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Welcome to Woodthorpe Primary School.

Woodthorpe Primary School

Welcome toWoodthorpe Primary School

Pupil Premium

 

Performance Comparisons

At Woodthorpe Primary School we monitor the progress of every pupil closely and offer programmes of additional support to any pupil who is at risk of underachievement. Within our half term pupil progress conferences we always start with a focus on children in receipt of the pupil premium and ensure that their needs are being met as a main consideration.

As well as this tight focus on a pupil’s academic progress we also spend time considering each pupil in a wider sense. We consider the amount of opportunities that pupils are exposed to and the amount of pastoral support needed to ensure that pupils are able to enter school everyday and focus on their learning.

Our curriculum aims at developing these experiences. Our English curriculum contains a ‘real’ activity every cycle and our curriculum plans are developed with engagement in mind.

The school has a pastoral team that is able to offer support to any family or child who is going through a crisis or who is finding their learning more challenging..

 

Early Years Foundation Stage

 

Pupils achieving a Good Level of Development %

Average total points for cohort

 

PP

Non PP

PP

Non PP

2016 (8)

62.5

67.9

31.3

34.1

2017 (10)

20.0

72.9

31.0

35.3

2018 (6)

16.7

74.1

27.7

36.3

 

Phonics Screening Check %

 

Year 1

Year 2

Combined

 

PP

Non PP

PP

Non PP

PP

Non PP

2016

82.9

88.9

100

100

91.7

83.3

2017

61.5

68.1

33.3

57.1

66.7

56.3

2018

60.0

93.9

75.0

64.3

64.3

87.3

 

Key Stage One (working at the expected level)

 

Reading

Writing

Maths

RWM

 

PP

Non PP

PP

Non PP

PP

Non PP

PP

Non PP

2016

33.3

90.9

26.7

78.8

40.0

84.8

13.3

69.7

2017

64.3

80.0

64.3

77.1

71.4

74.3

64.3

71.4

2018

66.7

63.0

58.3

63.0

58.3

63.0

50.0

47.8

 

Key Stage Two (progress measures)

 

Reading

Writing

Maths

 

PP

Non PP

PP

PP

Non PP

PP

2016

-1.7

2.2

1.1

2.9

-0.6

0.9

2017

-1.2

1.8

2.3

3.3

-0.3

0.0

2018

-5.1

0.9

-2.6

1.4

-5.9

-0.8

 

Actions to address the attainment gap

Action

Cost

Objective

X2 0.5 TA in Yr R & Yr 1

£16,000

To ensure that the attainment gap is narrowed via early intervention. This focuses on early speech and language intervention in reception and phonics intervention in year 1. 

SENCo release time

£18,000

To ensure vulnerable pupils receive a tailored curriculum.

Pastoral Support

£19,000

To ensure that the pastoral needs of PP children are addressed in an appropriate way to ensure PP children are able to focus on learning within class.

Online additional learning resources

£9,000

To ensure that PP children are engaged within their learning.

Assessment Schemes

£5,000

To ensure PP children’s progress is closely tracked to ensure underachievement is addressed.

Subsidised trips / visits

£5,000

To ensure PP children are able to access opportunities.

Subsidised wrap around care

£2,000

To ensure that PP children are well looked after and their families supported.

Restorative Practice

£3,000

To ensure that friendship problems are managed in an effective way.

Increased quality of first teach

£40,000

To ensure that PP children are exposed to quality teaching everyday.

Improvements to school environment

£10,000

To ensure that pupils have an emotional link to the school environment including a nurture classroom available to support emotional wellbeing.

Increased monitoring by SLT

£15,000

To ensure that PP children are receiving a good level of education.

Total cost

£142,000

(Predicted PP funding 2018 / 2019 = £117,480)

 

Analysis of 2017 / 2018 outcomes

Outcomes for disadvantaged pupil we positive within KS1 with disadvantaged pupils achieving better than non-disadvantaged pupil in R,W&M and within reading.

The gap in reception widened year on year but this was mainly down to the complex needs of a small group of pupils and the significant increase in the attainment of non-disadvantaged pupils.

The school has taken immediate action the address the progress gap at KS2 which has widened significantly year on year. Analysis of pupils individual performance indicates that 19% of disadvantaged pupil were within two scaled point of achieving R,W&M within the 2018 KS2 SATs.

As a result of data analysis 2017/2018, the school has made significant changes to it's assessments systems for the 2018 / 2019 academic year. The school is now moving towards a model which measures the number of pupils working at the expected standard for their age rather than a fluid points based model.

KS2 Average points Progress and Attainment Measures

 

Reading

2018 / 2019 Cohort

Disadvantaged

Whole Cohort

 

Progress

Average Points

Progress

Average Points

Year 4

3.5

18.0

3.9

19.3

Year 5

8.2

23.0

7.5

24.6

Year 6

12.2

27.4

12.2

28.8

 

Writing

2018 / 2019 Cohort

Disadvantaged

Whole Cohort

 

Progress

Average Points

Progress

Average Points

Year 4

4.1

17.1

4.5

18.4

Year 5

7.3

21.6

7.6

23.6

Year 6

10.1

24.4

10.6

26.1

 

Maths

2018 / 2019 Cohort

Disadvantaged

Whole Cohort

 

Progress

Average Points

Progress

Average Points

Year 4

4.6

18.5

4.6

19.4

Year 5

7.7

23.2

7.9

24.8

Year 6

12.2

26.9

13.0

28.7

 

Percentage of pupils working at the school’s Age Related Expectation (ARE)

 

 

2018 / 2019 Cohort

Disadvantaged

Whole Cohort

 

R

W

M

R

W

M

Year 2

30

10

60

52

32

73

Year 3

58

50

45

51

48

57

Year 4

64

45

60

76

97

76

Year 5

71

50

67

89

78

83

Year 5

83

28

82

85

44

76

Within school we aim to build a culture where all pupils are valued and supported in equal measure. We also acknowledge that some pupil’s needs are greater than others, due to personal, or external factors. Our culture of supporting disadvantaged pupils is interwoven with the support that we give all pupils but they are collectively a higher priority as a ‘group’ of learners. Below is a list of interventions / strategies that we adopt as a school to support pupils outcomes. This list is not specific for any one disadvantaged pupil, but aims to highlight the work that we do across the whole school to support this collective group.

 

  • Half term Pupil Progress Conferences always start with an initial focus on disadvantaged pupils.
  • Daily interventions are targeted at disadvantaged pupils.
  • Speech and language support in EYFS.
  • Support packs for KS2 pupils
  • 1:1 reading for any pupil who fails to read 25 times each half term.
  • Pupils have priority over after school club places.
  • Pupils are prioritised for ELSA support within the pastoral team.
  • Pupils receive additional resources as necessary to support them while in school, items include PE kits, reading records (home and school)…
  • Pupils, particularly in EYFS, are teamed up with buddies to support their learning / engagement with school.
  • Pupils are prioritised for home visits in nursery.
  • Some pupils receive breakfast ether via our breakfast club or discreetly via the class teacher.
  • Families have trips subsidised
  • And parent that is unable to attend parents evening has an additional appointment or receives a termly report card in the post.
  • Teaching Assistants are all informed of the disadvantaged pupils within their phase.
  • Teachers planning is always targeted towards disadvantaged pupils.
  • Everyone within school has a performance management target focussing on disadvantaged pupils.
  • Phase meetings have a specific focus on disadvantaged pupils.
  • Pastoral meetings have a specific focus on disadvantaged pupils.
  • Data analysis compares the progress of disadvantaged pupils against that of non-disadvantaged peers to ensure that progress gaps are addressed.
  • Morning pastoral circles enable closer monitoring of disadvantaged pupils.
  • Pastoral ‘check ins’ where needed.
  • Attendance trackers in all classrooms.
  • Free dinner
  • Free milk
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