Carlton Central Junior School: Pupil Premium Strategy 2016-17
Academic Year / 2016/17 / Total PP budget (Financial Year):
2015/16 Academic Year Summer Term only (5/12):
2016/17 Academic Year Autumn & Spring (7/12): / £114,840
£47,850
£66,990
Total number of pupils / 198 / Number of pupils eligible for PP / 74 (37%)
2. Review of expenditure
Previous academic year: 2015/16 / Allocation: £113,520
Item/Project / Cost / Impact / Lessons learned
Pupil Premium Intervention Teacher
TA intervention
(in class working in small PP groups/ boosters)
Bespoke interventions (AS)
x1 day a week
Literacy Volunteer / £32,900
£2556
£3276
£495 / DA intervention teacher contributed to the increased attainment of the DA pupils and the narrowing of attainment gaps in Year 3, 4 and 6.
In Year 3:
In Reading, the gap is 11% in favour of ‘others’. This gap has reduced from 25% at KS1.
In Writing, the gap is 2% in favour of ‘others’. This gap has remained the same from KS1.
In Maths, the gap is 4% in favour of DA. The gap has closed and reversed from 5% at KS1.
In Year 4:
In Reading, the gap is 5% in favour of ‘others’. The gap has narrowed from 12% at KS1.
In Writing, the gap is 7% in favour of ‘others’. The gap has narrowed from 27% at KS1.
In Maths, the gap is 3% in favour of DA. This gap has closed and reversed from 25% at KS1
In Year 6:
In RWM the disadvantaged children achieved higher than those nationally at the expected and higher standards. The scaled scores were also higher than National.
In the separate subjects of Reading and Maths the disadvantaged children achieved higher than those nationally at the expected and higher standards. The scaled scores were also higher than National.
In Writing, the disadvantaged children achieved higher than those nationally at the expected standard but were 2.1 pupils below for the Greater Depth Standard (GDS) (9v18).
For GPS, the disadvantaged pupils overall were -0.9 pupils below the National Other for EXS+ (74 v 78), and 1.8 pupils above for the high score (35 v 27). The average scaled score was below the National Other (104.6 v 105)
Our 23 disadvantaged pupils achieved a progress score of +3.32 in Reading (significantly above).
Our 23 disadvantaged pupils achieved a progress score of +2.02 in Writing.
Our 23 disadvantaged pupils achieved a progress score of +3.22 in Maths (significantly above, in the top 10% of schools). / Allotted time for DA interventions could have been utilised more effectively. Next year, a timetable with time assigned to each class will be implemented.
More targeted intervention required for Year 5, as the gaps have widened in all subjects:
In Reading, the gap is 9% in favour of ‘others’. This gap has increased from 3% at KS1.
In Writing, the gap is 12% in favour of ‘others’. This gap has increased from 5% at KS1.
In Maths, the gap is 19% in favour of ‘others’. This gap has increased from 9% at KS1.
One to one tuition by tutors/teachers
(approx. 48 sessions) / £18,480 / One to one tuition contributed to a narrowing of the gaps in all subjects for Year 3, 4 and 6 pupils (data above).
One to one tuition contributed to DA pupils who were 2a at KS1 making at least ‘good’ progress and a proportion making ‘very good’ progress at the end of KS2:
· In Reading: 7/7 = 100% of 2a (KS1) DA pupils achieved a standardised score of 100+ which is the same as 5/6 = 83% of ‘other’ pupils. Therefore DA pupils did better than the others.
· In Maths: 13/13 = 100% 2a (KS1) DA pupils achieved a standardised score of 100+ which is the same as 10/10 = 100% of ‘other’ pupils. Therefore there is no gap in this area. Similarly, in Maths 6/13 = 46% 2a (KS1) DA pupils achieved 110+ in comparison to 3/10 = 30% ‘other’ pupils. Therefore the gap has closed and there is a 16% gap in favour of DA pupils.
· In Writing: 8/8 = 100% 2a (KS1) DA pupils achieved the expected standard which is the same as 4/4 = 100% of 2a (KS1) ‘other’ pupils. Therefore there is no gap in this area. 2/8 = 25% 2a (KS1) DA pupils achieved Greater Depth in comparison to 0% ‘other’ 2a (KS1) pupils who achieved Greater Depth. Therefore the gap has closed and is now 25% in favour of DA pupils. / One to one tuition needs to be targeted at specific DA pupils in Year 5 to narrow the gap in all subject areas.
One to one tuition could be targeted more regularly to Year 3 and Year 4 pupils who rarely have this provision as PP intervention teacher is focused there.
Pupil Premium Lead (TLR + L&M time) / £4242.50 / Pupil Premium Lead has ensured that gaps narrow or close in Years 3, 4 and 6 (as seen in data above).
The attainment gaps in Year 3 and 4 have also narrowed or closed (as seen in data above).
Pupil Premium Lead has had a positive impact on the end of KS2 data.
In all subjects progress is above national outcomes.
In Reading and Writing, DA pupils made more progress than others which has further closed the attainment gap. In Reading, DA pupils achieved a progress score of +3.32 (Significantly above NA) compared to the others +1.64.
In Writing, DA pupils achieved a progress score of +2.02 compared to the others +0.06 (Average).
In Maths, DA pupils achieved a progress score of +3.22 (Significantly above NA, in the top 10% of schools) compared to the others +3.98.
DA Attainment Threshold
Expected Standard
In RWM DA pupils were 3.2 pupils above the National others for EXS+ (74v60).
In RWM DA pupils were above the National DA for EXS+ (74v39).
The school gap is -11 compared to the national gap of -21.
In Reading DA pupils were 2.8 pupils above the National others for EXS+ (83v71).
In Reading DA pupils were above the National DA for EXS+ (83v53).
The school gap is -5 compared to the national gap of -18.
In Writing DA pupils were 4.8 pupils above the National others for EXS+ (100v79).
The school gap is +8.
In Maths DA pupils were 1.8 pupils above the National others for EXS+ (83v75).
In Maths DA pupils were above the National DA for EXS+ (83v57).
The school gap is -13 compared to the national gap of -18.
In GPS DA pupils were 0.9 pupils below the National others for EXS+ (74v78).
In GPS DA pupils were above the National DA for EXS+ (74v61).
The school gap is -11 compared to the national gap of -17.
Spelling outcomes for DA pupils at 15 words + was below National other (13 words v 15 words) (52% v 68%).
In Science, DA pupils were 1.2 pupils above the National other for EXS (91v86).
DA Attainment Threshold
Higher Standard
All gaps at the higher standard were in favour of DA pupils apart from in Maths. All school gaps were less than National gaps.
In RWM HA DA pupils are in line with national others (9v7).
In RWM HA DA pupils were above the National DA (9v2).
The school gap is +5 compared to the national gap of -5.
In Reading HA DA pupils were 0.7 pupils above the National others (26v23).
In Reading HA DA pupils were above the National DA (26v10).
The school gap is +3 compared to the national gap of -13.
In Writing HA DA pupils were -2.1 pupils below the National others (9v18).
The school gap is +5.
In Maths HA DA pupils were 3.5 pupils above the National others (35v20).
In Maths HA DA pupils were above the National DA (35v9).
The school gap is -3 compared to the national gap of -11.
In GPS HA DA pupils were 1.8 pupils above the National others (35v27).
In GPS HA DA pupils were above the National DA (35v14).
The school gap is +12 compared to the national gap of -13.
Spelling of HA DA pupils at 20+ words was 13% DA v 8% others. This resulted in a +5 gap compared with the NA gap of -5.
Disadvantaged KS2 pupils had an average scaled score equal to or above the national score for other pupils in reading and mathematics. (Inspection Dashboard 2016)
DA Scaled Scores
In Reading the average scaled score for DA pupils was above the National other (106.3 v 103.8).
In Maths the average scaled score for DA pupils was above the National other (106.6 v 104.1).
In GPS the average scaled score for DA pupils was slightly below the National other (104.6 v 105). / Pupil Premium Lead to ensure that intervention is prioritised and targeted towards Year 5 DA pupils to ensure the gap narrows in this year group
One to one TA support for 4 pupils / £17,981
£15,334
£24,000 / · Provision has enabled pupils with specific academic or behavioural needs to access the curriculum and remain in school.
· Pastoral/wellbeing support within this has allowed children to feel happier and have a more positive outlook to school. This has allowed them to take part in clubs, sporting competitions and other activities in the wider school. / · Continue using provision to ensure that 4 pupils are able to access the curriculum.
AfA structured conversations
(21 x £36) / £756 / · PP/SEN have been given targeted support both academically and pastorally.
· Stronger relationships have been formed with parents. / · Ensure that all AfA structured conversations occur each term to allow for all PP/SEN pupils to achieve their individualised targets.
Energy club / £1400 / · PP/SEN pupils were able to develop their gross motor/coordination skills and self- esteem. / · Continue to target support for PP/SEN pupils who need to develop gross motor skills/coordination, self-esteem etc.
Afterschool clubs/educational visits / £100 / · A variety of visits and after school clubs were provided and subsided for DA pupils which ensured that 100% of DA pupils were able to attend. This allowed them to access wider opportunities as well as use these experiences within their academic tasks. This narrowed their social gaps with ‘other’ pupils. / · Target PP pupils for afterschool clubs to ensure that there is an increase in PP pupils in all classes accessing after school clubs.
Breakfast club / £1836 / · FSM/PP pupils receive free breakfast club which increased engagement and focus in morning lessons.
· Attitudes of pupils were positive which helped to create positive relationships between pupils and staff / · Amount of sessions being attended is not being recorded. Ensure that Breakfast club staff record how many sessions PP pupils are attending each week and pass this on to class teacher.
Overall cost / £123,356.50
3. Barriers to learning: 2016/17 / Actions
A / Attainment and progress at the end KS2 / · Provide one-to-one tuition for PP pupils where necessary.
· Targeted intervention from PP intervention teacher/TAs/in class support will ensure that the attainment and progress of PP pupils is accelerated.
· Effective AfL marking will inform future teaching/targeted support.
· Quality-first teaching targets PP pupils to ensure they make more rapid progress.
B / Attainment and progress in Y3-5 / · Provide one-to-one tuition for PP pupils where necessary.
· Targeted intervention from PP intervention teacher/TAs/in class support will ensure that the attainment of PP pupils is accelerated.
· Effective of AfL marking will inform future teaching/targeted support.
· Quality-first teaching targets PP pupils to ensure they make more rapid progress.
C / Aspirations of PP pupils / · PP pupils will be provided with opportunities to engage in pastoral and enrichment opportunities such as: gallery visits, university trips, sporting events etc.
D / Attainment of HA/PP pupils / · Target HA/PP for additional challenge within lessons.
· Provide one-to-one tuition where necessary.
· Monitor the provision for HA/PP pupils through book scrutinies to ensure pupils are regularly being supported and challenged.
E / Emotional Wellbeing / · Ensure TA support in the morning is targeted to PP pupils requiring emotional support.
· Monitor the number of PP pupils attending breakfast club.
· Target PP pupils for attendance at after school clubs.
F / Attendance / · Personalised incentives for PP children with attendance below 92%.
· Ski reward scheme for all pupils achieving over 97% attendance.
· Daily monitoring chart in every class.
4. Planned expenditure for academic year: 2016/17
Item/Project / Cost
(approx.) / Link to barrier / Expected impact / Evidence/Rationale for this choice
1 / Pupil Premium Intervention Teacher / £16,000 / A/B / The attainment gap between PP and non-PP pupils will be narrowed in all year groups and at the end of KS2.
This will be measured by end of KS2 SATs 2017. / The toolkit created by The Sutton Trust and the EEF (Education Endowment Foundation) programmes involving teaching assistants or volunteers have a valuable impact, but tend to be less effective than those using experienced and specifically trained teachers, which have nearly twice the effect on average.
Similarly, studies show that “the pattern is that small group tuition is effective and, as a rule of thumb, the smaller the group the better” and also “greater feedback from the teacher and more sustained engagement in smaller groups” allows for more rapid progress to occur.
2 / TA intervention
(in class working in small PP groups/assembly boosters) / £2500 / A/B / The attainment gap between PP and non-PP pupils will be narrowed in all year groups and at the end of KS2.
HA pupils make more rapid progress
This will be measured by end of KS2 SATs 2017. / The toolkit created by The Sutton Trust and the EEF (Education Endowment Foundation) shows that “teachers and TAs work together effectively, lead to increases in attainment”.