Information Concerning Howlisle Marsden Allocates and Spends

Information Concerning HowLisle Marsden Allocates and Spends

The Pupil Premium Grant 2016-2017

The government provide additional funds to all maintained schools under the Pupil Premium grant. All schools are required by the Department for Education to publish the amount of money they receive and detail how they intend to use this allocation over the current academic year. They also have to give details regarding how the previous year’s allocation was spent and the impact this had on raising standards at the school.

The Pupil Premium grant is calculated on the number of pupils at each school in receipt of free school meals (FSM). It also takes into account any pupil in the last six years who may have been eligible in the past for FSM but currently don’t meet the eligibility criteria. Children who are in the care of the Local Authority (LAC) also generate grant funds as well as the children of service personnel. The Pupil Premium fund is designed to support schools in ‘narrowing the attainment gap’ this is because traditionally children from more disadvantaged households who qualify for FSM and LAC face greater barriers for learning and tend to do significantly less well at school when measured by statutory examinations.

We identify and address barriers to learning faced by individual pupils through:

•everyday teaching practice; careful analysis of records;

•discussions with pupils;

•discussion with parents and agencies involved;

•rigorous regular tracking of pupil attainment and progress, especially in our dedicated, solution-focused pupil progress meetings in which all disadvantaged children (including higher ability PP children) are discussed in detail with senior leaders; including our Assistant Headteacher ‘Inclusion Manager’ where the effectiveness of strategies to overcome their barriers to learning are evaluated, and a new tailored programme put in place.

The main barriers to educational achievement faced by eligible pupils at the academy

•Low language levels – 60% of our pupils have language delay or difficulties when they arrive in Foundation Stage as identified by a Speech and Language therapist. This leads to social communication difficulties, and issues with reading and writing

•Broken family structures – family stress and low resilience

•Low parental engagement/parenting skills/ lack of support with reading at home and homework

•Safeguarding and welfare issues which may lead to Social Services involvement

•Loss and bereavement

•Trauma and other mental health issues in the family and/or child

•Socio-economic disadvantage i.e. poverty, increasingly many children live in the poorest 10% of homes in the country (IDACI)

•Housing issues i.e. crime affected areas, overcrowding, temporary poor quality accommodation and friction with neighbours and other members of the community, increasingly many children live in the 10% most disadvantaged homes in the country (IMD) with over 50% living in the poorest 30%.

•Poor health and diet, high level of medical needs, and low attendance

•Special educational needs and disabilities.

Expenditure of Pupil Premium funding to overcome these barriers to learning:

Our Aims and Goals

We aim to ensure we spend our additional Pupil Premium Grant on things that work and are effective in making a positive difference to our disadvantaged children, helping to combat their many barriers to learning and close any gaps in achievement so they do just as well as the other children. We regularly measure the impact or effect of our Pupil Premium strategies and initiatives using a range of methods.

Information for 2016-2017

In 2016-2017 we received £170,810.67 in Pupil Premium Funding.

This final figure proved to be almost £15,000 more than indicative amount for the year.

By the end of the year the academy utilised £157,468.47 of the grant to support the education and progress of eligible pupils.

We have carried £13,342 forward of unspent Pupil Premium grant into 2017-2018.

The allocation was all spent directly on both facilitating high quality learning opportunities and raising standards of attainment for all pupils in order to attempt to achieve the high educational targets we had set them. To achieve good progress or better over the course of their time spent at school from their identified base lines and starting points, with the overall aim of closing the attainment gap by Year 6; to achieve age related expectations in line with non-pupil premium children at the academy.

122 pupils according to our records met the Pupil Premiumcriteria, approximately 21% of the academy.

Measuring the Impact of Pupil Premium Funding

Using attainment data from each key assessment point (Foundation Stage, Year 1 Phonics testing, Key Stage 1 Year 2 end of Key Stage assessments and Key Stage 2 end of Key Stage examination results) together with new teacher assessment data (STAT internal tracking system) we are able to measure how Pupil Premium funding is narrowing the attainment gap between eligible and non-eligible pupils as well as identifying how other pupils are benefitting from the funding.

It is important to recognise that pupil progress overtime and final attainment measured by the end of Key Stage 2 SATs is the best measure of how effectively we are utilising the grant. This more clearly shows the cumulative effect of intervention strategies, additional human and physical resources as well as curriculum changes and learning and enrichment opportunities.

Year 6 Outcomes for Eligible Pupil Premium Children July 2017

Progress Figures

Seventeen pupils, 23% of the cohort were eligible for PP

Reading / Writing / Maths
National Pupil Premium Progress / -0.8 / -0.4 / -0.7
National Non Pupil Premium Progress / +0.3 / +0.1 / +0.2
Lisle Marsden Pupil Premium Progress / +2.6 / +4.4 / +4.3
Lisle Marsden Non Pupil Premium Progress / +1.6 / +2.4 / +2.8

From the chart above it is clear that nationallyPupil Premium eligible children sadly make negative progress over their time at school. What is acutely clear is that Pupil Premium children at Lisle make positive progress and make more progress than Non eligible Pupil Premium both nationally and at Lisle Marsden! This strong evidence that shows the strategies used to support eligible pupils utilising the funding available are successful. These progress figures are significantly above national average figures and in the top 10% of schools nationally!

Attainment Figures

By the time eligible PP pupils leave the academy our aim is for them to have closed the attainment gap as much as possible in learning in all areas of the curriculum. This is to ensure pupils are as well prepared as possible for the next stage of their education as they enter secondary school.

Attainment is measured as Scaled Scores (SS) with 100+ the expected standard for pupils. 110+ the higher standard. The table below shows the aggregate scaled score for pupils.

Attainment of Lisle Marsden Pupils / Reading - SS / Grammar, Punctuation & spelling - SS / Maths - SS
Non–pupil Premium / 105.8 / 107.5 / 106.6
Eligible Pupil Premium / 104.8 / 107.1 / 107.1
Gap / -1.0 / -0.4 / -0.5

The attainment gap between PP children and non PP children is almost closed by the time children leave Lisle Marsden. PP children are significantly attaining to a standard in excess of the expected score of 100.

In writing 88.2% of PP children achieved the expected standard in writing.

In writing 89.7% of non PP children achieved the expected standard in writing.

The attainment gap between PP children and non PP children is almost closed by the time children leave Lisle Marsden.

Higher Attaining Pupil Premium Children – 110+ SS

Reading % / Grammar, Punctuation & Spelling % / Maths %
Non –pupil Premium / 41.2% / 41.2% / 29.4%
Eligible Pupil Premium / 31% / 34.5% / 34.5%

In reading and GPS, Pupil Premium children achieve to a higher level than non PP children.

In writing 29.4% of PP children achieved the higher standard in writing.

In writing 31.0% of non PP children achieved the higher standard in writing.

Our outcomes show that more-able Lisle Marsden PP eligible children are challenged and achieve high results.

What the 2016-2017 what the funding was spent on and its impact

Specific Programmes for Lisle Marsden PP (Pupil Premium) pupils.

Action – Learning Environment / A dedicated intervention suite of four rooms, furnished and resourced to provide accommodation to facilitate 1:1 and small group intervention sessions. This includes siting, ground works and building rental.
Impact / A quiet purposeful learning environment that was accessible to all pupils and staff throughout the year, ensuring all pupils were able to receive the appropriate support in an appropriate environment conducive to focused teaching.
Action - Intervention / We facilitated an additional education programme for each child that was identified as requiring ‘intervention’. Intervention is determined following termly Pupil Progress Meetings when PP pupils may be judged as not making sufficient progress, such pupils are identified following termly testing, GAPs analysis, termly teacher assessment, pupil work scrutiny etc. Many Intervention programmes were funded (additional staffing) to provide for staff to be released from normal class teaching to work with focus groups of pupils/ provide for additional before and after school lessons for identified groups of pupils. Breakfasts are provided for attending pupils to remove barriers for attendance and support a positive start for learning for each day. These interventions ran on a needs basis throughout the year.
Impact / Aggregate annual PP progress in all year groups Y1 toY6 was strong and sustained and broadlyin line with/ or in excess of the progress of non-eligible PP pupils. No significant gaps in attainment exist in any year group other than Y5 where the progress of PP children was in excess of non PP children in all subjects resulting in the attainment gap further closing in that Y group. (Reading, Writing, GPS and Maths as measured by the academy’s pupil performance tracking system).
Action– Enrichment / Pupil Premium money was also directed towards supporting an additional extra -curricular enrichment programme on top of the normal activities provided by staff in their free time. The programme was designed to build self-esteem, confidence, health and fitness as well as support emotional well -being. It was also available to all pupils at a significantly subsidised rate and free to FSM pupils.
Impact / Social inclusion, increased rates of participation, wider opportunities, cultural enrichment.
Action – Maths Standards / To support the raising of standards in maths across the academy. To achieve over-time, the aim of significantly more PP pupils attaining age related standards in maths. For this to be achieved sooner through pupils making more rapid progress. This is a long term strategy.
This will be achieved through the purchase of a new Maths Mastery (Singapore Maths – Maths No Problem) teaching resource for Year 1-Year 6.Together with staff training and new classroom resources.
Impact / Maths Scheme purchased. Staff training took place in September 2016. New teaching approach introduced across the academy Y1-Y6 in October 2016. Initial outcomes assessed in July 2017.
100% of Year 6 PP eligible children achieved the expected standard in end of Key Stage Maths Tests.
Maths Attainment as measured by: STAT APS Points (Internal academy progress and attainment system) summer 2017 - 1.0 APS point/ step equates to approx. a term.
Y1 PP=17.17 Non PP= 17.31: Attainment gap= -0.14
Y2 PP=20.31 Non PP=20.48: Attainment gap = - 0.17
Y3 PP=23.25 Non PP=23.56: Attainment gap = -0.31
Y4 PP=25.74 Non PP= 25.92 : Attainment gap = -0.18
Marginal attainment gap in maths in Years 1-4
Y5 PP=26.58 Non PP=28.61:Attainment gap = -2.03
A more significant gap in attainment. This group will receive further intervention in Year 6 in 2017-2018.
Year 6
Action - Standards / Pupil Premium grant funding was also used to fund an ‘Easter School’ which ran for three days in the April Easter holiday. This was specifically targeted at all Year 6 Pupil Premium children (all attended). Children attended an intensive number of lessons targeted at raising standards in Spelling punctuation and Grammar, Maths and Reading. Other non-pupil premium pupils targeted for additional support were also invited to attend. Pupils’ attendance was rewarded on the final afternoon with a special ‘fun’visit away from school.
PP funding was used to support a breakfast learning programme. Whereby all pupils were invited to attend additional morning lessons in the three weeks leading up to tests. The lessons were designed to build confidence, fill ‘gaps’ in learning and support pupils in applying their proven knowledge and understanding to the testing framework. All pupils were provided with a daily breakfast to support both parents and children.
Impact / Measured by raw attainment 100+ scaled scores in 2016 National Curriculum Y6 SAT assessments testing.
Reading - SS / Grammar, Punctuation & spelling - SS / Maths - SS
Non –pupil Premium / 105.8 / 107.5 / 106.6
Eligible Pupil Premium / 104.8 / 107.1 / 107.1
Gap / -1.0 / -0.4 / -0.5
Attainment gap effectively closed for Y6 pupils.
Action - Enrichment / Pupil Premium money funding was also used to support families to make Residential visits financially accessible. LAC and pupil premium children attended visits at no charge or with significant subsidy. There is a strong link between these enrichment programmes and pupil attitude, attainment and positive attendance all impacting positively on raising standards and narrowing the gap. Funding was also provided for a music enrichment programme for one LAC pupil.
Impact / Children took part in the Residential visits. Children report significant levels of positive wellbeing following the ‘inclusive’ learning and enrichment opportunity. No pupil exclusions for PP.
Action - Standards / PP grant funding was used to fund an additional teacher for three afternoons a week to release Y6 teachers on a weekly basis to support specific pupils with bespoke learning programmes.
Impact / PP aggregate attainment in all subjects – Teacher assessment STAT
PP Reading 32.2 Non PP 32.1 = No Gap
PP Maths 31.5 Non PP 31.3 = No Gap
PP Writing 32.1 Non PP 32.4 = - 0.3 V Marginal Gap
Gap in attainment effectively closed by the end of Y6 according to Teacher assessment – pupil performance in daily class work.
Year 5
Action - Standards / PP grant funding was used to fund an additional teacher for two afternoons a week to release Y5 teachers on a weekly basis to support specific pupils with bespoke learning programmes. Year 5 is our Y group with the biggest PP attainment gap in the academy. A significant number of PP children are both SEND and from the lower attaining group (Y2 SATs).
Impact / PP aggregate attainment in all subjects – Teacher assessment STAT
Closing the gap on non PP pupils
Reading Gap: closed by +0.9 over the year = Strong sustained progress
Maths Gap: closed by + 0.0 over the year = Expected progress
Writing Gap: closed by +0.4 over the year = Strong sustained progress
Strong progress is being made with closing the attainment gap in Literacy. More rapid progress needs to be made in Maths. Children will continue to receive additional support in Y6 in 2017-2018.
Action - Enrichment / Pupil Premium money funding was also used to support families to make Residential visits financially accessible. LAC and pupil premium children attended visits at no charge or with significant subsidy. There is a strong link between these enrichment programmes and pupil attitude, attainment and positive attendance all impacting positively on raising standards and narrowing the gap.
Impact / Significant financial barriers removed resulting in good attendance thus securing greater inclusion.
Action -Looked After Children (LAC) / A member of staff (teaching assistant) has been employed to provide 1:1 support for a LAC pupil in Y1 to support pupil behaviour, well-being and attainment.
LAC pupils in KS2 have received weekly after school 1:1 lessons to support progress and attainment in Literacy and Maths. Teacher employed to support.
Impact / Improved pupil engagement. No pupil exclusions. Y1 pupil achieved age related expectations in all subjects. Y5 pupil made expected progress in all Literacy based subjects.
Action – Speech therapy / A speech therapist was employed on a weekly basis to support pupils with specific physical difficulties/ language deficit. Speech therapist assessed pupils, provided support for parents, established programmes of learning, training for staff and strategies for teachers.
Impact / Provision for pupils not previously supported. Programmes of support in place. Significantly increased staff knowledge. Parents report high rates of satisfaction.
Action – Standards in Year 1 and 2 / We funded two additional experienced teachers (0.6) 3 days a week, to support Y1 and Y2 pupils identified for direct intervention and support with phonics and learning across the core subjects. Both teachers worked with the Y1-Y2 staff team supporting pupils on a 1:1 basis, in small groups and providing immediate direct intervention when required to support sustained progress. Additional support is focused in KS1 to help ensure more pupils achieve the expected standard by the end of Y2.
Impact / 33% of SEND Pupils in Y2 are eligible for the PP. 17% of all Y2 PP pupils are SEND.
By the end of Year 2 all PP pupils had met the required standard in the national phonics check equal to 100% of PP pupils successfully achieving the national standard.
75% of Pupil Premium children in Year 1 successfully met the required national standard in the Y1 phonics screening check. Three PP did not meet the standard and will receive additional support in Year 2 2017-2018 in reading.
In the core subjects’ attainment measured by Y2teachers’ assessments using 2017 Interim Standard showed that: (Each PP pupil= equates to 6%)
In Reading 61% of PP pupils achieved or exceeded national expectations.
79% of non PP pupils achieved or exceeded national expectations.
In Writing 78% of pupils achieved or exceeded national expectations.
67% of non PP pupils achieved or exceeded national expectations.
In Maths72% of PP pupils achieved or exceeded national expectations.
80% of PP pupils achieved or exceeded national expectations.
SEND pupils account for the gap in maths and reading.
In house teacher assessment STAT data shows a marginal gap in attainment of -0.2 in both reading and maths. With PP pupils making strong and sustained progress.
In Year 1 a marginal gap of -0.1 to -0.3 exists between PP pupils and non PP pupils. With PP pupils making strong progress in their first year of the KS1 curriculum.
FoundationStageAction - Standards / In Foundation Stage we continued to enhance additional staffing levels to provide essential support with pupils accessing the FS curriculum through the characteristics of effective learning. This equated to two additional members of staff working across the three classes.
Impact / As this is the children’s first year at school it is essential that all pupils including PP pupils make the best possible start. Intervention through structured adult led play and focused support together with additional resources and improvements to the learning environment produced the following overall outcomes - measured by pupils achieving a Good Level of Development, GLD). 36% of PP pupils achieved a GLD, 66% of non PP pupils achieved a GLD. The biggest area of deficit was with supporting boys to achieve GLD in the specific area of writing. Supporting these PP children to accelerate Literacy progress in Y1 will be a key focus.

Information for 2017-2018