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Drighlington Primary School

Nurturing, supporting, believing, achieving!

Moorland Road, Bradford
West Yorkshire, BD11 1JY

01132853000

info@drighlingtonprimary.org.uk

Headteacher: Mrs Sue Jackson

  1. Welcome to Our School
  2. About Our School
  3. Pupil Premium

Pupil Premium 

Image result for happy children

Our aim is to provide equality for all children. Pupil Premium is an allocation of funding provided to schools to support children who may be vulnerable to underachievement, also known as Disadvantaged children. The  Grant includes pupils on the annual census known to have been eligible for free school meals in any of the previous six years, as well as those eligible at the time of the census, such as Looked After or Adopted children.

Deployment of staff and ensuring that all staff understand the needs of pupil premium children is central to our vision to support this vulnerable group. A new strategy has been the introduction of 1:1 adult Learning Buddies with a view to weekly well-being meetings with each pupil premium child. Staff are keen to engage in this process and develop positive links with key children to promote self-esteem and growth mindset. It is hoped that this, alongside careful deployment of staff to support children in lessons, will further impact on progress and attainment.

A factor contributing to the gap between pupil premium children and non pupil premium is, for some, poor attendance. Despite a wide range of strategies in place to promote better attendance, including working closely with the local authority Attendance Improvement Officer, some children are still persistent absentees. The school has appointed a Persistent Absence Liaison Manager (PALM) to work closely alongside the Deputy Head and work with key families.

What we have done since the last Ofsted inspection and the impact of our work:

School quickly worked with an external auditor; the resulting report  led to the development a Pupil Premium policy and a specific action plan. A Pupil Premium Governor is in place; the Governor has attended specific LA training and visits school regularly to receive updates. The daily needs of pupil premium children have been mapped alongside SEND children to ensure the school has a full understanding of high needs classes. Additional support in classes is allocated in response to these findings. All staff are aware of pupil premium children. 

We know that a significant percentage of our current pupil premium children are also on the SEND register and a number are often late or are persistent absentees. Strategies to improve attendance are of high importance and we work closely with the Local Authority Attendance Officer.

We have a full time SENDCO who works alongside the Learning Mentor to provide a high level of support for these children and to give guidance and training to staff and families.

In our school, this grant is most effectively spent on supporting children’s learning in the classroom by providing quality first teaching. In addition to this, funding is spent on curriculum support, targeted intervention, engagement and enrichment activities, pastoral support and social and behavioural intervention. As with all children, to ensure maximum impact the needs of children entitled to the Pupil Premium are clearly identified, steps are taken to meet their individual needs and their progress is closely monitored throughout school. 

How we use our funding

2018-19

The Pupil Premium grant received for 2018-19 is £127,140. The expenditure plan for 2018-19 can be viewed below. 

click here for pupil premium expenditure plan 2018-19

 

2017-18

The Pupil Premium grant received for 2017-18 is £123,410. The Pupil Premium Plan for 2017-18 can be viewed below. 

click here for pupil premium expenditure plan 2017-18

Pupil premium impact statement 2017-18 

In our school, we know that disadvantaged children do not attain as well as all children. They do not attain as well as similar children in similar schools. Our KS2 SATs data shows the gap between disadvantaged and all others in our school is significant. The gap increased from the previous year due to the unique individual needs of children within the cohort.

We worked with an external auditor to evaluate strengths and areas for improvement. Findings led to the development of a specific action plan, including a new Pupil Premium policy and a Pupil Premium Champion project. A key outcome of our approach was the acknowledgement that quality first teaching for all pupils is essential as a baseline for diminishing the gap for disadvantaged. A wide range of strategies were put into place to ensure a consistent approach to teaching, with high expectations embedded across the school, including a green guide non-negotiables book for each class teacher.

The daily needs of pupil premium children were mapped alongside SEND children to ensure the school had a full understanding of high needs classes. The majority of funding was used to ensure that we employed teaching assistants to provide targeted support for pupil premium children.

Funding partly secured a full time Learning Mentor and full time SENDCO. Both were vital, as a substantial number of pupil premium children were also on the SEND register. An achievement, without doubt, was the work undertaken to meet the social and emotional needs of these children. This included maintaining very strong links with Cluster Services to support key children and their families. Additional work was required to support persistent absentees, including the support of the local authority Attendance Officer.

Termly pupil progress meetings ensured that Senior Leaders and Teachers maintained focus on monitoring progress and attainment, putting into place immediate plans where needed. All staff were aware of who these children were and demonstrated keenness to work together to diminish gaps. 

The key improvement factors for 2017-18 were:

  • raising awareness amongst all staff
  • embedding the vision that all teaching for all children must be of high quality if the needs of pupil premium children are to be met.

 

2017-18 Key Outcomes:

In July 2018 there were 12 pupils in Year 6 that were identified as Pupil Premium.

Achievement

  • 25% of these Pupil Premium Pupils achieved the expected standard in combined Reading, Writing and Maths, 50% lower than the national benchmark.
  • 17% of these Pupil Premium Pupils achieved the higher standard in combined Reading, Writing and Maths, 5% above the national benchmark.
  • 42% of Pupil Premium Pupils achieved the expected Standard in reading compared to national benchmark of 80%.
  • 17% of Pupil Premium Pupils achieved the higher level in reading compared to the national benchmark of 33%.
  • 33% of Pupil Premium Pupils achieved the expected Standard in writing compared to national benchmark of 83%.
  • 17% of Pupil Premium Pupils achieved the higher level in writing compared to the national benchmark of 24%.
  • 50% of Pupil Premium Pupils achieved the expected Standard in maths compared to national benchmark of 81%.
  • 25% of Pupil Premium Pupils achieved the higher level in maths compared to the national benchmark of 28%.

Average scaled scores

  • The average scaled score for Reading was 100.6 compared to 106.1, the national benchmark.
  • The average scaled score for Maths was 101.9 compared to 105.4, the national benchmark.

Average progress scores

  • The average progress score for reading was 0.50 compared to a national average of 0.31 for non-disadvantaged.
  • The average progress score for writing was -1.00 compared to a national average of 0.24 for non-disadvantaged.
  • The average progress score for maths was 2.07 compared to a national average of 0.31 for non-disadvantaged.

2016-17

The Pupil Premium grant received for 2016-17 is £116,890. The Pupil Premium Plan for 2016-17 can be viewed below.

click here for pupil premium expenditure plan 2016-17

click here for targeted support strategy plan 2016-17

2016-2017 Key Outcomes

Key Stage 2

  • In July 2017 there were 14 pupils in Year 6 that were identified as Pupil Premium.
  • 43% of these Pupil Premium Pupils achieved the expected standard in Reading, Writing and Maths, 2% higher than the Local Authority but 4.2% lower than the National Average.
  • 46.7% of these Pupil Premium Pupils achieved the expected Standard in Reading compared to 55.1% in the Local Authority and 59.8% Nationally.
  • 21% of Pupil Premium Pupils achieved the higher level in reading compared to the National Benchmark of 29%
  • The average score for Reading was 102 compared to the National benchmark of 105.3
  • 50% of these Pupil Premium Pupils achieved the expected Standard in Writing compared to 56.9% in the Local Authority and 65.9% Nationally.
  • 7% of Pupil Premium Pupils achieved the higher level in Writing compared to the National Benchmark of 21%
  • 53.3% of these Pupil Premium Pupils achieved the expected Standard in Maths compared to 58%% in the Local Authority and 63.3% Nationally.
  • 7% of Pupil Premium Pupils achieved the higher level in reading compared to the National Benchmark of 27%
  • The average score for Reading was 101.7 compared to the National benchmark of 105.3
  • The Average Scaled Score for Reading and Maths was 101.9

2015-16

The Pupil Premium grant received for 2015-16 is £120,908. The Pupil Premium Plan for 2015-16 can be viewed below.

click here for pupil premium expenditure plan 2015-16

click here for targeted support strategy plan 2015-16

2015-16 Key Outcomes:      

  • 3/11 children made more than expected progress in all subjects
  • 3/11 children made less than expected progress in one subject.
  • 4/11 children made less than expected progress in all subjects.
  • Most children did not make expected progress in Reading (8/11). 1 child achieved a progress score of above +5.0. 5/11 met the expected standard.
  • 7/11 children made more than expected progress in Writing with 3 children achieving a score of above +5.0. Average progress for this group was affected by the poor progress of 3 children. 7/11 met the expected standard.
  • 5/11 children made more than expected progress in Maths. 1 child achieved a score of above +5.0. Average progress for this group was affected by the poor progress of 3 children. 5/11 met the expected standard.
  • Compared to 2015, the gap to national for the percentage of children achieving the expected standards increased by 9% in Reading to -29%, reduced by 8% in Writing to -21% and increased by 6% in Maths to -29%. The gap remained the same for Reading, Writing, Maths combined (-35%).
  • Between 2013 and 2015, Value Added Scores and Average Point Scores for Disadvantaged pupils increased overall and in all subjects separately.
  • All pupils in all classes benefited from access to additional teaching assistant support as this was a key focus of expenditure.

 

Addressing Seven Key Barriers through Building Blocks of Success

The DfE document ‘Supporting the Attainment of Disadvantaged Pupils’ evaluates the most effective way to support disadvantaged pupils’ achievement. The document states NFER research found that schools which are more successful in promoting high attainment have a number of things in common. It identified seven building blocks of success. Each of these building blocks is relevant to our school:

1. Whole school ethos of attainment for all

Our target is to ensure that groups of disadvantaged pupils do as well as others. We set an ethos of high attainment for all pupils. We view each pupil as an individual, we value them as individuals and never assume that all disadvantaged pupils face similar barriers or have less potential to succeed. We evaluate the individual barriers for each child, assess their life skills and experiences and determine how these can affect their learning. Through our growth mind-set Superheroes we work to remove barriers of low self-esteem and improve resilience.

2. Addressing behaviour and attendance

We communicate simple, clear rules for behaviour management, understood by all. We promote positive behaviour through rewards such as Dojo points, Superheroes and Timestables Rockstars, all of which are celebrated in family assemblies. We put into place a range of social and emotional support strategies to help pupils in need of additional support, including working with families and external specialists. We have a clear target for attendance, have rapid response systems to address poor attendance and work with families to address any barriers they face in getting their children to school. We promote high attendance through a school-based initiative called Drigopoly.

3. High quality teaching for all

We know that Sutton Trust research has found that good teachers are especially important for pupils from disadvantaged backgrounds. We emphasise the importance of high quality teaching. Through a non-negotiables strategy (our Green Guide) we set high and clear expectations. We monitor performance, address weak teaching and tailor teaching and support to suit individual pupils. Staff also share best practice within our school and within our Cluster schools.

4. Meeting individual learning needs

We see pupils as individuals, each with their own challenges, talents and interests. Through regular assessment and Pupil Progress meetings, staff identify what might help each pupil make the next steps in their learning, whether they are performing below, at, or above expectations. They focus on providing targeted support for under-performing pupils and seek out strategies best suited to addressing individual needs.

5. Deploying staff effectively

We identify the strengths of each member of staff and find the best ways to use them. We aim to spot potential and ‘grow our own staff’. We devolve as much responsibility as possible to support staff and ensure that teachers work with all pupils, including those who need the most support. We aim to ensure that teaching assistants are well trained in supporting pupils’ learning as well as in specific learning interventions, so they can provide effective support to individual pupils or small groups. We also ensure strong teamwork between teachers and support staff.

6. Data driven response to evidence

We use data to identify pupils’ learning needs at every opportunity – when pupils join the school, during regular reviews of progress and during day-to-day teaching. Senior Leaders and Governors rigorously evaluate data and school improvement plans reflect data outcomes. Middle Leaders and teachers engage with the data themselves: they input, analyse and use it to underpin their teaching. We have a consistent marking scheme which recognises pupils’ achievements and sets out the next steps in their learning. Pupils review their feedback and discuss their progress with teachers.

7. Clear, responsive leadership

Our Senior Leaders have accurate knowledge of the school and set high expectations. They have a clear vision for the future of the school. They hold every staff member accountable for pupils’ progress. They ensure that staff understand the barriers, weaknesses and success of the school. Our school is linked to a number of networks such as Cluster Schools, Advisory staff and training networks. Using these links and online research we constantly seek out new ideas, put systems in place and encourage staff to share best practice. Using our "So What?" forms, all our School Leaders and teachers regularly evaluate where we are, what we are doing well, the impact of our work and what needs to be done next. This means that we are an aspiring school that is constantly moving forwards.