Pupil Premium Grant Report

Ladybridge PPG Report .

2011—2012 PPG Allocation £9,980

2012 – 2013 PPG Allocation £31,569

2013 – 2014 PPG Allocation £63,900

2014 – 2015 PPG Allocation £109,200

Pupil Premium 2014—2015 All members of staff, governors and teaching assistants accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within the school environment. Ladybridge Primary School is committed to ‘Narrowing the Gap’ between vulnerable pupils and the pupil premium forms a vital part of that process.

Provision will be made through: 

Facilitating pupils’ access to education

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Facilitating pupils’ access to the curriculum

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Alternative support and intervention within the school

Reporting Pupil Premium It is the responsibility of the governors to explain pupil premium expenditure to parents in the form of an annual statement. This report aims to detail information on how Pupil Premium has been used within school. This report will detail the attainment and progress of pupils who are covered by the premium and the intervention that has been supported by the additional funding. Reports will also detail the progress made towards narrowing the gap and this will be supported by reported data and academic progress.

Reporting to Parents Parents will be able to obtain information on the pupil premium via the schools website. This will be updated annually.

Pupil Premium at Ladybridge Primary School Historically, Ladybridge Primary School had a relatively small number of children who took up FSM or who were a LAC. However, we have seen a rising trend of our school population eligible for FSM. This is in line with national trends, which also show a rising entitlement in eligibility. In May 2013, our Ofsted reported stated that pupils known to be eligible for free school meals achieve standards which are higher than similar pupils nationally. Their attainment is approximately one term behind other pupils in school in both English and mathematics. However, this gap is closing steadily.

Print pageIntroduced in April 2011, the pupil premium is allocated to children who are looked after by the local authority, those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the armed forces.

The PPG per pupil for 2014-2015 is as follows: Disadvantaged pupils

Pupil Premium per pupil

Pupils in Year Groups R to 6 recorded as Ever 6 FSM

£1,300

Pupils in Year Groups 7 to 11 recorded as Ever 6 FSM

£935

Looked After Children (LAC)

£1,900

Children adopted from care under the Adoption and Children

£1,900

Act 2002 1 and children who have left care under a Special Guardianship or Residence Order

Key priority: Our core aim is to raise the attainment and progress of pupils eligible for pupil premium funding so that their performance compares favourably with their Non-Pupil Premium peers.

What we expect to see Outstanding teaching and learning is paramount to the progress of all pupils not only pupils from disadvantaged backgrounds. This remains a consistent and relentless focus at Ladybridge. In addition to this, targeted intervention and support strategies are deployed in order to: 

improve levels of attainment and progress;

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close attainment gaps;

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enhance reading, writing, mathematics and communication skills;

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have a clear focus on all disadvantaged pupils, including those with SEND and more able pupils and support pupils in becoming aspirational, confident and successful learners.

This year we have used the following strategies to try and make a meaningful impact in terms of narrowing the gap between pupils from low income and more affluent families.

Key objectives to increase achievement of disadvantaged puStrategy 1: Targeting funding well We have implemented a new pupil data tracking system called O-Track (as recommended by Sarah Bentley – independent educational consultant). The new system will ensure that we use tracking data intelligently to analyse our pupils’ underachievement in school as a whole, and focus on a long-term strategies ahead of “quick wins”. Progress barriers are addressed through pupil tracking data led by the TLR progress leads.

Strategy 2: Effective intervention We continue to provide intervention groups as previously reported. However, this year we have ensured that all interventions are time-limited and linked to day-to-day teaching – See appendix for specific year group provision maps.

Strategy 3: Ensuring TAs raise standards It is clear that teaching assistants, to be effective, must clearly understand their role, be well trained, and also targeted at those classes most in need. The structure and organisation of support staff in school has been steadily changing over recent years to ensure that staff work in the classes in most need of additional support.

Strategy 4: Minimising barriers Ofsted highlights the importance of a focus on pupils’ home circumstances and possible barriers such as poor behaviour, exclusions or low attendance. Social and emotional skills is an area where support is needed, Ladybridge works hard to engage deeply with parents/carers.

Strategy 5: Meeting specific pupil’s needs The Pupil Premium can be effectively used to meet specific pupil’s needs. For example, at Ladybridge we recognise when particular circumstances leave pupils vulnerable to underachieve-

Strategy 6: Monitoring and evaluation Proper monitoring of Pupil Premium spending involves a wide range of data being looked at as a whole. This includes achievement data, pupils’ work, observations, case studies and the views of pupils and staff. Effective monitoring means that interventions and approaches can be changed or adapted quickly if they are not working. The effective evaluation of pastoral interventions for issues such as behaviour or attendance is also vital.

Class teachers have worked closely with Mr. Watson/Miss Hignett to improve the impact of interventions. Class teachers need to have a clear understanding of a child’s needs as this is a critical precondition to planning effective strategies, creating appropriate provision and influencing the adjustments to teaching that will lead to good progress and improved outcomes.

The following pages detail the ‘additional to’ provision that the children at Ladybridge Primary School have access to.

Key Message Every teacher is responsible and accountable for all pupils in their class wherever or with whoever the pupils are working with.

Name the intervention/ Summary of Intervention Using the title of published materials if these are to be used. Give details of the intervention.

Lead Person Name of individual responsible for delivery and monitoring of intervention. This may be a class teacher or teaching assistant or potentially a staff member from a support service.

Length of intervention Interventions should be time limited. Give the length of the intervention – usually in weeks.

Frequency State how often the intervention will be used and the length of each ‘session’ if appropriate.

Expected Outcome State what difference the intervention is expected to make. This is the criteria on which the impact of the intervention will be assessed.

Vulnerable Group State what additional needs the children have that may be the barrier to learning i.e. FSM, EAL, INA etc.

Assessment Methods State how the intervention impact will be measured. The methods chosen should reflect the objectives of the intervention. These measures should be made before and after the intervention so progress can be measured.

This page indicates the wave of provision that the intervention is categorised.

Examples

Reading

Writing

Spelling

Maths

Speech and Language

Pastoral Care

Wave One

Quality First Teaching

Quality First Teaching

Quality First Teaching

Quality First Teaching

Quality First Teaching

Quality First Teaching

Daily Reading/ Guided Reading Sessions

Extended Write Session

Moving On

Year 3 Intervention (Quest)

Wave Two

Reciprocal Reading Year 3 Intervention (Quest)

Wave Three

TLR progress lead involvement

Further Literacy Support (FLS

TLR progress lead involvement

Weekly Mental Maths Test

Read, Write, Inc Year 3 Intervention (Quest)

Talking Partners/ Group Work

Springboard/s

Black Sheep Press

BIG Maths

Narrative Intervention

TLR TLR progress progress lead lead involvement involvement

Nurture Group

1:1 Speech therapy

1:1 Councillor

Time to Talk (Ladywood)

Phoenix Project

Mr Goodguess (Ladywood)

For more details on the Pupil Premium, please visit: www.education.gov.uk/schools/pupilsupport/