Greengates Primary School

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantagedpupilsandclosethegapbetweenthemandtheirpeers.SchoolsarefundedaPupilPremium forchildrenwhohavebeen:

  • Registeredforafreeschoolmeal(FSM)atanypointduringthelast6years
  • Childrenwhoarelookedafterbythelocalauthority
  • Havebeenadoptedfromcare
  • Orchildrenwhoseparentsareinthearmedforces.

Greengates Primary School is committed to ensuring maximum progress for all groups of children, ensuring “Achievement for All”

1. How much pupil premium funding has our school has received for this academic year?

Allocation / Amount per pupil / Pupil numbers
Pupil premium Reception to Y6 ‐ registered for a free school meal (FSM) at any point during the last 6 years / £1,320 / 51
Pupil premium allocation for children who are looked after by the local authority / £1,900 / 4
Pupil premium allocation for children who have been adopted from care / £1,900 / 0
Pupil premium allocation for children whose parents are in the armed forces. / £300 / 0
Current Early Years PP amount per term per pupil for 3 and 4 year olds accessing 15 hours a week in Nursery‐ estimated numbers. / £310
Total / £62040
Impact of pupil premium grant spending up to July 2017
The impact of the Pupil premium Grant is measured at the end of the academic year in relation to:
  • Impact of identifiedstrategies
  • Attendance
  • Punctuality
  • AchievementincEarlyYears, Phonics in Year1, Phonics inYear2, End of Key Stage 1results, End of Key Stage 2results

Impact of identified strategies
At Greengates Primary School we have a predominately White British cohort of children
Barriers to learning experienced by our children include a higher than national percentage of children needing SEN support / EHCPs and a higher than national deprivation (60th to 80th percentile). These barriers create the following issues in school
-Lower than average attendance across school, increased PA across the SEN/ PP children and increased punctuality issues across PP children
-Limited support outside school for homework and reading a lack of experiences to draw up on in their work.
Strategy / Actions / Impact
Teaching and Learning
Classroom planning and provision to support PP children through classroom management, support and intervention. The provision to be monitored through pupil progress meetings
Staff effectively monitor vulnerable children are in particular PP children and put into place Interventions and support for identified children
Teaching activities planned to enhance teaching and learning and accelerate progress of PP children
Y6 booster lessons to support low achieving group twice weekly, children identified from PPM 30 weeks 4 teachers 1 hour
Easter school – 3 days maths and comprehension skills 3 x 2 teacher days
Interventions identified in pupil progress meetings including Speed Up (handwriting) Same day intervention (maths)
Classroom support from N-Y6 distributed to ensure that PP children’s needs are met through intervention or group support
Breakfast club Children learning from outset – target children to attend breakfast club 2x mornings KS1 3x mornings KS2 to facilitate reading / homework / PC access Access to 2 HLTAs to facilitate
Home access to online maths and reading software, which is set and monitored by teaching staff.Provide login details to online software, set homework tasks from software and monitor use of software by children
Providing home access to school library – target PP children
Library opened weekly with Librarians to lend children School becoming more open and accessible to parents
Staff training to ensure quality first teaching, personalized learning, high quality questioning, appropriately differentiated work challenging level of work.
Greengates Primary School since last inspection now provides an improving provision for PP children, whilst attainment is not at national average progress against non PP children in school is generally equal. The above listed actions despite not closing the gap are reducing. This is due to closer monitoring, performance management targets, personalised learning and targeting PP children during pupil progress meetings
PP v National Progress Scores /

Key Stage Two 2017

SCH / National / SCH PP
EXS / GDS / EXS / GDS / EXS / GDS
Reading / 60.7% / 7.1% / 71.4% / 24.5% / 53.8% / 7.7%
Writing / 71.4% / 32.1% / 76.3% / 17.7% / 61.5% / 30.8%
Maths / 64.3% / 10.7% / 74.8% / 22.6% / 53.8% / 7.7%

5 of the disadvantaged pupils are working significantly behind the rest of the cohort and have made good progress, starting the year working mainly on the Y3/4 curriculum and now beginning to access the Year 6 curriculum. These pupils have also been identified as having slow processing speeds and have multiple vulnerabilities.

3 disadvantaged pupils considered to be working at greater depth in teacher assessment scored highly in the SATs test but did not achieve greater depth.

Comparing outcomes to national data does not show closing the gap at KS2. However teacher assessment was significantly higher. The class had SEMT issues around testing and didn’t perform well on the day

Key Stage One 2017

SCH / NAT / SCH PP
EXS / GDS / EXS / GDS / EXS / GDS
Reading / (23/32) 71.9% / (8/32) 25% / 75.5% / 25.2% / (4/6) 66.7% / 0%
Writing / (22/32) 68.8% / (6/32) 18.8% / 68.2% / 15.6% / (4/6) 66.7% / 0%
Maths / (24/32) 75.0% / (7/32) 21.9% / 75.1% / 20.5% / (4/6) 66.7% / 0%
Comb / (22/32) 68.8% / (5/32) 15.6% / 61% / (4/6) 66.7% / 0%
2 of the disadvantaged children were working at a significantly lower level, 1 of the children missed most all of her EYFS curriculum and part of her year 1 curriculum. Both children made good progress from their starting point.
Phonics
SCH Y1 / SCH Y2 / NAT
All / (25/30) 83.3% / 29/31 91% / Y1 81.2%
Y2 91%
Disadvantaged / (4/6) 66.7% / 83%
Non-disadvantaged / (21/24) 87.5% / 92%
1 SEN pupils (y1)(1 disadvantaged) could not access the phonics test
1 disadvantaged pupil (y1) did not pass the phonics test as they have only recently arrived from Spain despite very good progress being made in phonics and with English.
Year 6 / Exp / Reading / Writing / Maths
Class / PP / Class / PP / Class / PP
Base / 24 / 23.9 / 24 / 24.1 / 23.9 / 23.4 / 23.2
Yr end / 27 / 27.2 / 27.2 / 27.4 / 27.3 / 26.6 / 26.2
Prog / 3 / 3.3 / 3.2 / 3.3 / 3.4 / 3.2 / 3
Year 2 / Exp / Reading / Writing / Maths
Class / PP / Class / PP / Class / PP
Base / 12 / 12.9 / 12.5 / 13 / 12.9 / 13.6 / 13.8
Yr end / 15 / 16.1 / 15.7 / 16.3 / 16 / 16.6 / 16.8
Prog / 3 / 3.2 / 3.2 / 3.3 / 3.1 / 3 / 3
Cost £41000
Pastoral care
Educational visits: School will support the costs of school visits for PP children so cost is not a pre-emptive factor in school visit attendance.
All PP children encounter a wider variety if experiences in line with non-PP children Programme of experience days authors / theatre /maths.
Inclusion Programme
Pastoral core team meets fortnightly, full pastoral team half termly
Admin support to the pastoral team for monitoring, recording pastoral data and minute taking
Attendance and punctuality
Regular monitoring of PP children’s attendance and punctuality compared to remainder of school and other vulnerable groups
Identifying those PP children who need to be invited to attend Breakfast club
Inclusion programme for the children including interventions
Enable the development of children emotionally, prepare children to effectively learn, enable PP children to have aspirations and ability to be good learners. 0.6 FTE Inclusion Manager 0.4 FTE L2 TA
Inclusion support for families of children who need further support.
Behaviour and safety
Regular monitoring of the behaviour records to support and intervene where necessary to ensure all children are safe.
Increased number of PP children achieve ‘Outstanding’ and ‘Golden Book’ recognition / A wide selection of school visits and visitors visited school to enhance learning of all children, PP children supported where necessary.
A revised curriculum has been implemented to raise engagement and provide life experiences for all children
Staff has greater awareness of children’s needs due to speedier and more effective data collection and higher level of accountability from teaching staff. This enables spotting trends and intervening quicker to support children with all aspects of pastoral care.
Improved attendance / punctuality monitoring actions include
  • Inclusion Manager monitors attendance each morning
  • Flowchart for attendance to ensure procedures are consistent (on display in the office)
  • Revised letter to send out to parents if attendance/punctuality becomes a concern
  • Texts sent to parents for improvements in their child’s attendance
  • Home visits when parents cannot be contacted by phone by 9.15am
  • A rapid response if there is no marked improvement in attendance despite receiving a letter and offer of support; parents will be contacted by phone to come into school for a meeting with Mr Gaunt/Inclusion Manager
  • EWO working in partnership with school targeting pupils with less than 90% attendance
  • EWO endorsement those pupils with 10 absences or more during a six week period could be issued with a fine in order to reduce persistent absence.
Children more settled and ready to learn due to pastoral care given including life skills, volcano in my tummy, playtime and lunchtime support, BLP support managing distractions, collaboration and perseverance. This has resulted in a reduction of breaches of the behaviour strategy.
Behaviour recording has identified children and enabled us to support them to correct behaviours.
I
Cost £20,000
Resourcing
Basic skills reinforced to assist closing the gap to expected levels
images resources – dienes / unifix / PV rersources / - Practical maths equipment to support models and images
Purchase of playtime equipment to support behaviour strategies at playtime / Increased provision in less structured times enabling the deepening of learning through play
The children have deepened their learning through the use of physical resources and models/Images
Calmer playtimes
Cost £1000