Pupil Premium

School Overview

Metric

Data

School name

Sandringham Primary School

Pupils in school

399

Proportion of disadvantaged pupils

(159) 40%

Pupil premium allocation this academic year

£186,554

Academic year or years covered by statement

2018-2021

Publish date

02 December 2018

Review date

01 November 2020

Next review date

01 September 2021

Statement authorised by

C Metcalfe

Pupil premium lead

J Milnthorp

Governor lead

S Bell

 

Disadvantaged pupil progress scores for 2019/20 academic year*

Measure

Score

Reading

+2.3

Writing

+0.7

Maths

-1.8

 

Disadvantaged pupil performance overview for 2019/20 academic year*

Measure

Score

Meeting expected standard at KS2

62%

Achieving high standard at KS2

14%

 

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

£63,643

 

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, with consistency of cover by staff who are familiar with pupils.

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

£57,338

 

Wider strategies for current academic year

Measure

Score

Priority 1

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

Priority 2

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

Priority 3

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

£64,623

 

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 average. The 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.