Meadow View JMI School
Aim - Aspire - Achieve

Pupil Premium

 Link to Pupil Premium Impact Statement

 

Brief summary below;

 

Meadow View JMI School

 

Pupil Premium Grant Strategy April 2017-18

 

Impact Statement April 2016-17

 

Compiled By: M. Worthington

 

Review: April 2018

 

 

 

 

Pupil Premium Strategy 2017-2018

 

The Pupil Premium Grant (PPG) is additional Government funding, implemented in 2012, to raise achievement amongst disadvantaged children. It is allocated to schools to help diminish the difference between children from low income families and other disadvantaged families and their peers.

 

The Pupil Premium is for pupils aged 4 and over, from Reception to Year 11, who are from low income families and are eligible for Free School Meals. Any child that has been registered for Free School Meals over the past six years is eligible to receive the funding (Ever6 FSM). Any children who are ‘Looked After’ are also eligible for the funding. ‘Looked After’ children attract a further £500 per year; this is an additional source of funding, which is for the school to use to support their particular needs. Any children classed as an Ever6 Service Child (child of a member of the military forces or person in receipt of a military pension) are granted £300, which schools use in order to support their needs. The Early Years Pupil Premium (EYPP) is an additional grant for qualifying 3-year olds. If you would like to check whether your child is eligible for any of the above funding, you can find information at www.gov.uk or ask for advice in the school office.

 

At Meadow View JMI, approximately 19% of our pupils are classed as disadvantaged and are in receipt of the Pupil Premium Grant this year. The total amount of Pupil Premium Grant funding the school has access to in order to support disadvantaged pupils for the academic cycle April 17 to April 18 is £113.384.20.  This is broken down in the table below.

 

 

Ever6 FSM

Looked After Children (Past or Current)

Ever6 Service Child

EYPP

Number of pupils

84

1

0

2

Amount of annual funding per pupil

£1320

£1900

£300

53p per hour x 15 hours per week x 38 weeks a year = £302.10 per year.

Total Funding

£110880

£1,900

£0

£604.20

 

Pupils in receipt of the pupil premium grant may face other barriers to their learning. We analyse data forensically and take account of the demographic of the school and needs of the pupils and families we support.

 

Our school ethos is attainment for all children and through that ethos, backed by recognised educational research,1 the school has decided to use the majority of the pupil premium grant funding on Wave 1 interventions which involves improving quality of teaching, delivering effective feedback on learning and improving pupil attitudes towards learning. These have been proven to be the most cost-effective use of the funding with the most notable impact.

 

To further close gaps we are developing our use of Wave 2 and Wave 3 strategies where children can be supported in small groups or on a one-to-one basis to improve in identified aspects of their learning. We are also developing and improving systems that support children and their families; whether that is by improving attendance, recognising and supporting mental health issues or increasing self-esteem, depending on the individual circumstances of the child and family.

 

Strategic leaders in school have a designated role to drive improvements in our use of the Pupil Premium Grant with a focus on diminishing the difference for our disadvantaged pupils compared to other pupils nationally.

 

Each year we publish how we spend the pupil premium grant funding and also state the impact that it has had on the disadvantaged children attending the school.

Impact of 2016-2017 Pupil Premium Spending

 

Early Years Foundation Stage (EYFS):

 

Children meeting the good level of development (GLD) at the end of Reception 2016-2017

% Disadvantaged children achieving the GLD at Meadow View (based on Free School Meals)

67%

% Other children achieving the GLD nationally (based on Non- Free School Meals)

71%

 

Key Findings:

-          The gap between disadvantaged and non-disadvantaged pupils now stands at 8%.

-          The percentage of disadvantaged pupils achieving a good level of development has risen by 16.7%.

-          100% of disadvantaged pupils achieved the expected standard in all areas of mathematics.  This demonstrates that pupils outperformed all pupils nationally by 20.3%.

-          The amount of disadvantaged pupils meeting the expected standard in Personal, Social and Emotional Development has increased by 8.3%.  This has diminished differences between disadvantaged and on disadvantaged pupils.

-          The school is continuing to diminish the difference between disadvantaged pupils in school and other pupils nationally. The difference now stands at 4% as opposed to 21%.  The attainment difference between disadvantaged and non-disadvantaged pupils has been reduced by 17%.  This demonstrates the impact of the pupil premium funding allocations.

 

 

Phonics Standards (Year 1 and Year 2):

 

Children meeting the expected standard at the end Year 1 2016-2017

% Disadvantaged children achieving the Y1 expected standard at Meadow View

100%

% Other children achieving the Y1 expected standard nationally

92%

 

Key Findings:

-          All disadvantaged pupils in Year 1 met the expected standard set out in the end of Year 1 phonics assessment, compared to 98% of their non-disadvantaged peers.

-          The difference between disadvantaged pupils in school and other children in school has been diminished.  67% of disadvantaged pupils met the expected standard at the end of year 1 phonics test in 2016 and 100% of pupils met the expected standard in 2017.  Disadvantaged pupils outperformed their non-disadvantaged peers in school and in comparison to other children nationally.  This demonstrates the impact of the pupil premium funding allocations. 

 

The school aims to maintain the percentage of disadvantaged pupils achieving the expected standard in the end of year 1 phonics assessment.

 

Children meeting the expected standard at the end Year 2 (Cumulative)

% Disadvantaged children achieving the Y1 expected standard at Meadow View

100%

% Other children achieving the Y1 expected standard nationally

100%

 

-          The attainment of disadvantaged pupils achieving the expected standard in the end of Year 1 phonics assessments is now in line with non-disadvantaged peers and other pupils nationally.  Differences between disadvantaged and non-disadvantaged pupils have been diminished.

 

The school maintains its focus on ensuring that any differences between disadvantaged pupils in school compared to other pupils in school and other pupils nationally are diminished at the point of teaching.

 

 

End of Key Stage 1 (Year 2):

 

Children meeting the Expected Standard (EXS) at the end of Key Stage 1 2016-2017

 

Reading

Writing

Maths

% Disadvantaged children at Meadow View achieving EXS or higher.

45

36

64

*% Other children achieving EXS or higher

78

71

78

 

 

 

 

Targets:

 

The attainment of disadvantaged pupils has decreased from the end of 2015-2016 academic cycle, therefore the following targets have already been agreed and form part of the school’s development plan for the 2017-18 academic cycle:

-          Increase the % of disadvantaged pupils achieving EXS or higher in reading, writing and maths at the end of Key Stage 1.

-          Develop text based English curriculum to enable continuous learning of reading skills.

-          Review text levels and book banding in school to ensure that children access texts that are appropriately challenging.

-          Development of English curriculum team in school, with staff from across all four phases in school responsible for supporting the drive in raising standards across English.

-          Develop resources to further support the teaching of the Year 2 curriculum (including Maths Mastery and Greater Depth levels)

-          Review and refine school assessment systems to enable effective target setting and intervention planning (formative and summative judgements).

-          Continue to engage with cluster and non-cluster schools during moderation processes.

 

 

 

End of Key Stage 2 (Year 6):

 

Please note that comparison data* is currently taken from all schools within the Walsall Local Authority.  National data will be updated when released.

 

Children meeting the Expected Standard (EXS) at the end of Key Stage 2 2016-2017

 

Reading

Writing

Maths

RWM Combined

% Disadvantaged children at Meadow View achieving EXS or higher.

69

69

81

50

*% Other children achieving EXS or higher

72

81

76

63

 

-          The attainment gap between disadvantaged and non-disadvantaged pupils is broadly in line to 2015-16 data for reading

-          The attainment gap between disadvantaged and non-disadvantaged pupils has increased by 5% from 2015-16 data for writing.  (Non-disadvantaged pupils now outperform disadvantaged peers by 5%)

The percentage of disadvantaged pupils achieving the expected standard or higher in maths has increased by 31%.  This means that disadvantaged pupils are outperforming their non-disadvantaged peers within the Walsall authority by 5%.

-          Progress for disadvantaged pupils at the end of Key Stage 2 is greater than other pupils in the Walsall Local Authority in reading, and maths.

-          Progress for disadvantaged and non-disadvantaged pupils is broadly in line (=/-0.1 progress points)

-          When comparing the data for pupils achieving the expected standard or higher in reading, writing and maths, the attainment gap for between disadvantaged pupils within school and other pupils nationally has diminished.  In the 2015-16 academic cycle there was a difference of 22%, whereas in in 2016-17, the difference was 13%.

 

Children meeting the Greater Depth Standard (GDS) at the end of Key Stage 2 2016-2017

 

Reading

Writing

Maths

RWM Combined

% Disadvantaged children at Meadow View achieving GDS

25

13

19

13

Non-disadvantaged children within school

23

12

26

9

 

When undertaking a school-based comparison:

-          A greater proportion of disadvantaged pupils achieved the greater depth standard in reading and writing compared to their non-disadvantaged counterparts.

-          The percentage of pupils achieving the greater depth standard in all three assessed areas was higher for disadvantaged pupils.  This demonstrated the successful impact of the pupil premium grant spending for the 2015-16 academic cycle.

 

 

Priorities for 2017-18:

Based on our analysis of last year’s data, during the current academic cycle, we will be using our pupil premium funding to address the following priorities:

 

How will we spend the PPG in 2017-18?

Why are we spending the PPG in this manner?

In EYFS:

Explore provision development and resources designed to further engage disadvantaged pupil with their learning.

 

Provide relevant WELLCOM support for disadvantaged pupils within Nursery to enable any speech

 

 

 

Ongoing curriculum development to maintain high level of engagement.

 

Additional support for pupils with lower on-entry communication and language (16.74% of disadvantaged pupils in EYFS did not meet the expected standard in the Understanding strand of the communication and language thread)

 

Phonics:

-          Develop a pupil premium support teacher role for 2.5 x days per week active teaching time. 

 

-          Released member of staff deemed as an excellent teacher of phonics.  This enables 0.5 teaching time devoted to diminishing difference for PP pupils.

-          PP attainment maintained +/- 5% based on year on year analysis.

Key Stage 1:

-          Develop text based English curriculum to enable continuous learning of reading skills.

-          Develop resources to further support the teaching of the Year 2 curriculum (including Maths Mastery and Greater Depth levels)

-          Review and refine school assessment systems to enable effective target setting and intervention planning (formative and summative judgements).  Funding to support cost of data analysis.

-          TA time allocated for intervention based work in reading, writing and maths for more able disadvantaged groups (Wave 2 intervention)

-          Ensure that pupils have quality feedback on their learning in English and Maths through staff training and monitoring.

 

-          Small group tuition has a moderate impact on achievement for a moderate cost. Developing reading strategies has a moderate impact for a very low cost. Feedback on learning has a very high impact on achievement for a very low cost. (EEF Toolkit).

Key Stage 2:

-         TA time allocated for intervention based work in reading, writing and maths for more able disadvantaged groups (Wave 2 intervention) and individuals (Wave 3 intervention).

-         Ensure that pupils have quality feedback on their learning in English and Maths through staff training and monitoring.

-         Explore additional interventions that can be used, e.g. Sound Training Instant Impact programme, to improve reading skills in Y5 and Y6.

-          Implement discrete teaching to increase the number of pupils achieving the greater depth standard in Maths.

-          Review guided reading models and processes in school to support the attainment of pupils in reading (APE strategies of Answer, prove and explain / elaborate to be introduced Sept 17)

-          The school needs to diminish the difference for more able disadvantaged learners in school compared to other pupils in school and nationally in reading (School 43% LA 53%), and maths (56% school LA 61%).

 

-          Small group tuition has a moderate impact on achievement for a moderate cost. Developing reading strategies has a moderate impact for a very low cost. Feedback on learning has a very high impact on achievement for a very low cost. (EEF Toolkit).

Meadow View JMI, Frampton Way, Great Barr, Birmingham, B43 7UJ
Telephone: 0121 366 6182 Fax: 0121 366 6184 E-mail: postbox@meadow-view.walsall.sch.uk
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