Pupil premium strategy statement: Whingate Primary School
1. Summary information
School
Whingate Primary
Academic Year
2016/17
Total PP budget
£237,600
Date of most recent PP Review
Oct 6th 2016
Total number of pupils
60
Number of pupils eligible for PP
36
Date for next internal review of this strategy
April 6th 2017
2. Current attainment
Pupils eligible for PP – Whingate 2016
Pupils not eligible for PP (Whingate - 2016)
% of pupils achieving the expected standard in reading, writing and maths
15%
64%
reading progress score
-1.33
-0.51
writing progress score
-3.7
-1.27
maths progress score
-1.93
-0.14
3. Barriers to future attainment (for pupils eligible for PP including high ability)
In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.
Oral language skills in Reception are lower for pupils eligible for PP than for other pupils. This slows reading progress in subsequent years.
B.
Baseline levels for all areas of development are significantly below age-related expectations
C.
Many pupils eligible for pupil premium also have other factors such as SEN, gender, ethnicity, term of birth to consider when planning successful interventions
D.
Approximately 20% of pupil premium children do not have access to ICT, including access to internet resources at home
September 2016
External barriers (issues which also require action outside school, such as low attendance rates)
A
Whingate is ranked in the highest 6% of all schools for deprivation – addressed in part by actions of our Home and Family Team
B
Education and crime deprivation indicators are in the top 3% and 4% nationally – addressed in part by actions of our Home and Family Team
C
Health and Income deprivation indicators are in the top 7% and 9% nationally – addressed in part by actions of our Home and Family Team
D
Living Environment and Employment indicators are in the top 9% and 12% nationally – addressed in part by actions of our Home and Family Team
4. Outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improve speech and language skills for PP pupils in foundation stage
Pupils eligible for PP in Foundation Stage make rapid progress from their
very low starting points to meet the Communication and Language and
Speaking elements of the Early Learning Goal expectations by the end
of their Reception year
B.
Higher rates of attainment in KS1 for high attaining pupils eligible for PP.
Pupils eligible for PP identified as high ability make as much progress as
‘other’ pupils identified as high ability, by the end of Key Stage 1 in
maths, reading and writing. As measured by the National end of key
stage test and teacher assessments.
C.
Higher rates of attainment and higher number of children achieving above expected progress
Fewer behaviour incidents recorded for these pupils on the school
system (without changing recording practices or standards).
D.
Increased attendance rates for pupils eligible for PP.
Reduce the number of persistent absentees among pupils eligible for PP
to 10% or below. Overall PP attendance improves from 82% to 96% in
line with ’other’ pupils.
September 2016
5. Planned expenditure
Academic year
2016/17
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted
support and support whole school strategies.
i. Quality of teaching for all
Desired outcome
Chosen action /
approach
What is the evidence and rationale How will you ensure it is
for this choice?
implemented well?
Staff lead
When will
you review
implement
ation?
A. Improved progress for
children in Mathematics
Externally led review of
teaching in Mathematics
and the related areas of
learning for foundation
stage
We are keen to reference our attainment and
progress in mathematics against those of
similar, and the highest performing, schools
in Leeds. The two consultants will work with
SLT to evaluate the quality of teaching,
learning, marking and feedback in this area
to develop a clear Pan of action to impact on
progress.
Detailed pre-planning with the lead advisor
has ensured the appropriate consultants are
used with a strong shared knowledge of
Whingate and the appropriate comparator
schools. They have proven experience in
working with schools to further raise
standards.
Head/
Deputies
Jan 2017
B. Improved progress for
children in reading
Whole school Reciprocal
Reading training day in
October.
-Identify children who may
benefit from RR
interventions with TAs.
-AR to run support
sessions and
demonstration lessons (if
necessary) across the
Autumn term.
-Planning monitored in
Spring term by AR/SMT.
-Staff meeting in Summer
term to discuss positive
outcomes and areas to
develop after a full
academic year using RR.
We want to invest some of the PP in longer
term change which will help all pupils. Many
different evidence sources, e.g. EEF Toolkit,
suggest developing effective reading
comprehension strategies is an effective way
to improve attainment across all subjects and
it is suitable as an approach that we can
embed across the school.
Staff meeting time set aside to follow up from
the initial training
AR/SLT
Jan 2017
Pupil Premium Review
sourced with accredited
Reviewer (JR) to be
completed during October.
Full audit of processes and procedures to
evaluate the impact of current practise and
identify how Whingate can further improve
the value made from pupil premium funding.
Reviewer chosen based on recommendation
through LCC and colleague headteachers
Staff Meeting time set aside to develop the
ensuing Pupil Premium action plan as a key
driver for our School Improvement Plan (SIP)
Head/
Deputies
April 2017
C. Pupil Premium
Review
September 2016
Increased % of children on track and above
track in end of year assessments (based on
classroom monitor).
Higher number of points scored in Year 6
SATs in key RR areas: inference, identifying
themes, vocabulary.
D. Raise the attainment
of high attaining Year 2
children and the number
of children attaining
above expected levels.
Deputy Head to teach high
attaining pupils in Year 2
for Mathematics and
English, three mornings
per week
This experienced teaching is focused on
stretching identified children beyond Age
Related Expectations (ARE) in English and
Mathematics and replaces work that
previously would have been done in TA
groups.
Each Year group leader will manage their
team to best need the children’s needs, with
first reference to Pupil Premium Children.
Effectiveness of teaching, learning and
progress will be assessed during termly
Teaching and Learning reviews, learning
walks and pupil progress meetings.
Year group
leaders,
Head and
Deputies
Half Termly
Total budgeted cost £6,500
ii. Targeted support
Desired outcome
Chosen
action/approach
What is the evidence and rationale How will you ensure it is
for this choice?
implemented well?
Staff lead
When will
you review
implement
ation?
A. Use experienced
teachers to deliver the
most effective use of
targeted support work
Additional Teachers and
experienced school staff
identified to lead smaller
group teaching of core
areas. This ensures ‘quality
first’ teaching.
Some of the students need targeted support
to catch up. This is a methodology which
ensures that teaching is provided by
experienced teachers and has been
recognised as effective practise during
external reviews of teaching and learning.
Each Year group leader will manage their
team to best need the children’s needs, with
first reference to Pupil Premium Children.
Effectiveness of teaching, learning and
progress will be assessed during termly
Teaching and Learning reviews, learning
walks and pupil progress meetings.
Year group
leaders,
Head and
Deputies
Half Termly
B. Provide additional
focused support for
teaching in Year 2
Working with Pathway
Partnership and Teach
First provide additional
capacity to support the
teaching team in providing
high quality smaller group
teaching support
As action above, but providing additional
capacity and future proofing provision in this
area at school by training up these young
teachers to the highest standard.
As action above.
Year group
leaders,
Head and
Deputies
Half Termly
C. SENCO and Deputy
support interventions
teaching in year 5 and 6
for Mathematics and
English – Higher % of
PP children achieving
ARE
Additional Teachers and
experienced school staff
identified to lead smaller
group teaching of core
areas. This ensures ‘quality
first’ teaching.
Some of the students need targeted support
to catch up. This is a methodology which
ensures that teaching is provided by
experienced teachers and has been
recognised as effective practise during
external reviews of teaching and learning.
Each Year group leader will manage their
team to best need the children’s needs, with
first reference to Pupil Premium Children.
Effectiveness of teaching, learning and
progress will be assessed during termly
Teaching and Learning reviews, learning
walks and pupil progress meetings.
Year group
leaders,
Head and
Deputies
Half Termly
September 2016
Total budgeted cost £161,100
iii. Other approaches
Desired outcome
Chosen
action/approach
What is the evidence and rationale How will you ensure it is
for this choice?
implemented well?
Staff lead
When will
you review
implement
ation?
A. Improved attainment
in Y5 and Y6 English
and Mathematics
Teachers to run 1:1s for
identified pupils in Y5 and
Y6
Research including, EEF Toolkit, identifies
that teacher-led focused 1:1 teaching has a
very good impact on achievement.
Thorough analysis of attainment and
progress through the pupil progress meeting
Head,
Deputies
Half Termly
B. Improved attainment
in KS1/2 English and
Mathematics
Provide pre-school preteaching for targeted pupils
and identified interventions
such as ALK as
appropriate. This will be
provided by selected pupils
for 30 minutes before
school each day and runs
alongside breakfast club.
To intervene as soon as possible to address
gaps in understanding for pupils. This will
either follow from the previous days English
or Mathematics lesson assessments or be in
response to prior assessments of knowledge
in work that is due to be taught.
Interventions will be provided by selected
trained teaching assistants.
Teachers will identify work to be covered and
pupils identified. The success will be
monitored by targeted children remaining ontrack for ARE, or better throughout the year
Class
teachers,
SLT
Half termly
C. Improved attainment
in KS1/2 English and
Mathematics
Trained TAs to run
interventions, such as ALK,
each afternoon for targeted
pupils
Research shows that trained TAs running
planned interventions will add around 2
months to a child’s learning ability.
Interventions in Mathematics and English are
targeted for PP children
Children identified for interventions by
SENCO or class teachers who then monitor
the success of their intervention
Class
teacher
SENCO
Half termly
D. Improved language
development of pupils in
Reception and Nursery
Targeted speech and
language support by a
contracted speech and
language therapist to
develop oral language and
listening skills.
The EEF Toolkit suggests that oral language
interventions have a moderate impact but it
is our view that without the bedrock of
linguistic skills, that many of our children do
not start school with, that their formative
years in education would be further
disadvantaged.
Children identified for SLT work by
Foundation staff or SENCO and monitored
through regular observation in areas of
provision and by half termly on-going
assessment by key workers.
Head,
Deputy
Class
Teachers
Half Termly
Monitored by teachers involved and through
class teacher discussion with children and ad
hoc view of their school ICT use in terms of
confidence and ability to use effectively.
Class
Teachers
Half Termly
Previous SLT support has had an impact on
ability to access the whole curriculum.
E. Develop computer
Literacy, and access, for
targeted children
September 2016
After school ICT clubs in
ICT suite for 5 groups of
children, aimed at children
who do not have
computers at home.
Over 20% of children report they can not
access a computer at home. It is our view
that in a rapidly developing IT driven world
that this is a disadvantage that must be
addressed at Primary School.
F. Ensure targeted
children have a good
start to their learning day
at school
Provide two breakfast
clubs catering for up to
ninety children and fund
attendance for
disadvantaged or
vulnerable pupils
This provides a location for social and
emotional learning as well as a balanced
nutritional breakfast.
This good start to the day has also had a
good impact on attendance and punctuality
and therefore in all aspects affects the
children’s readiness to learn
Provision is overseen by the family team who
also ensure that the correct children are
targeted.
HW
Deputy
Half termly
G. Increased
involvement in sports
and targeted motor skill
development
Provide enhanced access
to after-school sports
provision for targeted
pupils by increasing the
number of opportunities
available
Though the impact of sports participation is
thought to be low by EEF we feel that the
ethos of the school is built upon team and
individual learning behaviour skills that
enable the children at Whingate to access
their learning in a calm and intelligent
manner. We are sure that the role of sport in
developing these core academic skills is
significant and therefore we are keen to give
as much opportunity to our children as
possible.
Though the result of competitive team sports
will hopefully be successful, the key
judgement will be in terms of how the
children approach their work in a calm and
resilient manner.
VD, CN
Head and
Deputies
July 17
H. Access to educational
visits for all
To ensure that all children
are able to attend the
residential visits by
subsidising these
This universal benefit is planned to reflect
the falling income for vulnerable families as a
result of the government’s welfare reforms.
Take up of this subsidy will be monitored by
the School Business Manager
PH
April 17
Total budgeted cost £70,000
September 2016
Use of the Pupil Premium Income in 2015/16
Pupil Premium is additional funding received by schools for each pupil from disadvantaged families or background. The funding brings in £1320 per
pupil. It is allocated to schools, based on the number of children who come from low-income families – this is defined as any child who is known to
have been eligible for free school meals at any point in the last six years. This is one of the current government’s key education policies. It is
based on findings that show that, as a group, children who have been eligible for free school meals at any point in time, have consistently lower
educational attainment than those who have never been eligible.
It also includes children who have been looked after continuously for more than six months; and children where a parent serves in the armed
forces.
Levels of deprivation at WPS are considerably higher than nationally and the proportion of PP pupils is considerably higher (WPS 44%, national
25%). Furthermore, a significant proportion of other children in school live in families who are just above the threshold. Even if a pupil does not
have a school dinner, it is vital for the school to know if they are entitled to a free school meal.
The government compares our results against national averages, rather than against similar schools. The results are mixed and indicate at the
statistical level, that the results for Disadvantaged pupils at Whingate are improving, but still need to improve across ages and subjects, to close
the gap on the national average for non-disadvantaged pupils.
Schools have to decide how to use the money, in order to improve educational attainment of children from less privileged backgrounds. The pupil
premium income makes a big difference to Whingate and it has the potential for a great impact on the attainment, and future life chances of
pupils. This works especially where parents support their child through high attendance, good punctuality, encouraging a positive attitude and
supporting homework.
Whingate’s aim is that ALL pupils achieve their full potential and that the school compares well with other schools across the country.
September 2016
How the money was spent
Whingate receives a substantial amount of money called Pupil Premium funding. This is now a significant contribution to the school’s overall budget
of £2 million: in 2011/12 the school received an extra £61,000; in 2012/13 £106,400; in 2013/14 £154,800; in 2014/15 £217,400; in 2015/16
£227,000.
The Senior Management Team and Governors have to identify how we can use this money to raise the standards of disadvantaged pupils. In order
to meet the needs of these and other vulnerable pupils, the SMT has spent some of the additional funds in the following ways in the 2014/15
academic year:
Teachers
1. Additional Teachers in each year group to support targeted children’s learning
2. Special Educational Needs Coordinator taught targeted literacy sets in upper KS2.
3. Deputy taught targeted sets in mathematics in upper KS2.
4. Deputy taught targeted higher ability children in Year 2
5. 1:1 teaching was given after school for targeted children
Support Staff
6. Teaching Assistants worked on pre-teaching small groups throughout the school from 8.25 to 8.55.
7. Trained TAs contracted to run interventions in the afternoons.
8. Speech Therapy provision commisioned to support individuals, mainly in the Nursery and Reception.
9. Additional HLTA support for targeted group work in Nursery
Additional Provision
10. After-school clubs 5 days per week for ICT for pupils without home access.
11. Breakfast Club for the most vulnerable.
12. Subsidised educational visits and residential visits.
13. Provision of after-school clubs for sport
September 2016
05
The Impact
Foundation Stage:
 When our children have their first statutory assessment, there is clear evidence of low levels of development for many of our
‘Disadvantaged’ children. In 2016 35% of ‘Disadvantaged’ children achieved a Good Level of Development. This means that the gaps in
learning at the start of our children’s time at school are much larger than average.
Year 1 Phonics.
 The impact of our efforts to improve core literacy skills can be seen in the results in the Year 1 phonics test. In 2016, 80% of our
‘Disadvantaged’ children achieved the expected standard; higher than the results achieved by ‘similar’ children nationally. However, our
ambition must be for our ‘disadvantaged’ children to achieve at the same level as ‘Other’ children.
Key Stage 1 results:
 Overall results at KS1 are low at our school, reflecting the low starting points of many of our children. In 2016, 17.6% of our ‘disadvantaged’
children achieved national expectations which was less than ‘other’ children in school and significantly less than the national achievement of
all children.
Key Stage 2 results

In 2016 nearly half of the Year 6 children were ‘Disadvantaged’. Over one-third of these children made progress that was in line with
national expectations, but a few of these children made poor progress and not enough of them made better than expected progress.

50% of these children reached age expected standards in SPAG

42% of these children reached age expected standards in Reading

35% of these children reached age expected standards in SPAG
Those children that made poor progress tended to have additional needs and challenges or had recently arrived at Whingate. Our strategies
are focussed on supporting these most vulnerable pupils in current KS2 year groups and in ensuring that all of our children make as much
progress as possible in order to fulfil their potential.
An independent analysis of our results is also published on the website
September 2016