Closing the Gap between Disadvantaged Pupils and Other Pupils at Lord Blyton Primary School.

 

Disadvantaged pupils are those pupils that are entitled to pupil premium funding.  It is important to have a broad range of criteria for identifying disadvantaged pupils, the Department for Education definition for funding is as follows.  Disadvantaged pupils include:

  • those eligible for free school meals;
  • those from minority groups;
  • those in families on low income;
  • looked-after children; and
  • traveller children.

Evidence shows that for some children the gap between disadvantaged children and those from other backgrounds can widen. At Lord Blyton Primary School it our job to ensure that every pupil has the opportunity to succeed and flourish in all that they do.

We have in place strategies that help us to identify those pupils eligible for pupil premium. Once identified we look at the whole child and identify where there is a need to target the pupil premium that is given to the school for these children. Provision maps are used to do this along with pupil progress meetings used to discuss attainment and progress of all children at Lord Blyton Primary School.

School data and data from the Department for Education is used to evidence if there is a gap in attainment and progress between disadvantaged pupils and other pupils in the school.

Each cohort of children at Lord Blyton Primary School  are different and it is therefore vitally important that we monitor and track individual children as well as groups of children and this is what we pride ourselves on. We know each of our children well and the links we build with families are strong. This enables us to have an insight into the lives of our children beyond school and we are able to offer care, guidance and support.

Attainment

Attainment is the standard of the pupils work shown by test and examination results. In other words how many pupils have reached the expected age related expectations at the end of each year group,  key stage or mid/end of year assessments.

Closing the Attainment gap at Key Stage 1

At the end of year 2 our attainment data tells us that our disadvantaged pupils are performing well and above the national average for all disadvantaged children in the country for reading, writing and maths.

Compared with all children nationally, that is both disadvantaged and others the biggest difference in 2014 was in reading, maths and then writing.

2014

 

Disadvantaged school

Disadvantaged

National

Non disadvantaged National

Difference

Reading

15.4

15

17

1.6

Writing

15.4

13.7

15.6

0.2

Maths

15.6

15

16.7

1.1

 

2015

7 children in the cohort

 

Disadvantaged school

Disadvantaged

National

Non disadvantaged National

Difference

Reading

15

15.2

17.1

0.2

Writing

13.9

14.0

15.8

0.1

Maths

14.7

15.1

16.7

0.4

 

 

In 2015 you can see that as a school we are narrowing the gap between these groups when we compare them nationally with other disadvantaged pupils nationally and we know our children well and track progress vigilantly.

 

Closing the Gap in Attainment at Key Stage 2.

Average Point Scores 2014

 

Disadvantaged school

Disadvantaged

National

Non disadvantaged National

Difference

Reading

27

27.5

29.7

2.7

Writing

23.7

26.3

28.6

4.9

Maths

26.3

27.2

29.8

3.5

SPAG

24.3

26.9

29.4

5.1

 

We recognised that this cohort of children performed similarly to the national average for disadvantaged children in reading and then below for writing, maths and SPAG. This cohort of children did contain a high percentage of pupils who were classed as disadvantaged. (9 out of 21)

When we look at the data for the school in terms of the children that attained level 4, which is the national average for the end of key stage 2 it shows us the following picture

Average Point Score 2015

Large cohort of disadvantaged pupils 12 out of 15.

 

Disadvantaged school

Disadvantaged

National

Non disadvantaged National

Difference

Reading

31.4

27.6

29.6

+2.2

Writing

28.5

26.6

28.9

0.4

Maths

28.6

27.3

29.8

1.2

SPAG

30.8

27.5

29.9

+0.9

 

We recognised that this cohort of children performed well compared to the national average for disadvantaged children in all subjects. This cohort of children did contain a high percentage of pupils who were classed as disadvantaged. (12 out of 15)

When we look at the data for the school in terms of the children that attained level 4, which is the national average for the end of key stage 2 it shows us the following picture

 

Percentages of Children achieving Level 4 or above 2014

Each child was worth 4.8%

 

Disadvantaged school

Disadvantaged national

Non disadvantaged national

Gap

Reading

78%

82%

92%

14%

Writing

56%

76%

89%

33%

Maths

78%

78%

90%

12%

SPAG

44%

66%

81%

37%

 

Again we recognise that the disadvantaged children performed similarly at level 4 against the national average for disadvantaged in reading and maths and below for writing and SPAG.

 

Percentages of Children achieving Level 4 or above 2015

Each child was worth

 

Disadvantaged school

Disadvantaged national

Non disadvantaged national

Gap

Reading

83%

83%

89%

9%

Writing

92%

79%

90%

+2%

Maths

83%

80%

90%

7%

SPAG

83%

71%

84%

1%

 

As you can see we have worked hard to narrow our gap. The impact of having a small cohort with full time HLTA support has had a positive effect on narrowing the gap.

Our careful tracking and intervention has had a positive effect on narrowing the gap at level 4.

 

Percentages of Children achieving Level 5 or above 2015

Each child was worth

 

Disadvantaged school

Non disadvantaged national

Gap

Reading

75%

55%

20%

Writing

33%

42%

-9%

Maths

33%

48%

15%

SPAG

67%

61%

6%

 

As you can see our disadvantaged pupils did not achieve as well at the higher levels. As a school through our self -evaluation work we recognise this and it is an objective in our SDP.

 

Each cohort of children at Lord Blyton school are different and it is therefore vitally important that we monitor and track individual children as well as groups of children and this is what we pride ourselves on. We know each of our children well and the links we build with families are strong. This enables us to have an insight into the lives of our children beyond school and we are able to offer care, guidance and support.

Progress

Progress is a measure of the distance pupils have travelled between two points in their learning in time. This can be the start/end of a term/academic year or between key stages.

 

Closing the Gap in Progress Data at Key Stage 2

Disadvantaged pupils in school all making expected progress in all subjects. This was 100% of pupils made 2 levels progress. More than expected progress was well above the national average for similar pupils in reading and writing but not maths.

It is expected that from key stage 1 to key stage 2 children will make 2 full levels progress. The following table shows our progress measures.

 

 

2 levels Progress

school

2 levels progress national

3 levels progress

national

Reading

100%

88%

34%

Writing

100%

92%

34%

Maths

100%

90%

38%

 

Closing the gap in attainment for disadvantaged children was part of the School Development Plan 2014-15  strategies and actions that we employ at Lord Blyton School and do well include the following.

  • Whole-school approach and belief in all pupils’ ability to learn.
  • Using data to identify, track and monitor disadvantaged pupil’s progress.
  • Literacy and numeracy basic skills are taught rigorously and are held in upmost importance.
  • Social and emotional skills are developed through the care, guidance and support we give pupils.
  • Attendance, punctuality and behaviour are all monitored rigorously.
  • Tailoring the curriculum to meet the interests of the pupils.
  • Enriching experiences that pupils may not otherwise experience.
  • Listening to learners.
  • Engaging parents and the community and offer support where possible.
  • Family learning programmes.
  • Out of school provision offered to parents for their children.
  • Teams around venerable pupils and supporting families.
  • Community participation.
  • Developing staff expertise through CPD and our own staff experiences.

 

Specific examples for year 2 2015-2016

Additional phonics with HLTA for specific children including PP children that need it.

Lunchtime booster work targeting children at 12.55-1.10 daily.

Support from HLTA within the classroom setting

Reading Project X intervention with identified year 2 children including PP children that need it.

Specific examples year 6 2015

15 pupils for Spring 2 and summer 1 support from HLTA during maths and literacy.

Reading

1 pupil doing Project X intervention

3 pupils targeted for phonic and spelling work 3 times a week.

3 x 1hour sessions with TA to target specific comprehension work with identified pupils.

Writing and SPAG

Focus on writing through the curriculum for all the pupils and quality first teaching.

New initiative in KS 2 to embed spelling part of the new curriculum. 15/20 minutes daily spelling teaching to compliment KS 1 phonic teaching.

Maths

Additional support allowing for differentiation and intervention. HLTA has good mathematical knowledge.

 

2015-2016

January

Current numbers of Pupil Premium Pupils

Class

Numbers

% of year group

Nursery

/26

 

Reception

6/28

22%

Year 1

6/26

23%

Year 2

7/27

26%

Year 3

5/22

23%

Year 4

7/27

26%

Year 5

5/15

34%

Year 6

4/14

28%

 

 

 

Social Media

LORD BLYTON PRIMARY SCHOOL Nursery Christmas Activities 2017 Alice Room (3 years) and Isobel Room( 2years)... https://t.co/8X52LGWDuc
On Friday 1st December we are a holding a NON –UNIFORM day in school. We ask that parents donate an item of... https://t.co/wqaIOh5oNm
Follow Lord Blyton Primary on Twitter
© 2017 Lord Blyton Primary School. All Rights Reserved.