Pupil Premium: Impact report for 2017 / 18

The majority of the money received through the Pupil Premium is used to employ additional staff. This is either to provide specialist staff or to facilitate smaller groupings for English and maths lessons.

 

At the end of the Foundation Stage pupils continue to make good progress. The percentage making a Good Level of Development (GLD) dipped this year – from 60% down to 53%. The cohort had a higher level of SEN and a significant number of children with English as an Additional Language (EAL) – 25% of the cohort.

 

In KS1 we had a lot of mobility (around 16%) – which impacted significantly on the cohort. We took in some children with high levels of need both academically and socially. The pupils made satisfactory progress, although outcomes were below national averages.

 

KS1 Reading

Southcoates

National

Gap

EY GLD

51%

69%

- 18%

EY Reading

57%

76%

- 19%

KS1

62%

75%

- 13%

 

  • Progress from EY reading outcome to KS1 shows 5% improvement, nationally there was a 1% drop.
  • EY GLD to KS1 reading outcome shows a rise of 11%, nationally this figure is only 6%.

 

KS1 Writing

Southcoates

National

Gap

EY GLD

51%

69%

- 18%

EY Writing

53%

72%

- 19%

KS1

48%

70%

- 22%

 

  • Progress from EY writing outcome to KS1 shows a drop of 5%, nationally there was a drop of 2%.
  • EY GLD to KS1 writing outcome shows a drop of 3%, nationally this was a rise of 1%.

KS1 Maths

Southcoates

National

Gap

EY GLD

51%

69%

- 18%

EY Maths

67%

78%

- 11%

KS1

58%

76%

- 18%

 

  • Progress from EY maths outcome to KS1 shows a drop of 9%, nationally there was a drop of only 2%.
  • EY GLD to KS1 maths outcome shows a rise of 7%, nationally this figure was also 7%.

 

In Y1 the children undertake the Phonic Screening Check. Over the last 3 years we have seen our outcomes steadily rise; from 67% in 2015 to 75% in 2016, 82% in 2017 and this year it is 91%.

 

Our specialist maths teacher (NC: Numbers Count) worked right across the year, so was able to see 8 children and complete the programme. This is a specialist programme which is delivered on a 1:1 basis. The children seen made an average of 14 months progress. From a starting point significantly below age related expectations (ARE) they have made significant gains.

 

In KS2 pupil attainment was below national - though progress was good in relation to national in all three areas of learning. Writing was the strongest subject. Outcomes in both writing were slightly above the national average. Reading, writing and mathematics combined (the attainment floor target) was 51%, compared to the national average of 64%. This puts us just 13% behind the national figure – last year we were just 2% behind.

 

KS2 Reading

Southcoates

National

Gap

EY GLD

28%

64%

- 36%

EY Reading

60%

79%

- 19%

KS1

59%

90%

- 31%

KS2

62%

75%

- 13%

 

  • Progress from EY reading outcome to KS2 shows a rise of 2%, nationally there was a drop of -4%.
  • EY GLD to KS2 reading outcome shows a rise of 34%, nationally this figure is only 11%.

KS2 Writing

Southcoates

National

Gap

EY GLD

28%

64%

- 36%

EY Writing

38%

71%

- 33%

KS1

51%

88%

- 37%

KS2

79%

78%

+ 1%

 

  • Progress from EY writing outcome to KS2 shows 41% improvement, nationally this is only 7%.
  • EY GLD to KS2 writing outcome shows a rise of 51%, nationally this figure is only 14%.

 

KS2 Maths

Southcoates

National

Gap

EY GLD

28%

64%

- 36%

EY Maths (calc.)

72%

91%

- 19%

KS1

51%

93%

- 42%

KS2

59%

76%

- 17%

 

  • Progress from EY to KS2 shows a drop of -13%, nationally there was a drop of -15%.
  • EY GLD to KS2 maths outcome shows a rise of 31%, nationally this figure is only 12%.

Across the school our data shows that we are closing the gap between school and national attainment. This is evident in the ‘progress measures’ the school achieves. Progress measures look at the attainment children made in Y2 and compare it to their attainment in Y6. If expected (average) progress is made, a score of ‘0’ is achieved, anything over this starts to show better than expected progress. Over the last 3 years our progress measures show a significant improvement:

Subject

2015/16

2016/17

2017/18

Reading

-2.7

0.4

1.2

Writing

2.0

0.2

3.5

Mathematics

-1.0

-0.9

0.9

Average

-0.6

-0.1

1.9

 

This is very good overall progress. Progress for our disadvantaged children is also good, and all score positively:

Subject

2017/18

Reading

1.1

Writing

3.0

Mathematics

0.2

Average

1.4

 

Attendance for the whole school was 95% - which represents an increase from the previous year (93.8%). This was a focus within our improvement plan following the Ofsted inspection in May 2017. In addition to the improvement in attendance we also achieved a significant reduction in persistent absenteeism. In the 2016-17 academic year this stood at just over 18%. Last year saw this reduce to 12%.

 

We employ the services of an Educational Psychologist, external to the Local Authority. The company is called Applied Psychologies. In addition to planning meetings and 1:1 work with children they have also fed back to parents, sat in on multi-agency meetings, held staff drop-in sessions and delivered training.

Our Breakfast Club is always well attended. On some days the numbers attending exceed 70, though on average attendance is just over 60. This is a free service, aimed at improving punctuality and supporting working parents. After school clubs are also well attended. These include:

Club

No.

Club

No.

Multi Sports

16

Football (KS2)

20

Rounders

16

Dance

23

Football (KS1)

14

Drama

31

Change for Life

17

Sports Camp

19

Play Club

42

Lego

46

Dodgeball (KS2)

28

Guitar

11

Board Games

   29

 

 

 

The Well-Being Worker supports most children in some manner over the course of the year. The range of issues she dealt with included: bullying, behaviour / anger management, bereavement, friendship groups and much more. The support provided included support to 55 families (including signposting them to other agencies and liaising with Social Services).

 

Our Learning Links Worker continues to work proactively – again on a wide range of activities. In addition to organising our after school programme and running the School Council she also organises the discos, the Christmas and Summer Fairs, coffee mornings for parents, the ‘Fair Share’ club (which 70 families are now signed up for), courses for parents (e.g. HENRY, Maths, English and Challenging Behaviour) and much more. Over the last year she has also worked with other local organisations to promote early play activities.