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Pupil Premium

 

St Matthew’s CE A Primary School Pupil Premium

(Please note as from September 2014 Pupil Premium will be known as Disadvantaged Children)

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

Schools are free to spend the Pupil Premium as they see fit. However they will be held accountable for how they have used the additional funding to support pupils from low-income families. New measures will be included in the performance tables that will capture the achievement of those deprived pupils covered by the Pupil Premium. From September 2012, the Government will also require schools to publish online information about how they have used the Premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium.

For general information about Pupil the Premium, see

http://www.education.gov.uk/schools/pupilsupport/premium/b0076063/pp

 

Our Pupil Premium

At St Matthew’s CE A Primary we are committed to helping every child and their family achieve their very best. We continually strive to actively promote the progress and attainment of all our pupils, regardless of need.

St Matthew’s CE A Primary School received a total of £49,800 Pupil Premium for the period to 2012 – 13, £81,000 for 2013 -2014, £114,800 for 2014-2015 and £101,214 for 2015-2016

At 17.7% the amount of pupils that receive Free School Meals at St Matthew’s is below the National Average.

Below is a summary of how the Pupil premium has been allocated to ensure that this funding has helped targeted pupils achieve their best:

 

Pupil Premium Summary for 2014-15

Allocation of Pupil Premium

 We have invested in Early intervention with Reception, Year 1 and Year 2 classes by assigning experienced teachers to work with children who have not achieved the National Expectations on their Foundation Stage Profile at the end of Reception, providing booster level 3 classes for Y2 children and targeted intervention work in Maths and Literacy across the Key stage.

 Interventions throughout KS2 for reading, writing and Maths.

 Interventions with English as an Additional Language (EAL) children.

 Our dedicated team of support staff work across the school to ensure access to the curriculum by the provision of various interventions to support all children achieving their potential.

 We have a team of skilled, energetic and vibrant teachers and support staff; and they very work hard to ensure that Learning within our school is good with the aim of becoming outstanding. Teachers are paired with another teacher from a different key stage, to ensure they remain reflective practitioners and they visit other schools to share good practice. Similarly, we accelerate the maturity and capacity of our leaders through attendance at local and national leadership courses and bespoke coaching. This helps to ensure that learning is maximized and that school initiatives & systems continue to make an impact.

 We employ an Attendance Officer and a Learning Mentor. Together, with our Intervention Manager, SENCO and Child Protection Leaders, we are able to work very carefully with families to nurture relationships and offer very specialist care. This expertise extends to providing close links within our Local Authority, ensuring that various agencies continue to work in a "joined up manner" to follow up this support.

 We value the use of ICT to spread the vision of the school and to engage families: we invest heavily in the use of ICT. We have a vibrant school website, invested in Active learning, a learning platform where children can access learning from home, each class has an ICT box with equipment relating to the year group and purchased ipads for individual children use.

 We have invested in a new reading scheme throughout school. A focus has been on children not engaging with reading.

   We have invested in the school library to enable it to be a lending library to help support reading and homework at home.

 We use our in-depth knowledge of families to provide discretionary support. For example when paying for school visits.

 We work closely with our Cluster of schools to provide Extended Provision, which includes trips to theme parks and the theatre. Provision extends to the holidays with many clubs available from sports to cooking. We target vulnerable pupils for residential visits to Silverdale.

 

The Impact of the Pupil Premium

Through an Ofsted Pupil Premium visit in September 2012, an Ofsted inspection in February 2014 and School Evaluation would indicate that St Matthew’s continues to provide good provision for our Disadvantaged pupils.

It’s within this context, it’s considered that the Pupil Premium has had an impact on

pupils that receive Free School Meals (FSM).

In 2014 -2015:

 KS2 the percentage of children Age Related Expectations (ARE are as follows)

In Reading 93% of disadvantaged children made 2 levels progress which was in line with the National Average for other children.

In Writing 87% of disadvantaged children made 2 levels progress which was below the National Average for other children.

In Maths of 73% of disadvantaged children made 2 levels progress which was below the National Average for other children.

 The majority of Disadvantaged children receive additional support, where appropriate.

 We have reviewed interventions this year to get right balance between quality first teaching and intervention.

 KS1

In Reading there was a 1.7 Average Point Score (APS) difference between disadvantaged children in school and those achieving Nationally.

In Writing there was a 4.2 Average Point Score (APS) difference between disadvantaged children in school and those achieving Nationally.

In Maths there was a 0.6 Average Point Score (APS) difference between disadvantaged children in school and those achieving Nationally.

We are working hard to close the gap in the year groups leading up to Year 6 and we are starting to see the impact in our data. We have placed more emphasis on Year 3 and Year 4 to prevent any gaps in their learning becoming too large. In Year 5 and Year 6 we have more focussed intervention work for a variety of different children. For example those working towards Level 5 or 6 or those children who are not quite making the minimum 4 points progress needed to achieve their target.

There is a closer link between Reception and Year 1 to ensure children are supported earlier with their learning as often the disadvantaged children arrive in school below the Early Years Baseline which was recognised by Ofsted February 2014.

 There was a focus on Writing, Phonics and Maths in 2014- 2015. Teachers who retired in the summer have returned to run interventions.

 

Some Key strengths identified from data:

Foundation stage

Key Strengths:

 Good Levels of Development was 58.3% in 2015

 10% points rise since 2014

 In Reading 82% made 5 or more steps progress from their starting points

 In Writing 72% made 5 or more steps progress from their starting points

 In Number 82% made 5 or more steps progress from their starting points

 In SSM 80% made 5 or more steps progress from their starting points

 In Maths 57% made 6 or more steps progress and in Number and SSM this was 60%.

 This year there is an expectation that pupils will make 6 steps progress.

KS1

Key Strengths:

Year 1 Phonics - 78.2% achieved the National Standard in 2015. This is a 4.4% points rise since 2014 and 21.3% points rise since 2013

KS1 SATs

Reading L2+

95% achieved the National Standard in 2015. This was a 1.6% points rise since 2014 and equal to 2013.

Reading is above Contextually Similar (CS), Local Authority (LA) and Early National Averages (NA).

Maths L2+

Maths is above Contextually Similar (CS), Local Authority (LA) and Early National Averages (NA).

Pupils made good progress from EYFS in Reading and Writing

KS2

Key Strengths:

There is a three year upward trend in Writing at L5+

In Reading, Writing and Maths combined (RWM) - 70.2% in 2015. This was equal to 2014 and a 4.1% points rise since 2013.

Attainment at L5 in RWM combined and SPAG are just above NA.

There is a three year upward trend in Writing at L5+

Pupils make good progress at the higher levels from KS1.

Attendance

 Attendance over the past three years has been above Leeds average. The overall attendance for school 2014-2015 was 97%.

 2014-15 Attendance:

The attendance for children who received Free Schools Meals was 95%. The overall

school attendance for Non Free School Meals was 97%.

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