About Pupil Premium

Pupil Premium

 

Monkspath School Pupil Premium Strategy Statement 2017-2018
Total number of pupils on roll 2017—2018 687 Common barriers faced by eligible pupils
Total number of pupils eligible for pupil premium grant 56 Speech and Language development       Achievement in mathematics

 

Social and emotional development         Attendance, including persistent absence

 

Pupil mobility                                            Limited access to wider opportunities

Total amount of pupil premium grant received £82 260
Date of review July 2018
Nature of Support

Strategies to address barriers

Reason for selecting strategy (how do we know the impact will be high and it is a good use of the funding?)
Global (whole school) Interventions

·           In order to further embed our pupil targeting, feedback and tuition work we are continuing with our whole school assertive mentoring approach. This was adapted slightly from previous years during 2016-17 following evaluation. This approach is in place in order to ensure very good progress of all pupils and to close the gap. This proved highly effective in enhancing pupil progress and is responsive to individual pupil needs. This will be extended into Year 1 in 2017-18.

Specific (particular groups and individuals) Interventions

·           We are continuing with the reduced class sizes in Year 6 for core subject teaching. We have clear evidence in

school of how this has a significant positive impact on pupil achievement at Monkspath on all groups of pupils, in particular those eligible for the pupil premium grant.

·           We implement a range of interventions across the whole school aimed at enhancing the achievement of pupils eligible for the pupil premium. These include English interventions, mathematics interventions and social skills interventions.

·           We support a range enrichment activities (for example residential visits, access to breakfast, teatime and holiday club care).

·           We have enhanced lunchtime support for specific pupils.

·           We have recruited additional teaching assistants to focus specifically on supporting achievement in core subject areas with PPG children from Year 1 to Year 4.

·           Several children in KS1 and KS2 receive 1 hour per week of 1:1 reading support with trained individuals.

·           We provide some specific pastoral support throughout the school day.

·           We are supporting access to wider extra curricular opportunities to specific individuals and wider groups of pupils including sporting, music and social development activities.

·           We are investing in staff training, particularly focused on core subject areas.

·           Following research (including working with Coventry University to trial interventions) we are implementing some new interventions focused around developing both growth mindset and understanding of maths.

 

In school trial, analysis and evaluation

School collaborative work

EEF teaching and learning toolkit—feedback, mentoring

 

 

Strategies have been chosen because evaluation has shown positive impact on attainment and achievement on a range of academic, social and emotional development, including:

 

In school analysis and evaluation EEF teaching and learning toolkit Working with Coventry University Ofsted pupil premium report

 

All strategies are underpinned by the  specific School Development Plan for Pupil Premium Funding and are subject to regular review by leaders and termly scrutiny by the Governing Body.

Evaluation of Impact

All of the above interventions are subject to rigorous, ongoing monitoring and evaluation to ensure that they continue to improve the achievement of pupils eligible for the pupil premium and that the gap between pupil groups is narrowing. This will be through a range of monitoring and evaluative activities including data analysis, monitoring of pupil’s learning and seeking feedback from pupils and staff. An end of academic year summary will feed into the ongoing review of our medium term plan for effective use of the pupil premium grant.

Monkspath School Pupil Premium Strategy Statement 2016-2017
Total number of pupils on roll 2016—2017 686   Common barriers faced by eligible pupils
Total number of pupils eligible for pupil premium grant 62 Speech and Language development Achievement in mathematics, particularly in KS1
Total amount of pupil premium grant received £82 260 Social and emotional development Attendance, including persistent absence
Date of review July 2017 Pupil mobility Limited access to wider opportunities
Nature of Support

Strategies to address barriers

Reason for selecting strategy (how do we know the impact will be high and it is a good use of the funding?)
Global (whole school) Interventions

· In order to further embed our pupil targeting, feedback and tuition work we are continuing with our whole school assertive mentoring approach, although this has been adapted slightly from previous years following evaluation. This approach is in place in order to ensure very good progress of all pupils and to close the gap. This proved highly effective in enhancing pupil progress during previous academic years and a successful trial of including pre-teaching and being more responsive to individual pupil needs has led to adaptations.

 

Specific (particular groups and individuals) Interventions

· We are continuing with the reduced class sizes, this year in Year 6, for core subject teaching. We have clear evidence in school of how this has a significant positive impact on pupil achievement at Monkspath on all groups of pupils, in particular those eligible for the pupil premium grant.

· We have implemented a range of interventions across the whole school aimed at enhancing the achievement of pupils eligible for the pupil premium. These include English interventions (such as Quest, ELS, CODE), mathematics interventions (such as numberbusters), social skills interventions (such as ’Time to Talk’), working memory intervention.

· We have supported a range enrichment activities (for example residential visits, access to breakfast, teatime and holiday club care).

· We have enhanced lunchtime support for specific pupils.

· We have recruited additional teaching assistants to focus specifically on supporting achievement in writing with PPG children from Year 1 to Year 4.

· Several children in KS1 and KS2 receive 1 hour per week of 1:1 reading support.

· We provide some specific pastoral support, including during both curriculum and lunchtimes.

· We are supporting access to wider extra curricular opportunities to specific individuals including sporting and social development activities.

· We are investing in staff training, particularly focused on core subject areas and purchasing resources to support pupil progress.

In school trial, analysis and evaluation

School collaborative work

EEF teaching and learning toolkit—feedback, mentoring

Strategies have been chosen because evaluation has shown positive impact on attainment and achievement on a range of academic, social and emotional development, including:

 

In school analysis and evaluation

EEF teaching and learning toolkit

Nfer briefing (supporting the attainment of disadvantaged pupils)

Ofsted pupil premium report

 

All strategies are underpinned by the  specific School Development Plan for Pupil Premium Funding and are subject to regular review by leaders and termly scrutiny by the Governing Body.

Evaluation of Impact

All of the above interventions are subject to rigorous, ongoing monitoring and evaluation to ensure that they continue to improve the achievement of pupils eligible for the pupil premium and that the gap between pupil groups is narrowing. This will be through a range of monitoring and evaluative activities including data analysis, monitoring of pupil’s learning and seeking feedback from pupils and staff. An end of academic year summary will feed into the ongoing review of our medium term plan for effective use of the pupil premium grant.

 

 

 

Pupil Premium Grant 2015—2016

Number of pupils and pupil premium grant received
Total number of pupils on roll 2015—2016 676
Total number of pupils eligible for pupil premium grant 62
Total amount of pupil premium grant received £82, 120
Nature of Support
There are a range of systems in place at Monkspath School for the academic year

2015—2016 to support the pupils who receive the pupil premium grant.

 

Global (whole school) Interventions

· In order to further embed our pupil targeting, feedback and tuition work we are continuing with our whole school assertive mentoring approach in order to ensure very good progress of all pupils and to close the gap. This proved highly effective in enhancing pupil progress during the previous academic year.

 

Specific (particular groups and individuals) Interventions

· We are continuing with the reduced class sizes, this year in Year 5, for core subject teaching. We have clear evidence in school of how this has a significant positive impact on pupil achievement at Monkspath on all groups of pupils, in particular those eligible for the pupil premium grant.

· We have implemented a range of interventions across the whole school aimed at enhancing the achievement of pupils eligible for the pupil premium. These include English interventions (such as Quest, ELS, CODE), mathematics interventions (such as numberbusters), social skills interventions (such as ’Time to Talk’), working memory intervention.

· We have supported a range enrichment activities (for example residential visits, private tuition, access to breakfast, teatime and holiday club care).

· We have enhanced lunchtime support for specific pupils.

· We have recruited additional teaching assistants to focus specifically on supporting achievement in writing with PPG children from year 1 to year 4. We will also be implementing a new reading and maths intervention in Years 3, 4 and 5.

· Several children in KS1 and KS2 receive 1 hour per week of 1:1 reading support.

· We provide some specific pastoral support, including during both curriculum and lunchtimes.

· We are supporting access to wider extra curricular opportunities to specific individuals including sporting and social development activities.

· We are investing in staff training, particularly around maths and meta-cognition and enhancing resources to support the practical teaching of maths.

 

Evaluation of Impact

All of the above interventions are subject to rigorous, ongoing monitoring and evaluation to ensure that they continue to improve the achievement of pupils eligible for the pupil premium and that the gap between pupil groups is narrowing. An end of academic year summary will feed into the ongoing review of our medium term plan for effective use of the pupil premium grant.

Evaluation of Support
Evaluation of Impact

All of the above interventions are subject to rigorous, ongoing monitoring and evaluation to ensure that they continue to improve the achievement of pupils eligible for the pupil premium and that the gap between pupil groups is narrowing.

 

New assessment systems were in place from September 2015 and ‘levels’  and previous progress measures are no longer in place. Therefore comparing attainment and progress  on a like for like basis is impossible.

 

The evaluation of the impact of Pupil Premium Grant in 2015/2016 is as follows:

 

Across the whole school, Pupil Premium Group children made the same progress as non pupil premium group children.

 

Key Stage 2

· The percentage of PPG children making sufficient progress across Key Stage 2 is good year on year. In reading (2014:92%, 2015:93%, 2016:1.5). In writing in 2015 100% of PPG children made at least 2 levels progress, 2016: 1.3. In maths (2014:92%, 2015:86%, 2016: -2.2). This is similar progress to ‘all pupils’ nationally.

 

End of KS2 attainment for children in Pupil Premium Group, compared to all pupil nationally (10 children)

ATTAINMENT Expected Standard Average Scaled Score Notes
Reading School PPG 80% 104.2 Monkspath School Pupil Premium Children above national all pupils attainment at the expected standard
National 66% 103
Writing School PPG 90% 102.8
National 74%
Mathematics School PPG 60% 100.7 Monkspath School Pupil Premium Children just below national all pupils attainment at the expected standard
National 70% 103

 

PROGRESS Expected progress Notes
Reading School PPG 1.5 There is no ‘target’ for the amount of progress an individual pupil is expected to make. Any amount of progress a pupil makes contributes towards the school’s progress score. .

 

The floor standard is the minimum standard for pupil attainment and / or progress that the government expects schools to meet.

 

In 2016, a school will be above the floor if: the school achieves sufficient progress scores in all three subjects. At least -5 in English reading, -5 in mathematics and -7 in English writing2 .

Writing School PPG 1.3
Mathematics School PPG -2.2
Evaluation of Impact

 

Key Stage 1

End of KS1 attainment for children in Pupil Premium Group, compared to all pupil nationally (9 children)

 

ATTAINMENT Expected Standard Notes
Reading School PPG 56% Slightly below national for ‘all pupils’ in reading and maths. Similar to national for all pupils in writing.

 

 

In school data for non pupil premium:

Reading: 72%

Writing: 60%

Mathematics: 73%

National 74%
Writing School PPG 56%
National 65%
Mathematics School PPG 56%
National 73%

 

Phonics Screening

End of Year 1 phonics screening for children in Pupil Premium Group, compared to all pupil nationally (8 children).

End of Year 2 phonics screening re-test for children in Pupil Premium Group, compared to all pupil nationally (3 children)

  Pass percentage Notes
Year 1 School 2016

(8 children)

50% Monkspath School Pupil Premium Children below national.
School 2015

(8 children)

63%
School 2014 58%
National (2016) 81%
Year 2 re-test School 2016

(8 children)

67% Monkspath School Pupil Premium Children slightly below national.
School 2015

(5 children)

80%
School 2014

(3 children)

100%
National (2016) 91%

 

Number of pupils and pupil premium grant received
Total number of pupils on roll 2014—2015 647
Total number of pupils eligible for pupil premium grant 70
Total amount of pupil premium grant received £89,700
Nature of Support 2014—2015
There are a range of systems in place at Monkspath School for the academic year2014—2015 to support the pupils who receive the pupil premium grant.Global (whole school) Interventions· In order to further embed our pupil targeting, feedback and tuition work we are continuing with our whole school assertive mentoring approach in order to ensure very good progress of all pupils and to close the gap. This proved highly effective in enhancing pupil progress during the previous academic year.

· We are training a member of staff to run specific Speech and Language interventions across the Foundation Stage and Key Stage 1.

· We are developing the range of reading materials available to PPG children and improving knowledge of current affairs through a subscription to ‘First News’.

Specific (particular groups and individuals) Interventions

· We are continuing with the reduced class sizes in Year 6 for core subject teaching. We have clear evidence in school of how this has a significant positive impact on pupil  achievement at Monkspath on all groups of pupils, in particular those eligible for the pupil premium grant.

· We have implemented a range of interventions across the whole school aimed at enhancing the achievement of pupils eligible for the pupil premium. These include English interventions (such as Quest, ELS, CODE), mathematics interventions (such as numberbusters), social skills interventions (such as ’Time to Talk’), working memory intervention.

· We have supported a range enrichment activities (for example residential visits, private tuition, access to holiday club care).

· We have enhanced lunchtime support for specific pupils.

· We have funded specific support from specialist behaviour teachers.

· We have recruited additional teaching assistants to focus specifically on supporting achievement in writing with PPG children from year 1 to year 4. We will also be implementing a new writing intervention in Years 1 and 2.

· Several children in KS1 and KS2 receive 1 hour per week of 1:1 reading support.

· We have provided some specific pastoral support, including during both curriculum and lunchtimes.

· We have enhanced resources in a number of curriculum areas including: practical resources for maths, ICT resources to enhance support across all areas of the curriculum, in particular reading, writing and maths, sensory resources for specific individuals, spare PE kits to ensure full access to PE.

· We have supported access to wider extra curricular opportunities to specific individuals including sporting and social development activities.

 

Evaluation of Support 2014—2015
Evaluation of ImpactAll of the above interventions are subject to rigorous, ongoing monitoring and evaluation to ensure that they continue to improve the achievement of pupils eligible for the pupil premium and that the gap between pupil groups is narrowing.The evaluation of the impact of Pupil Premium Grant in 2014/2015 is as follows:Across the whole school, Pupil Premium Group children made the same progress as non pupil premium group children.

Key Stage 2

The percentage of PPG children making 2 or more levels progress across Key Stage 2 continues to rise year on year. In reading (2013:75%, 2014:92%, 2015:93%). In writing in 2015 100% of PPG children made at least 2 levels progress. In maths (2013:88%, 2014:92%, 2015:86%). This is similar progress to ‘all pupils’ nationally.

End of KS2 attainment for children in Pupil Premium Group, compared to all pupil nationally (12 children)

ATTAINMENT Level 4+ Level 5+ Average Point Score Notes
Reading School 93% 36% 29.2 Monkspath School Pupil Premium Children in line with national all pupils attainment at L4+ and average point score, slightly below at level 5+.
National (2014) 89% 50% 29
Writing School 93% 21% 28.1
National (2014) 85% 33% 27.9
Mathematics School 86% 21% 27.9 Monkspath School Pupil Premium Children in line with national all pupils attainment at L4+, slightly below average point score and L5+.
National (2014) 86% 42% 29
PROGRESS Expected+ progress More than expected progress Notes
Reading School 93% 36% Monkspath School Pupil Premium Children in line with national all pupils progress at expected and more than expected progress.
National (2014) 91% 35%
Writing School 100% 43%
National (2014) 93% 33%
Mathematics School 86% 21% Monkspath School Pupil Premium Children in line with national all pupils progress at expected progress, slightly below at more than expected progress.
National (2014) 89% 35%
Key Stage 1End of KS1 attainment for children in Pupil Premium Group, compared to all pupil nationally (12 children)

ATTAINMENT Level 2b+ Level 3+ Average Point Score Notes
Reading School 83% 33% 16.8 Monkspath School Pupil Premium Children in line with national all pupils attainment at L2b+, L3+ and average point score.
National (2014) 81% 31% 16.5
Writing School 75% 25% 15
National (2014) 70% 16% 15.1
Mathematics School 83% 25% 16
National (2014) 80% 24% 16.2

Phonics Screening

End of Year 1 phonics screening for children in Pupil Premium Group, compared to all pupil nationally (8 children).

End of Year 2 phonics screening re-test for children in Pupil Premium Group, compared to all pupil nationally (8 children).

  Pass percentage Notes
Year 1 School 2015 63% Monkspath School Pupil Premium Children slightly below national, with gap closing.
School 2015 58%
National (2014) 78%
Year 2 re-test School 2015

(5 children)

80% Monkspath School Pupil Premium Children above national.
School 2015

(3 children)

100%
National (2014) 66%

Pupil Premium Grant 2013—2014

  • Total number of pupils on roll 2013—2014 659
  • Total number of pupils eligible for pupil premium grant 60
  • Total amount of pupil premium grant received £50,355
  • Number of pupils and pupil premium grant received
  • Nature of Support 2013—2014

There are a range of systems in place at Monkspath School for the academic year
2013—2014 to support the pupils who receive the pupil premium grant.

Global (whole school) Interventions

In order to further develop our pupil targeting, feedback and tuition work we are implementing a whole school assertive mentoring approach in order to ensure very good progress of all pupils and to close the gap. This involves whole school training and implementation of the approach.

We are training all staff and implementing a restorative thinking approach across the whole school.

Specific (particular groups and individuals) Interventions

We are continuing with the reduced class sizes in Year 6 for core subject teaching. We have clear evidence in school of how this has a significant positive impact on pupil achievement at Monkspath on all groups of pupils, in particular those eligible for the pupil premium grant.

We have implemented a range of interventions across the whole school aimed at enhancing the achievement of pupils eligible for the pupil premium. These include English interventions (such as Quest, ELS, CODE), mathematics interventions (such as Springboard and numberbustersstaff learning mentor training), working memory intervention.

We have supported a range enrichment activities (for example residential visits, music
lessons).

We have enhanced lunchtime support in order to ensure a focused return to learning after the break.

Evaluation of Impact

  • The percentage of PPG children making 2 or more levels progress across Key Stage 2 continues to rise year on year. In reading (2012: 71%, 2013: 75%, 2014:92%). In writing in 2014 100% of PPG children made at least 2 levels progress. In maths (2012: 83%, 2013: 88%, 2014: 92%). This is faster progress than for ‘all pupils’ nationally.
  • PPG children making more than expected progress in reading and writing is well above national figures (46% of PPG pupils made at least 3 levels progress during KS2).
  • Across all year groups 95% of PPG children made at least expected progress. Average points progress 2013-2014 was 4.1 points.
  • Whole school average point score of PPG children continues to rise in reading (2012: 19.5,

2014: 20.1), writing (2012: 17.3, 2014: 18.3) and maths (2012: 18.7, 2014: 19.6).

  • All social and academic interventions made a good impact on individual pupil progress and an increase in the number of pupils working at age related expectations is evident over the academic year.

 

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