Images from around the school

Impact

  

Conclusions

  

  • Trends over time reliably inform us that writing is an area that requires development for this group of children.

 

  • However, in writing two of the pupils with poor progress had a large negative impact on the overall progress of this group, where in 2017, two ‘outliers’ with very poor progress caused a large downward impact on the overage progress scores. (Without these two children, progress scores would have moved from well below national average to broadly in line with National Average).

 

  • 4 children from Year 6 last year, make significant negative impact on the overall average progress. These three children all had significant co-vulnerabilities, (factors such as SEN combined with LAC, low attendance, behaviour problems, bereavement, family separation, TAC and family support). All received significant additional support from the school.

 

  • General trends also show that over time, our new support for children is having an impact, as attainment and progress improves each year back from the current Year 6 cohort.

 

  • Higher attaining disadvantaged children require further intervention to ensure they reach their potential.

 

  • Disadvantaged children in EYFS, Y1 Phonics and Y2 are not reaching their potential.

 

  • Despite the numbers of disadvantaged children being small, further targeted support is required to remove barriers created by multiple vulnerabilities such as bereavement, family separation, anxiety and emotional wellbeing.

 Actions

  

  • Implement new evidence based research into whole school first quality teach strategies for supporting this group of children such as multi-sensory approaches for supporting spelling and maths.

 

  • Implement new evidence based interventions for children in this group who are not reaching their potential such as Catch Up Literacy and Catch Up Numeracy targeted support.

 

  • Develop a pastoral team who will focus on removing barriers to these children’s education and provide them with stability and resilience to challenges in life that may impact on their education in school. This team

 

  • would look at working on attendance, anxiety, bereavement, family separation, anger management and other areas of emotional support and wellbeing.

 

A summary of the collective data on the performance of our disadvantaged pupils is set out below.

 

Due to the relatively low numbers of pupil premium children in each year group, this data should be viewed with caution. Overall trends and patterns of time help to support our understanding of the overall impact on how this money is spent.