ST GILES ACADEMY PUPIL PREMIUM REVIEW 2016-2017
Key stage 2 SATS:
· 19% of disadvantaged pupils reached age standard in Reading, Writing and Maths
· 36% of disadvantaged pupils reached age standard in Reading. (2016 – 15%)
· 58% of disadvantaged pupils reached age standard in Writing. (2016 – 56%)
· 44% of disadvantaged pupils reached age standard in Maths. (2016 – 6%)
· 50% of disadvantaged pupils reached age standard in Spelling, Punctuation and Grammar. (2016 – 21%)
Key Stage 1 SATS
· 37% of disadvantaged pupils reaches expected standard in Reading, Writing and Maths.
· 52% of disadvantaged pupils reached expected standard in Reading.
· 47% of disadvantaged pupils reached expected standard in Writing.
· 52% of disadvantaged pupils reached expected standard in Maths.
· 42% of disadvantaged pupils reached expected standard in SPAG.
Phonics screening.
· 75% of disadvantaged pupil passed he phonics screening. (67% 2016)
· 84% of disadvantaged pupils passed the phonics screening when dis- applied pupils are removed.
Barriers to future attainment.
Internal:
· Literacy skills in EYFS/KS1 are lower than average across all pupils entering the school. This slows progression and impacts attainment in subsequent years.
· Ineffective use of LSA’s. The deployment and management of LSA’s does not always have a positive impact on improving pupil outcomes.
· Pupils come into school with a range of social, emotional and mental health needs. This has an impact on pupils ’readyness’ to learn.
External:
· Family engagement and aspirations towards school and pupils achievement. This has an impact on the expectations pupils have on themselves and towards their work.
For all pupil premium pupils to make expected progress or better in Reading and Writing.Chosen approach / action / Evidence and rational for this choice. / How will we ensure it is implemented effectively? / Impact
Staff training on effective phonics teaching.
Consistent teaching Read, Write Inc phonics across KS1 and Lower KS2.
Teacher to lead interventions for the pupils who make slower progress in phonics.
Use of phonics intervention scheme to support pupils who make slower than expected progress.
Specialists to be training in each phase and as a consequence quality of interventions will improve and have a greater impact on pupil attainment.
Pupils will be accurately and effectively assed in phonics. / Evidence suggests that the teaching of phonics has a large impact at low cost. Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress. A consistent approach to teaching phonics will only have a positive impact on the literacy skills of PP pupils.
Intervention at early years also has positive impact on pupils, especially ones from low income families. Specific intervention can add up to 5 months progress. / Observation of phonics teaching.
Phonics to be timetabled into the school day to ensure that a consistent approach can be implemented.
Triads working together with a focus on teaching phonics.
INSET on the effectiveness of teaching phonics.
Implementation of phonics tracker to track progress but also highlight next steps.
Support for other schools in New Dawn Trust in implementing whole school approach.
Teacher and LSA evaluation documents to highlight good practice and next steps.
Improved and specific CPD though teacher and LSA appraisal.
Implementation of an effective phonics tracking system. / Between September 2016 and July 68% of PP pupils made expected progress in Reading with 42% making accelerated progress.
In years 2,3,4 and 6 PP pupils make better progress than non - PP pupils in reading.
All pupils in KS1 receive at least 30 min of phonics a day.
Between September 2016 and July 68% of pupils PP made expected progress in writing with 50% making accelerated progress.
In Years 4 and 6 PP pupils out perform. non PP pupils in progress within writing.
79% of pupils are predicted to pass Phonics screening in year 1 (2016 74%)
All pupils access a consistent approach to phonics across KS1.
Pupils who make less than expected progress in phonics access high quality catch up interventions. –LSA Evaluation document.
10 extra Yr3 pupils off the RWI program.
17 extra YR 2 pupils off the RWI program.
24 children have made 5 + steps progress through the program across years 1 and 2
Year 2 have made steps progress similar to that of year 1 (who have only seen the phonics for the first time),
Foundation results are currently better that Yr 1 data from November 2016.
Children overall entering the next academic year at a higher starting point then in November this year.
Recent New Dawn Trust (Feb 2017) review highlighted the positive impact of phonics on improving pupil outcomes.
‘The teaching of phonics is systemic and structured’
‘The school has established a consistent approach to phonics up to year 3 as a result of the pupil premium review of spending’
All teachers and LSA’s will use technology effectively in their teaching to ensure that pupils make expected or better than expected progress in Reading, Writing and Maths.
Chosen approach / action / Evidence and rational for this choice. / How will we ensure it is implemented effectively? / Impact
Staff audit to identify areas of strength and areas for development.
Identify key person in school to take lead on development of using technology to enhance teaching.
Regular workshops and training to improve the use of technology to positively impact on training.
Audit of all Ipads and apps to ensure the most effective programs/apps are available to be used.
Key member of staff to attend Apple training events.
Commissioning of F1 to deal with all ICT related issues and problems. / The use of technology to support learning are very varied but take two main approaches: programmes for students where learners use technology in independent problem solving and open ended task and technology that supports teaching like interactive whiteboards etc.
Studies consistently find that digital technology is associated with moderate learning gains (around 4 months per academic year). Research suggests that technology should be used to supplement teaching as opposed to replace it. There is clear evidence that technology is beneficial for areas such as writing. / Observations of teaching will show that technology has an impact on learning.
Staff skills Audit will show an improved confidence in using technology to enhance teaching.
Regular workshops to continue to develop use of technologies.
Key person to be sent on training events to ensure practice is as up to date and relevant possible.
Rigorous monitoring to ensure that technology is enhancing teaching not replacing it.
F1 to keep all I pads fully up to date and working.
All Ipads to be equipped fully with appropriate apps and programs. / Between September 2016 and July 2017 68% of PP pupils made expected progress in reading with 42% making accelerated progress.
In years 2,3,4 and 6 PP pupils make better progress than non - PP pupils in reading.
Between September 2016 and July 2017 68% of pupils PP made
expected progress in writing with 50% making accelerated progress.
In Years 4 and 6 PP pupils out perform. non PP pupils in progress within writing.
Between September 2016 and July 2017 75% of PP pupils made expected progress in Maths with 46% making accelerated progress.
In years 3,4 and 6 PP pupils out perform non PP pupils in terms of progress in Maths.
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Learning support assistant (LSA’s) will have a positive impact on pupil progress and attainment and as a consequence pupils will make expected progress or better in Reading, Writing and Maths.
Chosen approach / action / Evidence and rational for this choice. / How will we ensure it is implemented effectively. / Impact
School to take part in mobilise project which focuses on the effect use of LSA’s in school.
Continued professional development for all staff on the effective use of LSA’s
Audit on LSA skills to identify next steps
LSA appraisal that focus on staff development and CPD
LSA to be trained in different areas of specialism to become ‘experts’ in a particular area.
Implement an effective system to evaluate the impact LSA’s have on pupils attainment and progress. / Research suggest that the ineffective use of LSA’s can lead to them having a detrimental effect on learning. However LSA’s that are deployed effectively so that they encourage metacognition and independent learning can have a positive impact on learning.
The use of LSA’s to delivering structured interventions small group tuition can have up to 4 months per year additional progress. / Continued engagement in the ‘Mobilze’ project which is a national project looking at maximizing the impact LSA have on pupil attainment.
Whole school CPD on the how to maximize the impact of LSA’s
Teacher evaluation to include how they use LSA’s effectively within their lessons.
Bi weekly LSA evaluation to track the effectiveness of LSA’s and identify next steps for CPD.
Appraisal process n which LSA’s meet with an member of SLT three times a year to discuss progress and next steps. / Between September 2016 and July 2017 68% of PP pupils made expected progress in reading with 42% making accelerated progress.
In years 2,3,4 and 6 PP pupils make better progress than non - PP pupils in reading.
Between September 2016 and March 2017 68% of pupils PP made
expected progress in writing with 52% making accelerated progress.
In Years 4 and 6 PP pupils out perform. non PP pupils in progress within writing.
Between September 2016 and March 2017 74% of PP pupils made expected progress in Maths with 48% making accelerated progress.
In years 3,4 and 6 PP pupils out perform non PP pupils in terms of progress in Maths.
Between September 2016 and March 2017 73% of PP pupils have made expected progress in SPAG with 49% making accelerated progress.
Between September 2016 and March 2017 43% SEN pupils have made expected progress in SPAG with 33% making accelerated progress.
Between September 2016 and March 2017 55% of SEN pupils have made expected progress in Maths with 42% making accelerated progress.
Between September 2016 and March 2017 47% of SEN pupils have made expected progress in Writing with 25% making accelerated progress.
Between September 2016 and March 2017 54% of SEN pupils have made expected progress in Reading with 31% making accelerated progress.
All LSA’S have an evaluation document which is continually updated by phase leaders and member of SLT. This focuses on strength and areas of development and next steps.
All LSA’s have a performance management review and have targets linked to their phase. They also have targets based on continued professional development and as a consequence LSA’s are becoming increasing skilled in specific areas.
Recent New Dawn Trust (Feb 2017) review highlighted the impact of LSA’s and how they are being deployed and managed are having on learning and positive pupils outcomes.
‘LSA’s are use proactively to support students – they are effective in providing differentiated support’
‘Intervention across the school was purposeful and carefully delivered to tackle misconceptions’
‘LSA’s are being utilised to good effect to support disadvantaged students. This was evidenced today through observations of LSA’s intervention with students both during lessons and outside of lessons – this included early morning work where LSA’s intervention was incredibly targeted and specific’
‘LSA’s are fully integrated into the performance management cycle and appraised against the Trusts ‘above and below the line document.’
All pupils will have their Social, Emotional and Mental Health needs met and as a consequence display good behaviors for learning and make expected progress or better in Reading, Writing and Maths.
Chosen approach / action / Evidence and rational for this choice. / How will we ensure it is implemented effectively. / Impact
Train 2 LSA’S to become Emotional Literacy Support Assistants (ELSA)
Whole staff development of working with pupils who have social communication difficulties.
School to commission relevant outside agencies to help support pupils, staff and parents.
To devise and implement an assessment system to track the progress of pupils social, emotional and mental health needs.
A restorative approach to be used by all staff when dealing with behaviour. / Interventions which target social, emotional and mental health seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.
On average, SEMH interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself (four months' additional progress on average).
SEMH programmes appeared to have a greater impact on pupils from disadvantaged backgrounds and low attaining pupils. However SEMH programmes do still have a positive impact on all pupils. / Emotional literacy support assistants (ELSA’s) to have ring fenced time to work with pupils with social, emotional and mental health needs.
Trained ELSA’s to have continued access to ELSA professional development network.
Assessment systems to be used which includes input from class teacher/ parents and pupils to track the progress of pupils with SEMH difficulties.
School to employ a counsellor who will see pupils on a weekly basis.
School to commission appropriate outside agencies.
All staff to be trained in using restorative approaches towards behaviour.
Breakfast club will be used to support pupil who struggle with school to home transition and pupils with poor attendance.
School employs a family support worker who support families through Team around the Child (TAC)
A clear path of information from class teachers to family working meetings to ensure voice of the child is heard. / Recent TAC quality assurance assessed at 8 out 10 by local Early Help Consultant.
Between Sept 2016 and Mat 2017 100% families attended family working meetings.
Between Sept 2016 and July 2017 38 families and 53 pupils supported by school family support worker.
185 pupils attended breakfast club with (50 % PP)