Milton Park Primary School
Pupil Premium Impact Statement 2016 – 2017
ImpactReading
Reading Recovery
FFT, Hi-Five
BRP
Morning Reading
EY Support / Reading Recovery – In total, 17 children received this intervention this year. 11 of these children are in receipt of pupil premium, however the allocation pays for this intervention. Of these 17, 11 are boys (5 pupil premium) and 6 are girls (5 pupil premium).
-13 children reached the expected level for the end of reading recovery, 2 children did not reach the expected level and will continue with BRP, 2 children will continue in the next academic year
-1/9 Y2 children achieved the “National Standard” for reading and writing
-13 Y1 children received RR at some point in 2016/2017 – 10 children passed the phonics test (6 girls and 4 boys) – One boy had only just started RR and scored 29, the other two children will continue RR in Y2
-2/4 Y2 children passed the phonics retake
BRP–34 children received this intervention this year, delivered by 4 teaching assistants across the school. The ration gains for the children are as follows
-Below 1 (less than expected progress) 4 children
-Between 1 and 2 (1 being expected progress) 13 children
-Between 2.01 and 3 – 15 children
-Above 3 – 6 children
Morning Reading – Over the year, 62 children have been given the opportunity to come in to school 15 minutes early (8:30 – 8:45) to receive extra reading with a teaching assistant. This isn’t measured in terms of a start / end point as the needs are different. However the reading percentage at NS+ are as follows. (Year 5 used the early morning session to boost maths)
-Year 1 – 89% 87%
-Year 2 – 94% 46%
-Year 3 –58% 77%
-Year 4 – 37%% 83%
-Year 6 – 54% 65% (if appeals for remarking are accepted)
Hi-Five – 7 Y5 children have completed this intervention this year (2 children left the school mid-intervention). All children received a ratio gain of more than one. The ration gains were as follows
-Between 2 and 4.9 – 1 child
-Between 5 and 7.9 – 2 children
-Between 8 and 10.9 – 2 children
-11 or more – 2 children
Fisher Family Trust – One teaching assistant delivered this intervention to 4 children over the year. All children achieved ration gains of above 1 in both decoding and comprehension. There were issues with lack of attendance of 2 children which impacted negatively on their overall progress.
Early Years Support – 2 teaching assistants have been trained by the RR teacher to deliver “Concepts About Print” in the summer term. This is in its infancy and the strengths / weaknesses fed back to Reception and Y1 teachers to develop the teaching of reading over the next academic year. In 2017 / 2018, this will be done in the spring term so that intervention can be put into place during the foundation stage.
Out of the 15 YR PP children, 8 children received the expected level or above – all children had started below the expected 40-60 month bracket during the baseline assessments. In the whole cohort 52 children out of 56 made better than expected progress in reading over the year.
Writing
Reading Recovery
FFT, TP,
Precision Teaching
Spelling Bee
EY Support / Talking Partners – 30 children received this intervention throughout the year – one YR child repeated the intervention due to slow progress. The ratio gains for the 30 children are as follows (a ratio gain of 1 is expected progress)
-Below 1 – 14 children (9 in grammar)
-1 to 5 – 7 children (9 in grammar)
-5.01 to 10 – 7 children (8 in grammar)
-10.01 to 15 – 1 child (2 in grammar)
-Above 15 – 1 child (2 in grammar)
Precision Teaching –3 children were identified as having precision teaching for a literacy based areas. The impact was as follows
-1 child learnt how to spell 50 new words over the intervention
-1 child learnt 99 of the first 200 high frequency words
-1 child achieved mastery every two weeks in their spelling although didn’t always apply this consistently in class
Reading Recovery – See above
Fisher Family Trust – See above
Spelling Bee–158 children completed at least 1 spelling bee over the course of the year. This has contributed to the following percentage of children being on track with age expected spelling
-Year 1 – 65.5%
-Year 2 – 37.5%
-Year 3 – 34..5%
-Year 4 – 26.5%
-Year 5 – 62.5%
Early Years Support - Out of the 15 YR PP children, 8 children received the expected level or above – all children had started below the expected 40-60 month bracket during the baseline assessments. In the whole cohort 51 children out of 56 made better than expected progress in writing over the year.
Maths
Booster Maths
Maths Recovery
Precision Teaching
Mental Maths Challenge
EY Support / Maths Recovery – 6 year 1 children and 13 year 2 children received this intervention during the year. 6 of these children are in receipt of pupil premium. The average ration gains were as follows
-Overall – 6.7
-Year 1 – 6.9
-Year 2 – 6.5
Precision Teaching–4 children were identified as having precision teaching for a maths based area. The impact of this intervention is as follows;
-2 children mastered the number bonds and doubles to 10 and then 20
-2 children learnt 2 new times tables
Mental Maths Challenge – 80 children completed at least 1 maths challenge over the course of the year. This has contributed to the following percentage of children achieving the “National Standard” in maths this year compared to the previous year
-Year 1 – 80% 71%
-Year 2 – 44% 34%
-Year 3 – 50% 68%
-Year 4 – 24% 67%
-Year 5 – 53% 66%
-Year 6 –43% 60%
Booster Maths – 22 children in Y5 received morning boosters in maths from 8:30 to 8:45 four times a week. This contributed to an increase of 13 percentage points in maths compared to the end of the previous year.
Early Year Support - Out of the 15 YR PP children, 6 children received the expected level or above – all children had started below the expected 40-60 month bracket during the baseline assessments. In the whole cohort 30 children (number) and 44 children (SSM) out of 56 made better than expected progress over the year.
Pastoral
Attendance
ELSA
EFA
Parental Support
Military Monsters/Monkeys
EY Support / Parent Support Worker – The parent support worker has a case load of around 20 families across the school, although this does not include those families worked with on an adhoc basis and doesn’t include those who are subject to CiN planning or CP planning. From this case load, the following impact has been had
-Medical needs have been addressed though targeted support and this has led to an increase in attendance
-CAHMS and ELSA referrals have led to children and parents being supported ion a range of ways which have improved the social and emotional stability of the children both in school and at home
-Early Help impact has included improved attendance for 4 pupils
-Several safeguarding issues have emerged and been dealt with as part of the Early Help process
Attendance–Attendance continues to be below the national figure and there will be more work needed over the next academic year to improve the attendance of disadvantaged children. There have been some individual success stories, with 5 persistent absentees improving their attendance compared to the previous year. This improvement is an average of 5% over the year
ELSA–25 children have had access to ELSA support this year. Each child has set 3/4 targets and the vast majority have met these by the time the intervention has finished. Having received the intervention, the children’s teachers have commented positively in the impact of the sessions and how the children have applied coping strategies back in class.
EFA–2 Teaching assistants have been trained for this intervention over the year so it is very much in its infancy. Its aim is to be less formal than ELSA and run on a needs basis, therefore tracking its impact is more challenging. 12 children have accessed this intervention at some point over the year. Next academic year we will be using supervision more formally to support our Emotional First Aiders and better evidence the impact that this intervention has.
Military Monsters / Military Monkeys – 21 children from KS2 regularly attend Military Monsters and 5 children from KS1 attend Military Monkeys regularly. Four children have not attended the after school club however have been part of the service children school trips. 2 children have not accessed the support but the families are aware of this and know that the support is there should it be needed (these children attend our ASC unit and families felt that the support would be beyond their comprehension). The impact in term of the support is on an individual basis and is as follows;
-One family were concerned about their child’s behaviour during deployment both at home and at school – rewards and sanctions were put in place, MABS were involved and parents attended PPP. There have been no reported incidents of poor behaviour since the support has been put in place.
-Families regularly communicate about deployment and when we know a parent is away, scrap books are created and the children take these home when the parent returns – this has been done with 7 children all of whom have reported how this supported the child while the parent was away
-The City cluster has been created as a result of our work and our learning mentor currently runs this – there are 4 schools in this at the moment with 7 others looking to join.
-These strong links have led to parents coming in to school to deliver talks / demonstrations to the children
Early Years Support – Due to the work that the extra teaching assistant are able to provide, 92.3% of the children made better than expected progress across the PSED part of the EYFS curriculum. This was consistent across the three areas (Self-Control/Self-Awareness, Managing Feelings and Behaviour, Making Relationships).
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