area of very high social deprivation. The Local Authority index of deprivation places the school amongst the most deprived in the authority on all indicators. We are in the highest school deprivation indicator percentile in RAISE (0.39) Our free school meals is well above national averages and in the highest percentile on RAISE. The vast majority of pupils are White British with a very small minority speaking English as an additional language. Stability is variable and we have a few pupils who join or leave throughout the year. School assessments show that pupil’s attainment on entry is very significantly lower than expected for their age. The weakest area is communication, language and literacy, particularly speech and language development.

Thus, many of our children and their parents/carers are in homes where there is a considerable amount of disadvantage and require a high level of nurture and support. A significant number of our children and their families are involved with family services or other agencies and supported through CP, CIN or TAC. 

 Strategy for the Academy's use of Pupil Premium

At Grange Lane we believe that no pupil should be left behind and adopt a "keep up not catch up" philosophy. To this end we ensure on a daily basis that all pupils have the necessary support in order for them to meet their individual targets and reach their potential and make progress from their various starting points. Underpinning everything we do here is a belief that no barrier is too difficult to overcome. Everyone at Grange Lane is committed to caring for all our children, regardless of ability, background or culture and to matching provision to the child.  It is our aim to ensure that every child is able to enjoy healthy and fulfilling lives. To this end, Grange Lane has developed very effective working relationships with other support agencies; professionals; community groups and academies within the Delta group. We have also developed very good and consistent engagement with parents including regular family learning sessions which are attended by the vast majority of parents/carers.

We review the school's pupil premium strategy on a yearly basis

Objectives of Pupil Premium Spending

  • To provide high quality teaching and learning experiences for all children to overcome educational disadvantage and deprivation.
  • To diminish the differences for vulnerable and disadvantaged pupils through targeted intervention and support.
  • To provide an exciting curriculum which provides a wide range of “first hand” learning experiences to broaden our children’s knowledge and experience of the world around them.
  • To provide a wide range of extra-curricular activities to broaden children’s learning experiences and to foster and develop each child’s interests and talents.
  • Accelerate progress with the aim of all Pupil Premium and looked after pupils making more than expected progress during the academic year
  • Close the attainment of pupils compared to national data and PP/LAC pupils
  • Achieve or exceed expected progress from EYFS to end KS1

 

Amount of Pupil Premium Grant (PPG) Received including Early Years Pupil Premium.

In 2016-2017 the level of the premium was £1,300 per pupil eligible for FSM and £1,900 for those in care. During this period, Grange Lane Academy received a total of £85,800.

In addition we receive 53 pence per hour for three and four year old children whose parents are in receipt of certain benefits or who have been adopted or in care. This means an extra £302 a year for each child taking up the full 570 hours funded entitlement to early education. In the Autumn term 2016 we received £1,335.60 additional EYPP. In the Spring term 2017 we received £1,565.36 and Summer £2,873.13

In 2016-17 we spent the Pupil Premium funding in the following ways:

  • We ensured that we maintained small, single year group classes to ensure all our children are well supported with a full time Teaching Assistant attached to every class with 1:1 support for children with complex needs
  • A fully trained, non-class based HLTA worked 1-1 with pupils to accelerate progress in reading and writing.
  • Support staff are highly trained with specific expertise to deliver a wide range of focused, small group and 1-1 intervention sessions
  • We employed a part time PSA who supports families with any parenting concerns they may have, including attendance and welfare issues, behaviour support and parenting classes as required. We also shared an inclusion manager with the Junior school.
  • We also employed a part time Attendance Officer to provide targeted family support to promote good attendance. Linked to attendance the school shop rewards good attendance and this and other attendance prizes are provided by Pupil Premium Funding.
  • We provided a wide range of free extended school activities, during lunchtime and after school, including IPad clubs, choir and gardening club.
  • We provided access to trips/visits by subsidising the financial costs.
  • We provided free family learning sessions (8 per term which are always very well attended by parents/carers).
  • We ran a free breakfast club and use Pupil Premium funding to employ staff.
  • We also used EYPP funding to employ an additional member of staff to work within F1 to support speech and language development.
  • Family learning improves parental engagement
  • Enrichment is subsidised to enable all children to access trips and clubs


 

 

The Impact of Pupil Premium Funding 

  • The deployment of TAs across the academy has meant that learning is personalised in small groups or on a 1:1 basis to meet the needs of all the children
  • This includes: Read Write Inc. small groups (<20), 1:1 work with the HLTA, Speech amd Language support. The impact of this is to ensure every child in school makes progress
  • 2017 EYFS results were just below national(63%) due to this small group emphasis on basic skills and progress was accelerated from very low starting points in F1
  • 2017 KS1 results were in line or above national averages and there were no significant gaps between the performance of disadvantaged and other children
  • The PSA supported vulnerable families and removed barriers to acess the curriculum
  • The EWO support ensured there were no gaps between individual groups and whilst we acknowledge attendance is still an issue all procedures are secure and rigorous
  • The free Breakfast club has a nurturing role and ensures children enter school well-nourished and ready to learn.

 

 

 

Pupil Premium Strategy

 

Name of Academy Grange Lane Infants Academy

Academic Year 2017-2018

NOR

229

Number and percentage   of pupils eligible for PP funding

44%

Academy Deprivation   Index

0.39

Nominated member of   EAB

Pippa Robinson

EAB PP Review dates

TBC

Total Budget   allocation

£85,800

 

Outcomes of Previous Academic year

 

ALL

Disadvantaged

Other

EYs (GLD)

63%

              53%

                                     77%

Phonics-Y1

73%

              73%

                                     67%

Phonics –Y2 (cumulatively)

96%

              96%

                                     95%

Key Stage 1 Reading

EXS 73%   GD 36%

     EXS 72%   GD 32%

                        EXS   75%   GD 38%

Key Stage 1 Writing

EXS 71%   GD 20%

     EXS 68%   GD 16%

                        EXS 75%   GD 25%

Key Stage 1 Maths

EXS 80%   GD 31%

     EXS 76%   GD 24%

                        EXS   85%   GD 40%

 

What does the data suggest for priorities for the next academic year?

EYFS-although the data is below national more children than ever achieved exceeding across the EYFSC and those emerging pupils were very close to achieving GLD. As all the data above evidences, the differences between disadvantaged pupils and others diminish as pupils reach the end of KS1.

Phonics-although below national this is due to the extremely high number ( 27%) of SEND pupils in this cohort, by Y2 the majority (96%) achieve the required pass mark

KS1 –vastly improved % achieving both the expected and GD levels with results in line and in many cases above national. Results are at least at FFT 20 and regarding GD are above FFT 5 predictions

This data reflects the huge improvements in teaching and learning; the challenge and the priority is to ensure consistency across the academy and to ensure these high standards are maintained. This is all the more challenging with a Y2 cohort of 27% SEND, many summer born disadvantaged boys

Overarching Aim

To ensure disadvantaged pupils secure rapid progress to close the gaps on national other pupils both in terms of achieving a GLD, passing the phonics screening  test and  in terms of  achieving EXS+ in reading, writing and mathematics at the end of KS1

Objectives

To improve the consistency of teaching phonics to improve the % of disadvantaged pupils passing the phonics screening at both the end of year 1 and year 2

To improve the consistency of teaching reading in order to improve the % of disadvantaged pupils attaining both a GLD at the end of EYFS and EXS+ at the end of KS1

To improve the consistency of teaching writing in order to improve the % of disadvantaged pupils attaining both a GLD at the end of EYFS and EXS+ at the end of KS1

To improve the consistency of teaching mathematics in order to improve the % disadvantaged of pupils attaining both a GLD at the end of EYFS and  EXS+ at the end of KS1

To ensure provision is in place for disadvantaged SEND pupils make at least expected progress (as evidenced by tracking and B squared)

To provide targetted support to support learning behaviours to ensure pupils are ready to learn

 

 % Eligible% LAP% MAP    % HAP
F1EYPP                                                 

Specific intervention need

Speech & Language

Social Skills

Objective Number 1-3

 51%42%7%
F2    

Specific intervention need

Speech and Language

Social Skills

Phonics Support

1:2 support x 2 disadvantaged pupils with significant additional needs

Objective number 1-3

31%23%52%25%
Y1    

Specific intervention need

Speech and Language

Social Skills

Phonics Support

Ojective number 1-5

41%26%63%11%

 Y2

    

 Specific intervention need

Speech and Language

Social Skills - Mini Kicks

Phonics Support

Objective number 1-5

40%35%49%

16%

reasoning in maths development of sentence structures, application of SPaG

3 and 4

 

Additional Planned Use of Funding (Whole Academy)

Pupil Premium funding is also spent upon improving attendance: employing an EWO half a day a week,

attendance rewards and supporting the free breakfast club in terms of staffing,

subsidising enhancements-visits and visitors and after-school clubs

 

 

Action plan

Objective   1 EYFS F1/F2)

Speech   and Language

 

 

What   will we do?

1:1/small   group interventions as necessary-Black Sheep, Time to talk, EALIP, Follow up   work from SALT appointments

How   much will it cost?

HLTA   x 5 afternoons weekly ( 30 minutes)

How   many pupils will benefit?

All   pupils with speech difficulties in F2 and F1

Who   will be responsible

Assistant   SENCo-CJ to oversee and Quality Assure LW

What   will success look like?

Pupils   will be more articulate and able to access the curriculum more easily

 

Objective   2

Read   Write Inc interventions

1:1/small   group interventions

 

 

HLTA   x 5 afternoons weekly ( 20 minutes)

Any   F2 pupils as and when they need support to keep up

 

Those   pupils showing difficulty in early reading skills

Assistant   SENCo-CJ to oversee and QA LW

Improvements   seen in half termly RWInc assessments

Objective   3

1:2   support x 4 disadvantaged pupils with    significant additional needs

 

 

Support   in place In F1 for communication, interaction development and allow pupils to   access curriculum and provision

 

Support   in F2 for basic needs and skills and to enable children to t access   curriculum and provision

 

 

Additional   adults (2 ) in f1/F2 for am session

4

LC   inclusion manager

Pupils   will be able to access provision with support

Review   Term 1

 

 

 

 

 

Review   Term 2

 

Review   Term 3

 

Objective   1 KS1

Speech   and Language

 

 

What   will we do?

1:1/small   group interventions as necessary-Black Sheep, Time to talk, EALIP, Follow up   work from SALT appointments

How   much will it cost?

HLTA   x 5 afternoons weekly ( 30 minutes)

How   many pupils will benefit?

All   pupils with speech difficulties in KS1

Who   will be responsible

Assistant   SENCo-CJ to oversee and Quality Assure LW

What   will success look like?

Pupils   will be more articulate and able to access the curriculum more easily

 

Objective   2

Lego   Therapy

1:2   lego therapy sessions

Trained   TA 5x 30 minutes weekly

12   pupils

Assistant   SENCo-CJ to oversee and Quality Assure JB

Pupils   will develop social skills such as turn taking and become more resilient

Objective   3

PE   based social skills group

1:8   social skills sessions based upon active learning

Trained   coach 2x 30 minutes weekly

16   children

Health   and Well being lead/EAB member

Pupils   will develop social skills such as turn taking, team work and become more   resilient

Objective   4

Read   Write Inc interventions

1:1/small   group interventions

 

 

HLTA   x 5 afternoons weekly

(   20 minutes)

Any   KS2 pupils as and when they need support to keep up

 

Those   pupils showing difficulty in early reading skills/fluency

Assistant   SENCo-CJ to oversee and QA LW

Improvements   seen in half termly RWInc assessments

Objective   5

Lunchtime   guided reading sessions

 

1:6   small groups interventions

 

4   TAs x2 sessions weekly across KS1

 

24   Targeted pupils in KS1

 

Assistant   SENCo-CJ to oversee and QA

 

Improvements   seen in reading in half termly PM assessments

 

 

 

 

 

 

Review   Term 1

 

 

 

 

 

Review   Term 2

 

 

 

 

 

Review   Term 3