Pupil Premium Grant Expenditure:
Report to Parents: 2018/19
Overview of the school
|Number of pupils and pupil premium grant (PPG) received|
|Total number of pupils on roll||183|
|Total number of pupils eligible for PPG||54|
|Amount of PPG received per pupil||£1320 FSM
|Total amount of PPG received||£71,280|
|Current attainment and progress (Year 6 2017-2018)|
|ATTAINMENT||Pupils Eligible for PP (Upwell Academy)||Pupils Eligible for PP (National)||All Pupils (Upwell Academy)||
All Pupils (National)
|% Working ‘At Age Related Expectations or Above’ in Reading, Writing and Maths||43%||51%||71%||64%|
|% Working ‘At Age Related Expectations or Above’ in Reading||71%||64%||88%||75%|
|% Working ‘At Age Related Expectations or Above’ in Writing||71%||67%||83%||78%|
|% Working ‘At Age Related Expectations or Above’ in Maths||57%||64%||79%||76%|
|PROGRESS||Pupils Eligible for PP (Upwell Academy)||Pupils Eligible for PP
|All Pupils (Upwell Academy)||All Pupils (National)|
|Score – Making ‘Expected or Better’ Progress in Reading||+2.15||Not Yet Available||+4.38||Not Yet Available|
|Score – Making ‘Expected or Better’ Progress in Writing||+4.83||Not Yet Available||+4.56||Not Yet Available|
|Score – Making ‘Expected or Better’ Progress in Maths||+1.33||Not Yet Available||+1.80||Not Yet Available|
|Barriers to future attainment (for pupils eligible for PP)|
|A||Poor attendance and high percentage of pupils who are late.|
|B||Engaging and motivating children with developing their reading skills and ensuring parents are also willing and able to support their child at home.|
|C||Enthusing more able children to ensure that they have a desire to achieve to the best of their ability and parents have the skills and resources to support their child, in particular with progress in Maths and Reading.|
|D||The rise in the amount of social, emotional and mental health difficulties that children are experiencing (Norfolk and National issue).|
|E||Highly mobile families who have attended one or more schools and join mid-year or late in a Key Stage.|
|Desired outcomes||Success criteria|
|A||Children will have attendance and punctuality at least in line with national expectations.||All children who are eligible for PP funding will show good levels of attendance in line with the national target of 97%.|
|B||All children will have an increased enthusiasm for reading and will make good progress from their individual starting points in reading.||All children eligible for PP funding will be making at least expected progress in reading and more of these children will be making better than expected progress.|
|C||All children to focus on ‘key skills’ as the area of development with school based QLA to identify areas of weakness and intervention in afternoons.||Children achieve higher marks in arithmetic papers throughout the year in PiXL assessments.|
|D||More able children will be achieving to their full potential across the curriculum.||All more able children who are eligible for PP funding will make at least expected progress.|
|E||Children who are experiencing social, emotional and mental health difficulties will be identified and appropriate support will be put in place to ensure that their needs are met.||More children who are eligible for PP funding will have improved wellbeing and mental health (BOXALL).|
|Nature of support 2018/19|
|Record of PPG spending by item/project 2018/19|
|Intervention Teaching Assistant /HLTA with sole focus on improving attainment of PP and progress of the more able.||£4,700||Ensure that any PP pupil who is not making the expected progress in Maths/Reading/both will have additional support and resources.||Disadvantaged pupils make expected progress and attainment in Reading and Maths in all years.|
|Intervention Teaching Assistant to support pupils with their social, emotional and mental-health needs:
Well-being and mental health training.
To liaise with SENDCO and develop practice in boosting pupils emotional well-being and self-image to improve the focus on their work.
To ensure children are ready to learn and ensure that sensory circuits are suitably equipped.
To have staff who are confident in delivering high quality interventions to boost social, emotional and mental health issues.
Children will have improved self-image and social/communication skills. Their mental health will see them more focused on learning and exhibiting good behaviours for learning.
Trained staff who can deliver sessions to pupils and share their expertise with the whole staff.
|Employ a play therapist to work with PP with significant social, emotional and mental health needs.||£5000||Targeted support for PP children with high level of emotional need beyond what in-school training can provide. Liaison with SENDCO and class teachers in techniques and strategies.||Children with high levels of emotional need begin to exhibit more positive behaviours including behaviours for learning.|
|Increased focus on raising the progress and attainment of children’s reading skills. This will include inspiring children who are eligible for PP funding to develop a love of books and reading.
Purchase of whole class sets of age appropriate texts.
Lesson study to enhance teacher’s skills in reading (including supply).
Librarian to organise and show off the school library.
|Teachers can deliver quality first teaching of reading on a whole class basis with appropriate differentiation.
English lead to create an action plan with a focus on raising the progress/attainment of the children who are eligible for PP funding.
Audit and review of reading books across the school with a focus on updating texts and promotion of reading.
Develop school library area, including manning the library at break and lunch.
Teachers to use interventions for reading.
|New creative curriculum will have an increased focus on developing enthusiasm for reading (topic specific class texts).
Children will become active participants in reading sessions.
The school will have an enhanced selection of reading materials throughout the school. This will include home reading books, class books and the development of the library.
The progress and achievements in reading for those pupils who are eligible for PP funding will be in line with their non-disadvantaged peers.
Children will have an increased enthusiasm for reading and will read for pleasure.
|Contribute to supporting the creation of an enhanced creative curriculum across the school which will engage, enthuse and motivate children who are eligible for PP funding. This will ensure that a love of learning continues to develop throughout their educational journey at Upwell Academy and improve attendance and punctuality.||£3000||Opportunities for teachers to meet to plan an exciting curriculum with opportunities for cross curricular links in reading and maths.
Staff training to update subject knowledge & use of resources.
Purchase of new resources relevant to the topics being taught.
|Children will be engaged with topics and their interest will be evident to all. Rates of progress throughout the school will be at least good.
Appropriate equipment and resources purchased.
All staff will be confident in their subject knowledge of areas being taught.
|1:1 support for Year 6 PP at after-school interventions.||£1000||Support for specific pupils at English and Maths after-school interventions run by SLT.||Accelerated progress of PP children attending interventions after school, so the gap between them and their peers narrows.|
|TAs/HLTAs to deliver interventions in reading and maths such as FirstClass@Number and PiXL reading.||£18,000||Targeted support given to PP pupils who are not in line with their projected rate of progress in maths or reading.||PP children catch up to their projected level in all year groups.|
|PP support in Year 6 which has a high proportion of PP children. This will ensure that the teacher has more opportunity to work with all the groups.||£4800||Additional adult support in Year 6 to increase the outcomes of PP children who should be working at greater depth by the end of the year.||More able progress measure for end of Key Stage 2 will be at least expected.|
Access arrangements such as taxis to and from intervention sessions and attendance at school.
Breakfast club to ensure attendance and punctuality plus rewards such as film nights, bowling and raffle prizes.
Ensure that vulnerable pupils can get to and from school safely, punctually and regularly.
Pupils and parents see that good attendance is rewarded.
Attendance and punctuality of pupils is at least in line with the national target of 97%.
|Funding for trips and general activities to widen the experiences of disadvantaged children.
|£3000||To provide a range of opportunities such as trips and real life experiences in order to enhance children’s learning. This is part of the Upwell curriculum’s ‘Wow’ opportunities.
Providing funding for transport to access trips and activities e.g. sporting events.
|Children will have a range of experiences to draw upon and link with their learning.
All children will have opportunities to engage with all activities, and the cost of this will not be a barrier for children and their families.
Involvement of all in extra curricula activities.
|Subject leaders and senior leaders to have leadership release time to monitor progress, moderate and share best practice with other schools with a focus on accelerated progress of disadvantaged cohort. This includes learning walks at Upwell Academy.||£6000||Subject leaders to have regular non-contact time to enable them to carry out leadership roles and responsibilities including monitoring of teaching within the academy, moderation and peer reviews with staff from other primary academies across the Trust.
Monitoring by all teaching staff will include ensuring that there is a narrowing gap between the progress and attainment of those children eligible for PP funding and their peers.
|Subject leaders will be able to develop a robust system of monitoring which enables them to support colleagues in all classes. Subject leaders will be able to work with colleagues across the Trust, within the Cluster and with schools in the Norfolk area in order to moderate work and share good practice.
There will be a narrowing gap in progress and attainment.
|Increased focus on improving the school’s engagement with parents/carers of disadvantaged children via film afternoons, open mornings, class activities.||£450||Opportunities to develop and lead a range of stimulating and engaging parental engagement activities which will inform parents with knowledge about the new curriculum and strategies to support their children.
Parental engagement champion to lead this.
|Parental engagement will increase and communication will improve.
Parents will have an increased knowledge of the national curriculum and the age related expectations that children need to achieve. They will in turn be able to support children at home.
|Hardship fund to include uniform, books, snacks etc.||£2000||To ensure pupils feel part of the school and are adequately equipped to participate in school life.||All pupils in school have access to school uniforms including P.E. kits. They have access to high quality reading material. They are appropriately nourished to focus on learning.|
|Performance of disadvantaged pupils|
|At Upwell Academy we aim for all disadvantaged children to achieve the same level of academic progress as their non-disadvantaged peers. Our internal tracking of PP pupils shows a mixed picture of attainment and progress across the school but our mission is to bring PP and non-PP in line.
Progress made by children will be continually monitored by class teachers, the Principal, the Assistant Principal and the Trust. This will include regular monitoring of QLA assessments so pupils who are behind expectations can be identified quickly and given necessary interventions.
Therefore, there should be ‘no gap’ in performance between these two cohorts of children, and ultimately we aspire for all children for whom the school receives Pupil Premium funding to make accelerated progress.