Chancellor Park Primary School

Brook-End Road South, Chelmsford, CM2 6PT

Headteacher Mrs C Mills

Pupil Premium Grant Expenditure Report to Parents 2018

What is pupil premium?

A Pupil Premium Grant is given to Chancellor Park Primary School to ‘narrow the gap’ between pupils eligible for free school meals, and their peers. The grant is used to

support financially a number of key interventions and groups, which are established in the school. Examples of spending the grant this year include additional teaching

assistant support in classes; specific need analysis-led interventions; 1:1 or small group support; social groups; and also part funding of school trips. Where pupils are already

working at age-related expectation, and are making their expected progress, the grant is used to support accelerating pupil progress further through support and G&T groups.

 

This grant is used to support and enhance the provision which is already funded through the main budget for all our pupils.

Measuring the impact of pupil premium and Next Review

The school will evaluate the impact for its pupils at the end of each term. Evaluation will include measuring pupils’ academic attainment and progress, in addition to gains in

their social skills and self-confidence, which have been developed as a result of the interventions. The tracking will then inform the following term’s foci.

 

Our focus for Pupil Premium funding last year was to increase the number of children working at expected or above in Maths and English in all year groups, and to accelerate

individual pupils’ progress in English and Maths, with particular attention to increasing the number of eligible Pupil Premium children meeting expectations.

 

The impact of the Pupil Premium Grant will be measured termly once the data from each year group has been collated. The next review date will be during the week

beginning 10th December 2018

Summary Evaluation of Pupil Premium Spending

Attainment and Progress:

 

Reading

2015/16, 88% of Pupil Premium children achieved the expected standard (one PP child was disapplied, meaning that the percentage was the highest possible, and therefore the gap was minimal). In 2016/17, this percentage rose to 93%, showing an upward trend. In 2017/18, the percentage was 67%, however, there were only 3 PP children, one of which was disapplied. This means again that the percentage was the highest possible for those achieving Expected outcomes.

 

In 2016/17, the gap between the PP and Non-PP attainment in Reading had closed to 3%, meaning that PP achievement was in line with Non-PP. In 201/17, if the disapplied children’s data were disregarded, the gap between the percentage of PP reaching the Expected Standard would have been in line with the Non-PP attainment percentages. This would have brought PP attainment for reading 25% above National.

 

Across 2015/16 and 2016/17, the percentage of PP children achieving the High Standard in Reading rose from 6% below National to 4% above National for those respective years. This was an overall increase of 16%, more than doubling the percentage of PP children achieving the High Standard. For the data for 2017/18, there were far fewer PP children, each carrying a far higher percentage. One of these was disapplied, and this must be taken into account when reviewing the High Standard percentages.

 

Across 2015/16 and 2016/17 the gap between PP and Non-PP children achieving the High Standard closed by 29%.

 

Between 2016/17 and 2017/18, we reviewed and updated our system for tracking progress points. As a result, the 2017/18 progress data cannot be compared to previous years’.

 

Between 2014/15 and 2016/17, the percentage of PP children making expected progress rose from 63% to 100%, showing an upward trend.

 

Between 2014/15 and 2016/17, the percentage of PP children making better than expected progress rose from 38% to 100%, showing that the percentage had increased by 62%.

 

 

 

Writing

Across 2015/16 and 2016/17, the attainment gap between PP and Non-PP children decreased by 16%, showing an upwards trend. Although there is still a gap of 12% between PP and Non-PP, this can be explained, as there was 1 PP child, who joined CPPS in Year 6, who had not reached the expected level in KS1, and did not have time to make the progress needed to reach the Expected Standard. There were 2 further PP children who were only given a diagnosis of Auditory and Processing Delay in Year 6, and so the support that was implemented did not have time to embed and have an impact. 1 further child was referred for assessment, but the referral process did not move quickly enough to give a diagnosis before SATs.

 

In 2017/18, there were only 3 PP children, and one of these had an EHC. This child, therefore, carried a weighing of 33%, and had an impact on the attainment trends. Without this, the number of PP children reaching the Expected Standard in writing would have been 100%.

 

As a result of the intensive support given to the Year 6 PP children through setting and interventions with the PP Manager, the PP children of 2016/17 were in line with National in Writing.

 

In 2016/17, the percentage of children reaching the High Standard in Writing increased by 8%, meaning that the PP children were in line with National.

 

Between 2016/17 and 2017/18, we reviewed and updated our system for tracking progress points. As a result, the 2017/18 progress data cannot be compared to previous years’.

 

The percentage of PP children making accelerated progress across 2014/15 and 2016/17 rose from 38% to 100%, showing that the percentage had increased by 62% as a reflection of effective interventions.

 

Maths

In 2016/17 the percentage of PP children achieving the Expected Standard rose from 75% to 93% this shows an upwards trend. The trend continued in 2017/18, where the percentage rose by a further 7%.

 

Across the past three years, the percentage of PP children achieving the Expected Standard rose from 75% to 100%, meaning that our PP children are now 24% above National.

 

In 2016/17 the PP children achieving the Expected Standard were in line with the Non-PP children, and 18% above National. In 2017/18, our PP children increased their advantage over National by a further 6%.

 

Between 2015/16 and 2016/17, the percentage of PP children reaching the High Standard rose from 0% to 14%, showing an upwards trend.

 

Between 2016/17 and 2017/18, we reviewed and updated our system for tracking progress points. As a result, the 2017/18 progress data cannot be compared to previous years’.

 

The percentage of PP children making better than expected progress between 2014/15 and 2016/17 rose from 38% to 100%, showing that the percentage had increased by 62% as a reflection of effective interventions.

 

 

SPaG

Between 2015/16 and 2016/17, the percentage of PP children reaching the Expected Standard rose by 18%.

 

Between 2015/16 and 2016/17, the percentage of PP children achieving the Expected Standard increased from in line with National, to 16% above National.

 

In 2017/18, if the disapplied PP child were discounted, the percentage of PP children achieving the Expected Standard would have been 100%.

 

Between 2015/16 and 2016/17, the percentage of PP children achieving the High Standard in SPaG almost doubled (from 13% to 21%).

 

Between 2015/16 and 2016/17, the gap between the percentage of PP and Non-PP children achieving the High Standard closed by 23%.

 

Main Barriers to Learning 2018/19

Many of our pupils, currently eligible for Pupil Premium, also have additional barriers to learning. These stem from a range of issues, including auditory processing delays, developmental delays, speech and language difficulties, Autistic Spectrum Disorders, specific medical conditions, behavioural difficulties and social circumstances. Our pupils receive support with these needs, and this adds to the academic scaffolding put into place via the Pupil Premium Grant in order to accelerate their individual progress from their starting points.

 

 

Priorities for academic year 2018/19 to address the barriers

Following the Government’s decision to remove levels and change the content of the National Curriculum, we now continue to look at the number of children reaching expected, or exceeding expectations for their year and to ensure they make at least expected progress.

 

Based on this year’s Pupil Premium cohort as a whole, our priorities are to continue

To accelerate individual pupil’s progress in English and Maths.

 

To further increase the number of children working at expected or above in Maths and English, in all year groups.

 

The Government defines a cohort with 5 or more pupils as ‘significant’ when it comes to making data comparisons. On this basis, for 2018/19, our two significant year groups are Year 3 and Year 6, which have 9 and 5 pupils respectively in their cohorts.

 

In our Year 6 cohort, attainment at KS1 was especially low for many of our Pupil Premium children and, therefore, the focus for these children continues to be on accelerating individual pupil progress.

 

Overview of the school

Number of pupils and pupil premium grant (PPG) received

 

 

Total number of pupils on roll 241
Total number of pupils eligible for PPG (number of pupils Class R-6) 23
Amount of PPG received per pupil £1320
Total amount of PPG received £30,360

 

Pupil Premium funding spending this year will include:

The Pupil Premium Manager’s half-termly data analysis time; teaching assistant support throughout the school; individual and small group interventions; one to one tuition for pupils; counselling; targeted parent workshops; speech and language support; ½ price trips; English/Maths Subject Leaders; and SENCo intervention support. The Pupil Premium Manager, Senior Leadership Team and class teachers will continue to review pupil progress and prioritise intervention support as necessary to address their needs.

 

Pupil Premium Grant Report to Parents 2018

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