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Please read the information below which gives details of our Disadvantaged Funding Grant. It will tell you how we use the funding and the impact it has on the children in terms of their learning. Our strategy is reviewed at the end of the Summer Term each year. The next review is due at the end of the Summer Term 2018.

Academic Year 2016-17

 

PreComp

Rec

Y1

Y2

Y3

Y4

Y5

Y6

Number

 

60

61

61

60

60

60

60

Disadvantaged

 

13

17

18

27

23

24

26

No of LAC

 

0

0

0

0

1

3

2

 

Total funding for this year:

 

2016-17

2017-18

£208,560

194,040

 

How the Funding is spent at Langley.

The funding has been spent in the following ways:

  1. To provide a Learning Champion team of experienced staff (3LSPs) to support pupils who are at risk of falling behind in their learning.

Rationale: Some 80% of children in this grouping are in receipt of Disadvantaged Funding.

  1. To provide an experienced LSP to support and assess new arrivals to the school.

Rational: The vast majority of the the children taken into school over the past three years were on FSM. Many were unsettled on arrival and approximately 80% were well below National Expectation or new to English.

  1. To provide mentoring for pupils who struggle to follow the school behaviour code. Rationale: This small group mainly are off track but it is their behaviour that is holding them back rather than struggling with learning.
  2. To provide an LSP in EYFS to support the language development of pupils

Rationale: Our previous OfSTED and school monitoring suggests that this group of pupils achieve less well is because their language development is inhibiting their learning relative to other pupils.

  1. To provide a member of support staff to read regularly with Disdavantaged Funding Pupils (5 afternoons per week).

Rationale: School surveys show that this group of pupils are least likely to get regular time reading with their families and that it is their basic reading skills that are often holding them back in their work.

  1. To provide individual reading support through volunteer readers (Better Reading Partnership)

Rationale: As above and used to supplement the member of support staff work. This is also a more relaxed approach that gives the children a little bit of more personal time with a caring adult.

  1. To provide support to families through SinglePoint.

This is a collaboration of 4 local schools to provide an advice centre and access to family support workers for families who are just beginning to struggle. The aim of the activity is to stop families drifting into needing support from Children’s Services and becoming chaotic families. The centre also offers respite holiday provision for vulnerable families.

 

 

  1. Subsidising visits such as residential trips, class trips and to bring visitors into school (such as a pantomime company).

Rationale: to provide a wider life experience for pupils that many better off families take for granted.

  1. To provide new life experiences and life training for children on a Friday afternoon by employing a group called Skillsforce, who work with the children. They have been on trips to the Lickey Hills etc… and camped over night on the school field. In addition they gain a first aid qualification and a games leader qualification.

Rationale: to provide a wider life experience for pupils and help them gain skills which will prepare them for the future.

 

 

How do pupils who have Disadvantaged Funding do at Langley?

 

Disadvantaged v Non Disadvantaged Data – Children who are expected or better 2016-17

 

Year6 (26)

Attainment

 

Maths

Reading

Writing

Disadvantaged

73%

58%

54%

Non Disadvantaged

79%

59%

74%

 

  • The non disadvantaged are currently out performing the disadvantaged children in Writing and Maths. In reading they achieved at the same level. However, in all areas the gap was closed this year.
  • This was made possible by the extra support given to these pupils by an extra teacher in Y6 and, where needed, support given by the Deputy Head teachers. This has allowed the children time to consolidate their learning and to be prepared for the next topic (pre-learning).

 

 

Progress (Taken from Assessing School Performance – ASP 2017)

 

Maths

Reading

Writing

Disadvantaged

+2.15

+3.30

-0.55

Non Disadvantaged

+0.33

+0.28

+0.17

  • The disadvantaged children made more progress in Reading and Writing than the non disadvantaged children. In Maths and Reading the progress is well above what is expected of children from KS1 to 2 and in Writing it is at the expected level for progress nationally.
  • Writing is a whole school issue and this forms part of School Improvement Plan for 2017-8. As a result there is now more of an emphasis on spelling in all year groups, an area the disadvantaged pupils have particularly struggled with.

 

Year 2 (18)

Attainment

 

Maths

Reading

Writing

Disadvantaged

67%

56%

72%

Non Disadvantaged

72%

72%

72%

 

 

  • In attainment the disadvantaged pupils achieve at a similar level to the non –disadvantaged in Writing and Maths. In Reading there is still a gap but this has closed slightly.
  • The Learning Champion in this year group has been working with specific children to help them pre learn and consolidate learning and this has helped them do better this year.
  • In Year 2 the rate of progress for this group was significantly greater than the other children and with continued support the group should gradually close up on the other children.

 

Progress End of year 1- end of year2

 

Maths

Reading

Writing

Disadvantaged

83%

68%

78%

Non Disadvantaged

67%

49%

77%

 

  • As can be seen from the table below where we need to put in extra work is with the boys of this group. These children come into school at a significantly lower level than the girls and need to make even greater progress if they are to achieve the expected standard. In Writing the approach has been tailored more to the boy’s interests and this has shown benefits.

 

Maths

Reading

Writing

Boys Disadvantaged (12)

50%

33%

58%

Girls Disadvantaged (6)

100%

100%

100%

 

Year 1 Phonics (17)

 

Phonics

Disadvantaged

88%

Non Disadvantaged

86%

(3 Boys and 14 Girls)

  • Disadvantaged children are slightly out performing the non disadvantaged children.
  • Disadvantaged boys are out performing the girls (boys 100% - Girls 86%).
  • Changes in the way phonics has been taught this year has had a profound effect on the results in a positive way and this has had a particularly strong effect on the disadvantaged pupils.

 

Reception (13 )

 

Achieving GLD

%

Disadvantaged

11

85%

Non Disadvantaged

31

66%

  • The disadvantaged children in Reception are out performing the non disadvantaged children.
  • Writing was the lowest - 78% in the GLD range of areas and has been prioritised as a focus in Year 1 next year.
  • The disadvantaged boys are out performing the disadvantaged girls (Boys 100% - Girls 60%) due to a SEND child and a child who is struggling with Reading and Writing – support has been put in place for these children- 1-1 for SEND child following a specific learning programme and intervention sessions for the other child.

 

Other Year Groups

Attainment

 

Expected or better %

Year

Number of Pupils

Maths

Reading

Writing

1

Dis 17

88

88

88

Non Dis 44

77

77

66

3

Dis 27

67

70

41

Non Dis 33

76

82

61

4

Dis 23

82

82

52

Non Dis 39

85

84

49

5

Dis 24

54

60

38

Non Dis 36

81

86

67

In attainment, in Year 1 the ‘gap’ has closed in all areas and also in year 4 writing. Throughout the school the ’gap’ is closing apart from Year 5 – we have moved a Learning Champion into this year group and due to maternity leave there isn’t a job share in there at the moment which gives more stability.

 

Progress

 

Expected or better %

Year

Number of Pupils

Maths

Reading

Writing

1

Dis 17

82

82

82

Non Dis 44

91

80

93

3

Dis 27

89

82

63

Non Dis 33

79

79

70

4

Dis 23

82

96

65

Non Dis 39

72

85

54

5

Dis 24

75

54

71

Non Dis 36

72

89

56

The disadvantaged children have outperformed the non disadvantaged in all areas except Year1 Maths and Writing, Year 3 Writing and Year 5 Reading. This means that while the percentage working at expected may be lower the disadvantaged children are catching up thanks to the use of the additional funds.

 

The maths coordinator has monitored Year 1 maths and has made changes to planning and making sure all gaps are covered. Staffing in Year5 has changed with the addition of a learning champion, no job share and staff have been on a reading intervention course which will be implemented straight away.

 

Specific Projects (2016-17)

Learning Champion project.

This has been running for 5 years now. It should be remembered that these pupils are the ones who are identified as falling behind and will have made more limited progress in the previous year.

Progress

 

Maths (expected or better)

Progress

Reading (expected or better)

Progress

Writing (expected or better)

Progress

Year 1

48%

 

57%

 

43%

 

Year2

88%

 

 

 

33%

 

Year3

 

 

100%

 

20%

 

Year5

50%

 

30%

 

90%

 

 

In all year groups learning champion children have made expected or better progress except in Year 5 reading where the children are just off track.

 

To provide an experienced LSP to support and assess new arrivals to the school.

Out of 13 new arrivals this year none were disadvantaged children and 1 LAC. All have settled quickly into school routine and are continuing to be monitored. 9 of the children came in at well below and are making steady progress. The other 4 children have made expected/better progress.

 

To provide mentoring for pupils who struggle to follow the school behaviour code.

Mentoring has proven very effective again. The minor behaviour problems are swiftly ‘nipped in the bud’ by weekly mentoring and the behaviour policy. During the year 27 disadvantaged children had pastoral support for varying issues.(behaviour,attendance,bereavement,anger issues, social and emotional support and family problems).

 

Talk Boost Programme

Due to staffing issues this programme has not ran as it should but the groups that did finish it all made good or better progress.

 

To provide a member of support staff to read regularly with Disdavantaged Funding Pupils (am only).

Due to staffing issues ( the member of staff who delivers it has had health issues) this programme has not been as successful as previous years and so progress has been limted. The start to this year has been more productive and this will be seen in results at the end of the Autumn term 2017.

 

To provide individual reading support through volunteer readers (Better Reading Partnership)

This has continued to be successful as it provides the emotional coaching needed for these children and the chance to develop a love of reading. 4 disadvantaged children were part of the scheme and 3 made expected or better progress apart

 

To provide support to families through SinglePoint.

We had 22 families who were working with Single Point, 14 of those were disadvantaged families. The service has provided family support workers to make contact and work with the families and in some cases counselling for the children who need it ( this is done in a nice quiet environment in school). In all cases the involvement has brought stability to the children involved which is reflected in the children’s behaviour and attendance at school.

 

 

Subsidising visits such as residential trips, class trips and to bring visitors into school (such as a pantomime company).

This is a practice which we have continued on an individual basis and when we see there is a need. The children and families who benefit from this practise receive experiences that they may not have been able to have. The children had access to a visiting Pantomime show and several visiting educational visits.

 

Skillforce

This project ran across two half years – one half year with a Year 6 group and the other with a Year 5 group. In terms of the pupil social skills both groups were reported as having shown increased independence and ability to cope with situations where they go wrong in some way. The children really enjoyed the project, with many asking if it could continue for them. Incidents of poor behaviour also reduced for this group during and after the project.

Academically the children who took part almost all made at least expected progress, with several making better than expected progress. In Year 6 73% in reading, 60% in Writing and 80% in Maths met the Expected standard. This was higher than the disadvantaged cohort generally.

 

Skill force has provided these children with many first hand experiences such as trips to the Lickey hills etc… building up to a camping experience on the main field. For the majority of children that took part these were first time experiences. These experiences have enriched their learning in all areas and has impoved attendance – we continue to monitor the attendance, progress and attainment of these children on a half term basis.

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