Laurel Fields, Potters Bar, Herts EN6 2BA

01707 652714

admin@cranborne.herts.sch.uk

A huge well done to Friends of Cranborne for organising fantastic events for our children this term. So far they have raised well over £8000 from the Fireworks, School Disco and Tesco Blue Token Scheme. Thanks to everyone who has attended events and supported the Friends with their fundraising efforts

Pupil Premium

Pupil Premium is an allocation of funds to children currently in receipt of free school meals or have been eligible for free school meals in the last 6 years. It also includes children of service men or women and those children looked after. Although these resources are targeted to PPG children, they are accessible to all pupils where necessary.

If you think your child is entitled to free school meals (whether you want them to eat them or not) then please let us know.

Every year we are in receipt of Pupil Premium funding. This runs with the financial year and we have to report on the impact it has had on the academic year. We also have to outline how we intend to spend our funding for the following year. Please see Pupil Premium Strategy 2017-2018.

During 2016/2017 we continued to develop our specialist Pupil Premium Team consisting of experienced teachers and teaching assistants. Class Teachers are able to request targeted provision on a weekly basis as well as some continual longer term provision. The team is led by Mrs Keilty who is responsible for Inclusion.  

 

Pupil premium grant expenditure

Report to parents: 2016/2017

 

Pupil Premium is an allocation of funds to children currently in receipt of free school meals or have been eligible for free school meals in the last 6 years. It also includes children of service men or women and those children looked after. Although these resources are targeted to PPG children, they are accessible to all pupils where necessary.

 

Number of pupils and pupil premium grant (PPG) received

 

Total number of pupils on roll = 454

Total number of pupils eligible for PPG = 63

Amount of PPG received per pupil = £1320

Total amount of PPG received = £81,028.80

 

 

Summary of PPG spending 2016/2017

 

Objectives in spending PPG:

  • To secure at least expected progress in English and Maths in terms of points (yrs2,6) and steps (yrs1,3,4,5)
  • To narrow the gap in attainment and achievement between PP and non PP children
  • To build self-confidence, self-esteem and readiness for learning in order to raise attainment and progress

 

Summary of spending and actions taken (see 2016-2017 financial breakdown for further details):

 

Targeted Teaching by Pupil Premium Teacher – KS1

Targeted Teaching by Pupil Premium Teacher - KS2

Inco leader pupil premium focus (1 day a week) – overseeing provision and practise within team

Targeted Teaching Assistant Team – dedicated targeted support across KS1 and 2

Learning Mentor – pastoral support and nurture programmes for vulnerable children

Learning Club – morning club with priority given for PP children

Extra Curricular Clubs -after school club, breakfast club and sports etc

Booster – maths booster for year 6 children

Resources to enhance learning and development

 

Key:

Disadvantaged children/Pupil Premium/Ever 6 FSM - these terms are interchangeable in this report 

Disadvantaged – these children qualify for FSM and therefore become a ‘pupil premium’ child.

 

Outcomes at end of Key Stage 2 (Year 6):

 

Comparison in attainment between Disadvantaged and Non-Disadvantaged Pupils:

(Refer to both the % achieving ‘expected’ and to the average scaled score)

 

 

 

Disadvantaged (8)

Attainment

 

Non-Disadvantaged (51)

Attainment

 

Reading

4 (50%)               104

44 (78.4%)      106.9

 

Writing

7 (87.5%)

47 (92.2%)

 

Maths

7 (87.5%)           104.3

46 (90.2%)       107.8

GPVS

7 (87.5%)           107.4

45 (88.2%)       108.4

 

 

 

Comparison in Progress between Disadvantaged and Non-Disadvantaged Pupils:

(0 = Average progress, with + or - indicating the school's performance against the average)

 

 

Disadvantaged Progress

Non Disadvantaged Progress

 

Reading

+0.7

+1.7

 

Writing

+3.4

+3.0

 

Maths

+0.1

+2.5

 

 

The progress shows that in writing pupil premium children do better than their peers.

 Despite there being a gap in reading and maths (which is one pupil who represents 12.5%), the comparison against national progress scores for disadvantaged puts us above national for reading and writing.

 

 

 

 Outcomes at end of Key Stage 1 (Year 2):

 

Comparison in attainment between Disadvantaged and Non-Disadvantaged Pupils:

(Refers to the % achieving ‘expected+’)

Disadvantaged (7)

Expected

Non-Disadvantaged (53)

Expected

Reading

6 (86%)

49 (93%)

 

Writing

5 (71%)

47 (89%)

 

Maths

4 (57%)

48 (91%)

RWM combined

4 (57%)

45 (85%)

 

 

(Refers to to the % achieving ‘greater depth’)

Disadvantaged (7)

Greater Depth

Non-Disadvantaged (53)

Greater Depth

 

Reading

2 (29%)

21 (40%)

Writing

0 (0%)

14 (26%)

 

Maths

1 (14%)

23 (43%)

 

RWM combined

0 (0%)

11 (21%)

 

 

 

Outcomes at end of Foundation Stage (Reception)

 

Comparison in ARE in C&L between Disadvantaged and Non-Disadvantaged Pupils:

 

Communication and Language

Pupil Premium (7)

(Non Pupil Premium)

Listening and Attention

Understanding

Speaking

Progress

Expected

85.7 (85.0)

85.7 (78.3)

85.7 (78.3)

100 (93.3)

Better than Expected

0 (23.3)

14.3 (30)

14.3  (23.3)

71.4 (46.7)

 

All except 1 PP children made the expected standard. (Pupil has SEN)

All PP children made expected progress and 5/7 made accelerated progress.

The difference has diminished for CL at 'expected' levels

 

Comparison in ARE in PD between Disadvantaged and Non-Disadvantaged Pupils:

 

Physical Development

Pupil Premium (7) /

(Non Pupil Premium)

Moving and Handling

Health and Safe Care

Overall PD

Progress

Expected

85.7 (85)

85.7  (86.7)

85.7(83.3)

100 (96.7)

Better than Expected

14.3 (25)

14.3  (31.7)

 

 

 

Pupil Premium is in line with non-pupil premium for Physical development. (Only 1 PP child not achieve age related – pupil has SEN).

All PP made expected progress.

Gap is diminishing through EYFS (on entry 29% PP were at age related compared to 65% non PP)

 

Comparison in ARE in PSED between Disadvantaged and Non-Disadvantaged Pupils:

 

Personal Social Emotional Development

Pupil Premium (7) /

(Non Pupil Premium)

Self confidence and awareness

Managing feelings and behaviour

Making relationships

Overall

Progress

Expected

85.7  (80)

85.7  (83.3)

85.7  (83.3)

85.7 (80)

100 (96.7)

Better than Expected

0 (23.3)

0 (21.7)

0 (21.7)

 

 

 

PP achieve in line with non PP. Only 1 PP child didn’t make expectations in attainment (pupil has SEN).

Progress for all PP is good.

The difference has been diminished at 'expected' levels.

 

Progress Outcomes in other year groups (comparison is within school – not against national)

Very strong Progress

Good Progress

Minimum Sufficient Progress

Below Sufficient Progress

Significantly Below Sufficient Progress

Year 1

PP (8)

Non PP (51)

Progress

 

 

Reading

3.5

3.7

Writing

3.4

3.6

Maths

3.4

3.4

Year 3

PP (8)

Non PP (51)

Progress

 

 

Reading

2.9

3.0

Writing

2.9

3.2

Maths

2.5

3.1

Year 4

PP (10)

Non PP (48)

Progress

 

 

Reading

5.9

6.5

Writing

5.9

6.4

Maths

5.9

6.4

Year 5

PP (14)

Non PP (46)

Progress

 

 

Reading

8.7

9.6

Writing

8.7

9.5

Maths

9.0

9.5

Key findings:

  1. At key stage 1 (yr 2), children working at the expected level is similar for pupil premium and non pupil premium. Where a gap exists, it is one child that is equivalent to the gap (who is SEN, Prior LA & a Summer Born)
  2. At key stage 1 (yr 2), 100% of Pupil Premium children achieved age related in maths, in comparison to 85% of Non Pupil Premium children. 1 Pupil Premium child is working at Greater Depth in maths
  3. Pupil Premium children are making good progress – the gap continues to diminish
  4. Still an in school attainment gap in years 3,4 and 5
  5. Attainment at year 6 for PP children is likely to be above national in all measures
  6. The gap is closing at Year 6 for Pupil Premium in attainment because 7/8 children achieved Age Related – the one pupil who didn’t was disapplied from the SATS
  7. Pupil premium children did as well as non pupil premium children in GPVS
  8. Pupil premium didn’t do as well as their peers in Reading, although all children found this challenging
  9. Year 1 progress is in line
  10. Reception Pupil Premium children made better progress than non-Pupil Premium children  

So what now? (See Inclusion Action Plan)

Main priorities:

  • Increase the proportion of disadvantaged children achieving 'greater depth' and demonstrating 'rapid progress'.
  • To ensure there is a balance between reading, writing and maths interventions
  1. Identified children who are significantly below. These children have been targeted for intensive support during the Autumn term
  2. KS1 Pupil Premium teacher to hand over year 4 children to KS2 Pupil Premium teacher
  3. PP Teachers to support team – subject knowledge and methods
  4. All staff to receive SPLD training
  5. All PP staff to attend pupil progress meetings
  6. To continue to slim down logs so that the recording is beneficial
  7. All PP staff attended Maths Bar modelling teaching INSET and use this to enhance maths intervention
  8. Focus in on engaging pupils in order to promote retention – using OSIRIS techniques
  9. Organise trips for PP children – real life experiences which can then be followed up at school
  10. More able PP children to be challenged during Spring/Summer term
  11. Getting to know you sessions are complete – aim is to promote pupil accountability and responsibility for their learning
  12. Coaching of class TAs to be arranged with regards to meeting the needs of PP during class time
  13. Use assembly, break and lunchtimes to liaise with teachers and TAs regarding tailor made support
  14. Ensure effective communication with parents through email, telephone, coffee mornings, meetings, workshops and written correspondence
  15. Continue to offer training and a package of support to other schools in order to raise attainment and enhance progress locally

 

 

Other impact measures                                                     

  • Children report that they feel they are listened to and can share their problems (learning mentor)
  • Parental engagement is higher and reputation of the school is very good – particularly around nurturing children and meeting their individual needs
  • Teachers report that behaviour incidents at lunchtime are dealt with more effectively, meaning less learning time is wasted
  • Teachers also report that there are less interruptions during lunchtime, meaning teachers are better prepared for the afternoon sessions
  • External professionals report that our pastoral care and provision for disadvantaged pupils is of very high quality
  • There is better communication between team members and a cohesive approach to individuals’ learning