Pupil Premium Expenditure Evaluation of Effectiveness
Across the school improvements in reading have been considerable.
An increase of 22% in Year 6 in the summer term brought the school nearer to National Expectations Increase in all year groups leading to % more children moving in years 4 and 5 from brown and grey to red and blue levels.
The progress of disadvantaged pupils is pleasing with 97% of pupils in year 5 and 92% of pupils in year 4 making satisfactory progress in reading.
The school has noted that additional purchases are required at the lower white and gold (infant) levels of the reading scheme so that children in year 3 – including some in-year new admission pupils – were given access to necessary materials. Additional reading support for children needed to be continued in 2018-19 to ensure that progress is made and the gap narrowed even more for our pupils.
Although Pupil Premium Grant Priorities of the previous year (2016-17) acknowledged the need to improve writing across the school and the strategy of providing additional Teaching Assistant support at all levels across the age range demonstrated this focus, it was evident in the summer term 2017 that more focused work was still required following pupil outcome in national tests. Writing results for Year 6 at the end of KS2 did not show the desired increase remaining constant at just below national average. The school’s determination for 2017-18 was to show accelerated progress across the school in writing.
Revised and improved strategies implemented and delivered with a renewed intensity as a result of PPG have impacted on increased pupils’ awareness of and their ability to achieve their focused writing targets. They include one to one conferencing by teacher more, focused small group conferencing by Teaching Assistants and increased and individual target based work in year. Monitoring has revealed accelerated pupil progress in the quality and quantity of their daily tasks this year. In year 6, 97% of pupil premium pupils have made satisfactory progress in writing from their starting points.
Although attainment need to be improved, the school is pleased to report that 97% of pupils in year 5 that have been in this school since the beginning of year 3 have made sufficient progress in writing. In this year group, there is no significant different between the progress of the disadvantaged and other groups.
In year 4, 100% of disadvantaged boys have made sufficient progress in their writing. 97 % of all pupils have made sufficient progress form their year 3 starting point.
In year 3, 100% of disadvantaged boys and Black Caribbean boys are making sufficient progress from their school-assessed starting points.
There was a pleasing outcome in the national tests. The results can be directly attributed to strategies funded by PPG namely investment in resources to rationalise and strengthen the teaching structure.
94% of disadvantaged pupils were making sufficient progress in maths in year 6, as were 97% of disadvantaged boys.
In year 5, 94% of disadvantaged pupils are attaining within the developing attainment band and the school believes that due to pupil premium-funded targeted support the majority are on course for attainment at expected standard by the end of KS2. Due to a structured, focused intervention, 100% of children who started at Beulah Junior School in year 3 are making sufficient progress in Maths.
Currently in year 4, 64 % of children are achieving at age related standard but a further 23% are targeted to attain expected standard by the end of KS2. By the end of the spring term, 75 % of disadvantaged pupils had made sufficient progress in this year group and it is noteworthy that 100% of black Caribbean boys are making sufficient progress.