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:
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.
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.
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.
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.
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.
Rationale: to provide a wider life experience for pupils that many better off families take for granted.
Rationale: to provide greater individual self esteem, fitness and understanding of different skills needed in different sports.
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% |
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% |
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% |
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:
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.
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.
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.
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.
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.
Rationale: to provide a wider life experience for pupils that many better off families take for granted.
Rationale: to provide greater individual self esteem, fitness and understanding of different skills needed in different sports.
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% |
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% |
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% |
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.