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Pupil Premium

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 2019.

 Report on use Of Disadvantaged Funding July 2020.

Pupil Premium funding mainly applies to children on free school meals (FSM), but also those who are looked after children. At Langley this is a large group of pupils.

 

Academic Year 2019-20

 

Rec

Y2

Y6

Number

59

59

60

Disadvantaged

24

19

29

No of LAC

0

1

1

 

Results are unavailable for years 1, 3, 4 and 5.

 

Total funding for this year:

 

2018-19

2019-20

£88,320

£83,780

 

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 in Year 2, Year3, Year4 and Year5.

Rationale: Some 80% of children in this grouping are in receipt of Disadvantaged Funding. Also the LSP, to stop these children falling behind will do ‘pre-learning’ on an afternoon.

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

Rational: The vast majority of 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 a member of staff to support a group/groups of children in reading, in years 5 and 6, with the understanding of inference (6 week programme)

Rationale: School assessment showed that this group of children would greatly benefit from support with reading – especially understanding inference. This support would last 6 weeks and give the children the tools to access and understand writing from all kinds of media.

  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. Use of sports coach, in Enrichment Friday, to work with groups of children, learning a variety of different sports skills.

Rationale: to provide greater individual self esteem, fitness and understanding of different skills needed in different sports.

  1. Involvement in out of school sports activities within the authority.

Rationale: to provide greater individual self esteem, fitness, being part of a team and greater sense of achievement.

 

 

How do pupils who have Disadvantaged Funding do at Langley?

 

Disadvantaged v Non Disadvantaged Data – Children who are expected or better 2019-20

 

Year6 (26)

Attainment

 

Maths

Reading

Writing

Disadvantaged

86%

90%

86%

Non Disadvantaged

90%

84%

87%

Both groups of children are broadly in line with each other and so any gap, which existed at the beginning of the school year is diminishing rapidly or has closed.

 

Progress

Over the last three year’s progress within the disadvantaged group has been broadly in line with the non disadvantaged children and in line with the progress made in all other year groups.

 

Year 2 (19)

Attainment

 

Maths

Reading

Writing

Disadvantaged

84%

79%

74%

Non Disadvantaged

81%

78%

71%

 

 

  • In attainment the disadvantaged pupils have closed the ‘gap’ and are achieving better than non-disadvantaged pupils in all areas.
  • Pre learning was introduced and has had a great impact on all of the children

 

Progress

Over the last three year’s progress within the disadvantaged group has been broadly in line with the non disadvantaged children and in line with the progress made in all other year groups.

Attainment

 

Maths

Reading

Writing

Boys Disadvantaged (9)

89%

89%

89%

Girls Disadvantaged (10)

78%

56%

78%

 

  • As can be seen by the results above the disadvantaged boys attained better than the disadvantaged girls especially in reading.
  • Within this group of girls there are a number who have attendance issues (which is being addressed by our home/school liaison person) and a number are on the SEND register.

 

Year 1 Phonics  - N/A this year. But the Year 2 children will be tested by end of December 2020 and results recorded.

 

Reception (24 )

 

Achieving GLD %

Disadvantaged

78%

Non Disadvantaged

74%

  • The disadvantaged children in Reception are out performing the non disadvantaged children.
  •  Writing has improved but will remain a target for the children moving up into Year1 with more writing opportunities planned for.
  • The disadvantaged girls are out performing the disadvantaged boys– this is mainly due to the fact that there are more than double the amount of girls to boys in this cohort.

 

 

 

Other Year Groups

Attainment

Attainment in all other year groups, up to March 2020 was as expected and strategies were put in place to close ‘gaps’ in learning for those disadvantaged children who needed it.

Progress

Progress within the disadvantaged group was broadly in line with the non disadvantaged children and in line with the progress made in all other year groups.

 

 

 

Specific Projects (2019-20)

Learning Champion project.

This has been running for 8 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

In all year groups learning champion children have made expected or better progress this is due to the Learning Champion individualising learning.

 

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

Out of 17 new arrivals this year7 were disadvantaged children. All have settled quickly into school routine and are continuing to be monitored. The 6 of the 7 children came in at well below and are making good progress. The other disadvantage child is also making good progress.

 

To provide mentoring for pupils who struggle after a bereavement and pupils who struggle to follow the school behaviour code.

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

 

To provide a member of staff to support a group/groups of children in reading, in years 5 and 6, with the understanding of inference (6 week programme)

This has been extremely successful and has had a 100% success rate. The children who needed this programme have all been given transferable skills which have helped them access varying texts and so has had positive effects on their learning.

 

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.

 

To provide support to families through SinglePoint.

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 the renovated house and is a nice quiet and stable environment)). 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. Single points also encourages some of our families to attend trips and experiences throughout the year.

 

Use of sports coach, in Enrichment Friday, to work with groups of children, learning a variety of different sports skills.

This gave these children the chance to learn a new activity/skill which they previously may have avoided. All of the children who took part in these activities learnt new skills and grew in confidence (were able to communicate with adults/children, giving eye contact and talking with pride about the skills they had acquired)

 

Involvement in out of school sports activities within the authority.

Disadvantaged children are involved in a tournament organised by Sandwell Council every year – as a school we enter a number of teams who participate in the multi-sport competitions which gives the children a great sense of worth and self esteem.

 Report on use Of Disadvantaged Funding July 2020.

Pupil Premium funding mainly applies to children on free school meals (FSM), but also those who are looked after children. At Langley this is a large group of pupils.

 

Academic Year 2019-20

 

Rec

Y2

Y6

Number

59

59

60

Disadvantaged

24

19

29

No of LAC

0

1

1

 

Results are unavailable for years 1, 3, 4 and 5.

 

Total funding for this year:

 

2018-19

2019-20

£88,320

£83,780

 

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 in Year 2, Year3, Year4 and Year5.

Rationale: Some 80% of children in this grouping are in receipt of Disadvantaged Funding. Also the LSP, to stop these children falling behind will do ‘pre-learning’ on an afternoon.

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

Rational: The vast majority of 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 a member of staff to support a group/groups of children in reading, in years 5 and 6, with the understanding of inference (6 week programme)

Rationale: School assessment showed that this group of children would greatly benefit from support with reading – especially understanding inference. This support would last 6 weeks and give the children the tools to access and understand writing from all kinds of media.

  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. Use of sports coach, in Enrichment Friday, to work with groups of children, learning a variety of different sports skills.

Rationale: to provide greater individual self esteem, fitness and understanding of different skills needed in different sports.

  1. Involvement in out of school sports activities within the authority.

Rationale: to provide greater individual self esteem, fitness, being part of a team and greater sense of achievement.

 

 

How do pupils who have Disadvantaged Funding do at Langley?

 

Disadvantaged v Non Disadvantaged Data – Children who are expected or better 2019-20

 

Year6 (26)

Attainment

 

Maths

Reading

Writing

Disadvantaged

86%

90%

86%

Non Disadvantaged

90%

84%

87%

Both groups of children are broadly in line with each other and so any gap, which existed at the beginning of the school year is diminishing rapidly or has closed.

 

Progress

Over the last three year’s progress within the disadvantaged group has been broadly in line with the non disadvantaged children and in line with the progress made in all other year groups.

 

Year 2 (19)

Attainment

 

Maths

Reading

Writing

Disadvantaged

84%

79%

74%

Non Disadvantaged

81%

78%

71%

 

 

  • In attainment the disadvantaged pupils have closed the ‘gap’ and are achieving better than non-disadvantaged pupils in all areas.
  • Pre learning was introduced and has had a great impact on all of the children

 

Progress

Over the last three year’s progress within the disadvantaged group has been broadly in line with the non disadvantaged children and in line with the progress made in all other year groups.

Attainment

 

Maths

Reading

Writing

Boys Disadvantaged (9)

89%

89%

89%

Girls Disadvantaged (10)

78%

56%

78%

 

  • As can be seen by the results above the disadvantaged boys attained better than the disadvantaged girls especially in reading.
  • Within this group of girls there are a number who have attendance issues (which is being addressed by our home/school liaison person) and a number are on the SEND register.

 

Year 1 Phonics  - N/A this year. But the Year 2 children will be tested by end of December 2020 and results recorded.

 

Reception (24 )

 

Achieving GLD %

Disadvantaged

78%

Non Disadvantaged

74%

  • The disadvantaged children in Reception are out performing the non disadvantaged children.
  •  Writing has improved but will remain a target for the children moving up into Year1 with more writing opportunities planned for.
  • The disadvantaged girls are out performing the disadvantaged boys– this is mainly due to the fact that there are more than double the amount of girls to boys in this cohort.

 

 

 

Other Year Groups

Attainment

Attainment in all other year groups, up to March 2020 was as expected and strategies were put in place to close ‘gaps’ in learning for those disadvantaged children who needed it.

Progress

Progress within the disadvantaged group was broadly in line with the non disadvantaged children and in line with the progress made in all other year groups.

 

 

 

Specific Projects (2019-20)

Learning Champion project.

This has been running for 8 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

In all year groups learning champion children have made expected or better progress this is due to the Learning Champion individualising learning.

 

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

Out of 17 new arrivals this year7 were disadvantaged children. All have settled quickly into school routine and are continuing to be monitored. The 6 of the 7 children came in at well below and are making good progress. The other disadvantage child is also making good progress.

 

To provide mentoring for pupils who struggle after a bereavement and pupils who struggle to follow the school behaviour code.

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

 

To provide a member of staff to support a group/groups of children in reading, in years 5 and 6, with the understanding of inference (6 week programme)

This has been extremely successful and has had a 100% success rate. The children who needed this programme have all been given transferable skills which have helped them access varying texts and so has had positive effects on their learning.

 

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.

 

To provide support to families through SinglePoint.

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 the renovated house and is a nice quiet and stable environment)). 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. Single points also encourages some of our families to attend trips and experiences throughout the year.

 

Use of sports coach, in Enrichment Friday, to work with groups of children, learning a variety of different sports skills.

This gave these children the chance to learn a new activity/skill which they previously may have avoided. All of the children who took part in these activities learnt new skills and grew in confidence (were able to communicate with adults/children, giving eye contact and talking with pride about the skills they had acquired)

 

Involvement in out of school sports activities within the authority.

Disadvantaged children are involved in a tournament organised by Sandwell Council every year – as a school we enter a number of teams who participate in the multi-sport competitions which gives the children a great sense of worth and self esteem.

 

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