- Here is our report for the academic year 2014-2015 into the impact of our pupil premium spending. Currently, at Crossacres Primary School we have 58% of our children who are eligible for Free School Meals. It is important if you think you might be eligible for free school meals you apply here;
Or follow the link on our website. Schools receive money for children who claim free school meals to help us close the gap between FSM and Non FSM.
- At Crossacres we aim to spend this extra funding in a way to close the gap between children who are non FSM and children that are FSM. We use data to identify areas where extra support may be needed and then measure again to ensure our strategies are having an impact. We measure the progress of our FSM children against our non FSM children and against others nationally to ensure we continue to close the gap.
- Below is some of the assessment data for each Phase at school. Here you can see how FSM performed last year compared with Non FSM children and then nationally.
- There is also some information linked to our budget from last year and the impact of some of the strategies at the end of this document.
- We use this assessment data to plan our next budget for the following academic year. See budget for 2015-2016 to see how we will spend the money this year.
- If you require any more information regarding pupil premium funding please do not hesitate to contact us in school.
Mrs. S L G Cordwell
Pupil Premium Children V Non Pupil Premium Children 2014-2015
EYFS % Achieving Good Level of Development2014 / 2015
Crossacres / National / Crossacres / National
FSM / 54% / 45% / FSM / 55% / 51%
Non FSM / 64% / 64% / Non FSM / 79% / 69%
In School Gap / -10% / -19% / In School Gap / -24% / -18%
- The FSM 2015 have exceeded the National figure from 2014 of 45% and all children make excellent progress from starting points that are well below average.
- The in school gap between FSM and Non FSM has increased this year by 14% and we are closely monitoring this in school. (See budget 2015-16). Year One staff are monitoring across all areas of the curriculum.
Phonics Year One2013 / 2014 / 2015
Crossacres / National / Crossacres / National / Crossacres / National
All Pupils / 74% / 69% / 68% / 74% / 87% / 77%
Disadvantaged ( including FSM) / 68% / 57% / 67% / 63% / 89% / 66%
Others / 86% / 73% / 70% / 78% / 85% / 80%
- 2015 was a real success for FSM children passing the Phonics Screening Check. We exceeded the national figure for disadvantaged Children passing the Phonics Screening Check by 23%. Additionally, we exceeded the National Figure for others and all other pupils!
- Year 2 Phonics- Furthermore, the FSM children in Year 2 met the national figure of 84% to pass the test by the end of Year 2 2015. (see page 21 RAISE)
Key Stage One- APS Differences between FSM and Non FSM 20152015 / All NC Core Subjects / Reading / Writing / Mathematics
Crossacres / National / Crossacres / National / Crossacres / National / Crossacres / National
FSM / 14.7 / 14.8 / 15.1 / 15.2 / 13.7 / 14.0 / 15.4 / 15.2
Non FSM / 17.0 / 16.6 / 17.7 / 17.1 / 15.9 / 15.8 / 17.3 / 16.8
Differences / -2.3 / -1.8 / -2.6 / -1.9 / -2.2 / -1.8 / -1.9 / -1.6
- Our FSM children performed broadly in line with other FSM children nationally as slightly outperforming in Mathematics.
- We are monitoring the gap between FSM and non FSM in reading and know this is the biggest gap. After our Autumn assessments 2015;95% of the FSM children in Year 3 have made progress of one or two bands in Reading.
Assessing Without Levels Years One, Three, Four & FiveEnd of July 2015%of Children reaching the expected level
Year Group / Reading / Mathematics
FSM / NON / Gap / FSM / NON / Gap
1 / 88 / 94 / -6% / 96 / 89 / +7%
3 / 85 / 99 / -14% / 98 / 95 / +3%
4 / 70 / 57 / +13% / 73 / 67 / +6%
5 / 54 / 50 / +4% / 53 / 61 / -8%
- In most areas the FSM children generally outperformed the Non FSM during the academic year 2014-2015. In the areas where they FSM underperformed the Non FSM, we are tracking the progress in these areas and after our current Autumn assessments 2015 we can see progress. A 100 % of the FSM children in the current Year 6 have made progress since the end of Year 5 in Mathematics. This is the same for the current Year 2 and 4 children in Reading, where children have made 1 or 2 bands progress.
Year 6 End Of Key Stage Two Disadvantaged V’s Other 2015 ResultsMaths, Reading & Writing / Maths / Reading / Writing / GPS
2013 / 2014 / 2015 / NA
2015 / 2013 / 2014 / 2015 / NA
2015 / 2013 / 2014 / 2015 / NA
2015 / 2013 / 2014 / 2015 / NA
2015 / 2013 / 2014 / 2015 / NA
Disadv / 69 / 74 / 65 / 70 / 79 / 79 / 74 / 80 / 76 / 88 / 71 / 83 / 83 / 82 / 76 / 79 / 59 / 65 / 53 / 71
Other / 93 / 83 / 57 / 85 / 93 / 83 / 79 / 90 / 100 / 94 / 64 / 92 / 93 / 94 / 79 / 90 / 64 / 78 / 50 / 84
SchoolGap / -24 / -9 / +8 / -15 / -14 / -4 / -5 / -10 / -24 / -6 / +7 / -9 / -10 / -12 / -3 / -11 / -5 / -13 / +3 / -13
Others v FSM / 15% / 10% / 9% / 15% / 13%
- Blue = Indicates where school gap is closer or equal to the national gap
- Green = School Disadvantaged (FSM) exceed other in school gap
What impact did our Pupil Premium spending have last academic year 2014-2015?
Use against Budget plan from last year 2014-15What kind of support? / Impact
Academic Support / Booster Teachers
Reading Recovery Teacher
TA Support / Our rigorous assessment data show us that gap between FSM and non FSM is closing at the end of Key Stage Two in pupils achieving a level 4 in Reading, Writing and Mathematics. (2013= -24%, 2014= -9 and 2015 +8%.) In the Phonics Screening Check our FSM outperformed the Non FSM! Some of our FSM children worked with the Reading recovery teacher and all passed the Phonics Screening Check. Also, 88% of the FSM children in Year 1 reached the expected level in reading due to being targeted by SMT interventions. These children also all passed the Phonics Screening Check. Our intervention data for KS1 booster teachers and interventions at Key Stage One show that FSM were targeted and the average APS movement for these children revieving these extra interventions was above 4 APS in most instances. For example, in our Deputy Head’s Extra Reading Group, 64% were FSM children and the average movement for this group over one Year was 5.2 APS in Reading. Furthermore, we use our TA’s to tackle underperformance and one particular group led by a TA made 5.5 APS movement in reading over the Year. This was our Fisher Family Trust Reading Project. Addionally, in Year 4, the TA delivered extra Reading Comprehension sessions with FSM children and the average imporvement in their Reading test result was 6.3. Another example of how are SMT interventions worked was where our other Deputy Head worked with Year 6 children where 75% of the children were FSM. The average APS imporvement over the year was 9.5 APS.
These are a few examples and we monitor the gap between FSM and non FSM termly.
Holistic/ Therapy / Educational Psychologist
Speech and Language Support.
Playground PALS / We have supplemented our support for specific needs by using outside agencies. We have used the Speech and language specialist in the foundation stage primarily to support children and parents where needed. We aimed to tackle such difficulties early on to ensure children can progress with their learning. The ‘Welcome Room’ has support some FSM children with developing their self-confidence and social skills. SDQ questionnaires were completed and children selected on a needs basis to the group. The impact of this group has been measured by the people closest to the children who attend the group. Class teachers commented on the children’s increased involvement in class discussion and children taking a more prominent role in group work. Parents noted an increased enjoyment of school and there was an impact on attendance and punctuality of these children.
Resources / Ipads
Home School Learning Packs. / We purchased ipads with the Aim to further engage children with learning whilst equipping them with the technological skills for today’s modern world. We also believe the ipads support children in becoming independent learners. When questioned about school and their attitudes to learning, the children mentioned the ipads and how much they enjoyed using them. it also gave some of our children an opportunity to use ipads for the first time. The ipads have been particularly helpful in Key Stage One where we have installed Phonics APP’s for the children to apply their learning. Furthermore, we have used them lots in Key Stage Two as a way of presenting information, for example in Year Three the children made a learning resources for other Year groups on how to do column addition using the APP ‘Explain Anything!’The Home School Learning Packs have been a real success this year. Key Stage One Parents received the packs after attending a ‘Parent Phonic & Key Stage One Assessment’ meeting. This was an opportunity to explain the Assessment procedures and how parents could help their children progress. Inside the packs were a plethora of resources to help children with learning at home including, pens, exercise books, scissors, glue stick, dice, counters, 100 number squares, whiteboards, pens and lots more! The impact of this has been a greater number of children completing their homework and we now know all children have the resources to complete their homework at home. Furthermore, we were able to target parents to help their children progress with their Phonics. As a school we used the Education Endowment Research that highlighted to us the impact parents can have on their children’s progress. We also used ‘Cracking the Code’ a report produced by the Social Mobility and Child Poverty Department. This document highlights the importance of parental involvement.
Attendance Officer / Working with all children throughout the school. / The attendance officer is aware of all FSM children. She has worked closely with children and parents in tackling punctuality and attendance. She also works with persistent absentees and closely monitors all absence across the school. We have used the funding to buy attendance and punctuality awards as well as attendance incentives for all children, for example the class with the best attendance, all of the children receive a McDonalds and a DVD afternoon. This has proven to be very successful.
However, FSM absences this academic year are slightly up on non FSM absences so next year (2015-2016) we attend to tackle this. (FSM = 2.25%/ Non FSM = 2.13%)
Curriculum Enrichment / Music Classes
Art and Drama specialist
Subsidising trips for all year groups, including Residentials. / It is important to us at Crossacres Primary Academy that our children receive a rich and varied experience that expands their horizons. We do this through trips throughout the school from Foundation to Year Six. We subsidise the cost of trips with our Pupil Premium Funding to ensure all children can have these experiences. These have included our residentials in Year Three and Six. We have a music specialist that comes into school to work with the children with brass instruments and recorders in Year Four. The children receiving extra music support is closely monitored to ensure there is a between FSM and Non FSM. Year Five work with an African Drum specialist, the whole class has lessons on the drums and steel pans. We also showcase the skills the children have learnt during celebration assemblies. The impact on the children’s confidence has been massive! Furthermore, we have had a Drama specialist work with our year Six children to put on our wonderful performance of the ‘Lion King.’ All of the Year 6 children had parts and so many overcame confidence and self-belief issues!
Additionally, we have had various sports coaches that have come in to work with the children, to give all children the opportunity to participate in Sports and give them an opportunity to work with specialist in that area, from football to lacrosse! For more information regarding curriculum enrichment and the trips we go on look at our curriculum maps on our website.
1 | Page