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Pupil Premium


School overview

        

Metric 

Data 

School name 

Sandringham Primary School 

Pupils in school 

399 

Proportion of disadvantaged pupils 

(155) 38% 

Pupil premium allocation this academic year 

£196,150 

Academic year or years covered by statement 

2018-2021 

Publish date 

02 December 2019 

Review date 

01 November 2020 

Next review date 

01 September 2021 

Statement authorised by 

C Metcalfe 

Pupil premium lead 

Milnthorp 

Governor lead 

S Bell 

Disadvantaged pupil progress scores for last academic year

Measure 

Score 

Reading 

+2.3 

Writing 

+0.7 

Maths 

-1.8 

Disadvantaged pupil performance overview for last academic year*

Measure 

Score 

Meeting expected standard at KS2 

62% 

Achieving high standard at KS2 

14% 

                                                                       * Projected progress

Strategy aims for disadvantaged pupils

    

Aim 

Target 

Target date  

Progress in Reading 

Achieve national average progress scores in KS2 Reading (0) 

Sept 21 

Progress in Writing 

Exceed national average progress scores in KS2 Writing (0) 

Sept 21 

Progress in Mathematics 

Achieve national average progress scores in KS2 Mathematics (0) 

Sept 21 

Early Years Provision and Outcomes 

Achieve national average Good Level of Development (72%) 

Sept 21 

Phonics outcomes 

Exceed national average expected standard in PSC (82%) 

Sept 21 

Wider curriculum 

Develop high quality specialist teaching 

Sept 21 

Other 

Increase the impact of leadership through regular monitoring and feedback to teachers 

Sept 21 

Teaching priorities for current academic year

Measure 

Score 

Priority 1 

Further train all staff in the teaching of phonics, including ongoing coaching and support. 

Priority 2 

Embed Mathematics Mastery across all year groups. 

Priority 3 

Develop the teaching of reading in all year groups. 

Priority 4 

Employing a specialist teacher for music provision and covering PPA/leadership time. 

Priority 5 

Dedicated leadership time for monitoring of disadvantaged pupils’ learning (by inclusion leader and phase leaders). 

Barriers to learning these priorities address 

Ensuring staff use evidence-based and effective whole-class teaching interventions. 

Projected spending  

£69,105 

Targeted academic support for current academic year

Measure 

Score 

Priority 1 

1-1, small group and personalised curriculum in phonics. 

Priority 2 

Teacher-led, same-day interventions in core subjects. 

Contingency 

Targeted interventions/use of staff based on progress meetings. 

Barriers to learning these priorities address 

Providing catch-up and keep up interventions in phonics and mathematics (areas of weakness). 

Projected spending  

£46,354 

Wider strategies for current academic year

Measure 

Score 

Priority 1 

Creating and embedding a breakfast club with free places for disadvantaged pupils. 

Priority 2 

Employing Learning Mentors to develop and embed pastoral support for pupils (including the use of Thrive and other nurture interventions). 

Priority 3 

Employing a part-time education welfare officer to support families with attendance needs. 

Priority 4 

Employing a Parental Support Adviser and subscription to home learning programmes. 

Barriers to learning these priorities address 

Improving attendance, readiness to learn and parental support for home learning for the most disadvantaged pupils. 

Projected spending  

£80,691 

Monitoring and Implementation

Aim 

Challenge 

Mitigating action 

Teaching 

Reduced key stage 2 outcomes in reading and inconsistency in teaching of reading. 

New phonics, early years and pupil premium leaders. 

Changes in staff and their understanding of teaching approaches. 

Quality of teaching across the curriculum. 

Training for all teachers in teaching, learning and assessment of reading. 

Transitional support from experienced leaders/consultants. 

Induction training for teachers who are new-to-approach, including coaching from leaders. 

Employment of specialist teachers. 

Targeted support 

Limited impact and capacity of TA-led interventions. 

Training for TAs on a smaller number of interventions. 

Adopt whole-class same day interventions. 

Wider strategies 

A lower proportion of disadvantaged pupils complete home learning and receive support with reading at home. 

Refocus the work of the PSA to identify focus families to target support, carrying out earlier home visits and leading community workshops.  

Review: last year’s aims and outcomes

Aim 

Outcome 

Achieve national average progress scores in KS2 Reading (0) 

Reading progress and attainment was above national average for disadvantaged pupils as well as all pupils. 

Reading has been a whole school priority which has had a positive impact improving the teaching sequence and provision through staff training and coaching, but requires embedding in 2020-21. 

Exceed national average progress scores in KS2 Writing (0) 

Writing progress and attainment was above national average for disadvantaged pupils compared with all pupils who attained just below the national average 

This positive impact was due to same-day teacher-led intervention and where disadvantaged pupils were prioritised through a ‘disadvantaged first’ approach. 

Achieve national average progress scores in KS2 Mathematics (0) 

Maths progress and attainment was below national average for disadvantaged pupils but also for all pupils.   

Group of low attaining (21 Pupil Premium eligible) children with poor understanding and application of basic skills to reasoning and problem solving. Further training is required in 2020-21 to improve quality first teaching. 

Achieve national average Good Level of Development (72%) 

Children working at a Good Level of Development for disadvantaged pupils (83%) exceeded national averageThe percentage of all pupils (79%) also exceeded the national average.  

This was a result of a ‘disadvantaged-first’ approach to interactions and interventions. Results were projected and further evaluation is required in 2020-21. 

Exceed national average expected standard in PSC (82%) 

Teacher assessment of children working at the expected standard in Spring 2020 (90%) for all pupils exceeded national average (77%). Teacher assessment for disadvantaged pupils (64%) were just below the national average pass-rate for disadvantaged pupils.  

Due to COVID Year 1 did not complete the PSC. This has been rescheduled for Year 2 in Dec 2020 and disadvantaged pupils have been prioritised for targeted intervention in 2020-21. 

Develop high quality specialist teaching 

Delivering and accessing a broad and balanced curriculum for disadvantaged pupils but also for all pupils has had a positive impact on pupil engagement and enjoyment. This was evident in pupil voice, where children shared positive reflections about Music, Art and Dance. The quality of teaching in these subjects is now good. This strategy will be maintained during 2020-21. 

Increase the impact of leadership through regular monitoring and feedback to teachers 

The new pupil premium leader implemented a range of strategies to improve provision and outcomes for disadvantaged pupils.  Regular monitoring and feedback had been implemented but was not embedded fully due to COVID-19 closure. This development needs to be extended into 2020-21.