St Martin S C of E Primary and Nursery School

St Martin’s C of E Primary and Nursery School

Pupil premium grant

Expenditure and Impact Statement 2015/16

Context

St Martin’s has been built to serve the new town of Cranbrook which means that pupils join the school on a weekly basis. The town has been built with 40% affordable housing of which 20% is social housing. This means that St Martin’s has higher than average numbers of pupils eligible for Pupil Premium when compared against National and Devon averages.

Number of pupils and pupil premium grant (PPG) received
Total number of pupils on roll / Jan 2015 – 322 (inc nursery)
April 2015 – 353 (inc nursery)
Total number of pupils eligible for PPG / We received PPG for 78 children, 77 FSM, 1 adopted and 1 service child
Amount of PPG received per pupil / £1,300 x 77
£1,900 x 1
£300 x 1
Total amount of PPG received on initial census figures
Top up funding received throughout the year as number on roll increased
TOTAL: / £102,300
£ 26,700
£129,000
2013 (funded for 13 children and ended year with 43) / 2014 (funded for 61 children and ended year with 78 children) / 2015
% of disadvantagedpupils making expected progress in English / Due to rapid rate of growth and the way in which the funding has been allocated it is not possible to make meaningful judgements. / 82% / 87%
100% for children we have had for 3 years
% of disadvantagedpupils making expected progress in maths / 64% / 75%
100% for children we have had for 3 years
Summary of PPG spending 2015/16
When we have disadvantaged children for a period of time data shows that they make progress in line with national expectations and in many cases, accelerated progress. We were still subject to rates of high inward mobility during this year and, in order to support with this, we employed our family advocate full-time to support children and families – the majority of her work (92%) is withdisadvantaged children. We have placed an emphasis on improving children’s attitudes to learning and their learning behaviour as this step is needed so that children can engage effectively with learning. Experience of working in a school where high mobility is a constant means that we recognise the importance of working with disadvantaged children to ensure they feel safe and secure so they are able to gain the maximum benefit from learning in the classroom and during interventions. We also worked to improve a greater number of children achieving higher level outcomes at KS1 and KS2. End of KS1 data for 2015 shows that our disadvantaged children outperformed our other children in reading and maths this is a significant improvement on the previous year. We continued the work around speech and language development and personal, social and emotional growth with our youngest disadvantaged children as the positive impact of this is evidenced in EYFS data. We identified the need to improve reading for our disadvantaged children, particularly children’s inference and deduction skills at KS2, and achieved this through the introduction of the Accelerated Reader Scheme and specific reading intervention. Many of our children from disadvantaged backgrounds do not have a rich experience books and story telling. We had a year 6 cohort at the beginning of September 2015 for 2015/16 with 100% of the disadvantaged children not at national expectations – only 3 of these children had been with us for the whole of KS2.
Item/project / Objective / Impact
To have a high level of teaching and TA support,with a remit to focus on the disadvantaged children, in a vulnerable Year 6 class with a high percentage of disadvantaged children. / To support disadvantaged children in being ‘secondary ready’ and therefore enhance their life chances.
. / This has been effective in supporting the disadvantaged children within a class of children with extreme emotional needs – both progress and attitudes to learning data shows significant improvement.
91% of disadvantaged children made accelerated progress in maths and writing and 73% made accelerated progress in reading.
100% of the disadvantaged cohort were not at age expectations at the start of year 6, and by the end of year 6, 45% had achieved the expected standard in maths; 55% had achieved the expected standard in reading and 66% had achieved the expected standard in writing.
82% of disadvantaged children showed improved learning behaviour– with the increased expectations of the new National Curriculum the excellent progress these children have made won’t be evidenced in attainment outcomes at the end of KS2. However, the children’s books, individual case studies and pupil premium tracking reports which track attitudes to learning in addition to progress and attainment show the significant positive impact of the teaching team.
To pay for teacher to teach Year 6 for final half-term so that experienced teacher could work with up and coming disadvantaged children in Year 5 to accelerate progress in readiness for Year 6. / To accelerate progress of disadvantaged children in Year 5 class that has 88% on the SEN register and 30% disadvantaged children – only 25% of these children have been with us for 3 years or more. / This class is now almost entirely in the Year 6 class that receives a high level of support (see above). The progress the disadvantaged children made in terms of attitudes to learning and ability to apply themselves meant they benefitted significantly from the opportunity to learn with the teacher who would be teaching them in Year 6.
To buy balance boards and train staff up to lead balance board sessions. / We trialled this programme last year and found it to be extremely effective in improving disadvantaged children’s ability to concentrate and focus and their ability to achieve an emotional state that meant they could be effective learners. We want to roll the programme out to all disadvantaged children who require it. / Many children are accessing Balance Board for a variety of reasons. We have trained up 10 members of staff to deliver the programme and this means that the boards are being used widely across the school for all ages and diverse needs –case studies provide specific examples of how this intervention has supported children.
To accelerate progress in readingfor disadvantaged children through purchase of Accelerated Reader programme books (36% disadvantaged so 35% of the cost met through PPG funding). / To develop disadvantaged children’s love of reading and children’s ability to read and understand what they read – this is a particular priority for those disadvantaged children who do not come from ‘book’ rich homes. / Data from Accelerated Reader shows that disadvantaged children have, on averaged increased their reading age by 13 months over a 10 month period (Sept – July). This academic year disadvantaged children have, on average increased their reading age by 5 months over a 3 month period Data shows that on average our disadvantaged children are engaged in reading for 17 minutes per day compared with 18 minutes for our other children.
Employing a full-time Family Advocate to support families. / To support parent and school partnership working, empower parents to parent well and to work in partnership with the Designated Safeguarding Officer and Deputy Safeguarding Officers. / This role is invaluable in supporting children and their families. There are many examples where support from the Family Advocate has improved disadvantaged children’s attendance, improved disadvantaged children’s attitudes to school and/or improved attainment outcomes.
Subsidy for disadvantaged children for residential / To ensure that financial reasons were not a barrier to Disadvantaged children being able to participate in the residential experience. / Children were able to access the residential whose families would not have been able to fund a place for them. The children gained personally, socially and emotionally from the outdoor and adventurous experiences and the opportunity to stay away from home and experience a degree of independence in a supportive environment.
To run forest nurture group for disadvantaged children. / Evidence from case studies has shown the positive impact that the forest nurture group has on children in terms of readiness to learn and their social and emotional well being. / The forest nurture group provides a family setting for children who do not have access to this type of environment and we have further case studies evidencing the impact on the children concerned in terms of readiness to learn, transference of skills to the classroom, ability to build relationships and accelerated progress –case studies demonstrate impact for individuals.
FISH Sessions (holiday and after school club) / To provide support through the holidays to children and their families and to provide a settled start to the day for those children who would benefit from it. To provide childcare for families who need to attend meetings that will benefit their children when no other childcare available. / This year we have used FISH less for providing a more settled start to the day but have continued to use them to provide childcare for respite for families and/or to enable families to attend core group and strategy meetings. We now provide breakfast for those children who don’t have it within school rather than relying on FISH – TAs make breakfasts for individual children and, in one Year 5 class, where there are over 60% (90% of these are disadvantaged) of the children who come without breakfast on a regular basis we provide daily toast funded through PPG. This also creates a nurturing and settled start for this class who has a high number of emotionally vulnerable children. The class teacher and TAs have stated that starting the day in this way secures attachment, creates a sense of well-being and readiness to learn.
Speech and Language and social and emotional support for youngest children from a qualified teacher. / To support disadvantaged reception children in being socially and emotionally ready to enter Year 1 and to develop speech and language skills for nursery children to ensure that they are ready for Reception. To accelerate progress in phonics for those disadvantaged children not at national expectations. / EYFS outcomes for 2015 show that the gap between disadvantaged children and other children was less than the gap nationally and for Devon. In the Year 1 phonics screening the disadvantaged children’s attainment was equal to that of the other children and the school’s overall outcome was above the national average (school: 84% national: 77%).
Music Therapy sessions / To support disadvantaged nursery children who have come into nursery who struggled with their social and emotional behaviour. / This has contributed to supporting children in being school ready, unfortunately children only experienced a term of music therapy due the teacher not being able to continue due to family illness. The nursery staff noted a positive impact on the children’s ability to engage with the learning opportunities offered and we hope to continue with this in the autumn term.
Lunchtime sports clubs run by premier sport / To enable disadvantaged children who are reluctant to engage with PE to experience success and enjoyment in sports based activities and for the children in the Sports Leaders group to gain self-confidence and self-belief which will enable them to feel more self assured in other areas of their lives. / This was not as successful as it could have been due to the inconsistency of the coaches provided which did not support the building of secure relationships for the children in the group. There were benefits for some children but we stopped this intervention after a term as it was not having the positive outcomes we were looking for.
Drumbeat / Drumbeat’ encourages students to develop their listening skills, rhythm, social skills and teamwork. It has proven to support children who struggle making positive friendships by building their teamwork skills and developing greater self confidence. / This programme was motivating and inspirational for the children involved and contributed to our decision to purchase drums so we could run the programme ourselves. Case studies illustrate the positive impact of Drumbeat.
Play Therapy / To support disadvantaged children with personal, social and emotional development and improve their readiness to learn. / This intervention has been used extremely effectively with children who have disengaged from learning for a variety of emotional and social reasons, who are struggling to manage their anger and/or aggression or who need to develop confidence and self-belief. Case studies demonstrate individual successful outcomes.
Behaviour Support Team Support / To support children and staff working with disadvantaged children who address challenges with managing well in school with a particular emphasis on children who don’t have secure attachment. / Matt Jones from the BST has worked successfully with staff both in small group and whole staff training sessions. Developing staff’s understanding of attachment theory and how to support children with insecure attachments has been invaluable. The work that Matt has carried out to support staff in developing strategies to engage specific children who present with challenging behaviour has had a positive impact not just on the child concerned but also the other children within the class and the adults working in the classes where Matt has supported.

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