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Pupil Premium Strategy Statement 2017-18

Cheynes Infant School

 

School

Cheynes Infant School

Academic Year

2017-18

Total PP budget (April 17)

£80520

Date of most recent PP Review

20.10.17

Total number of pupils

239

Number of pupils eligible for PPF (% of pupils)

51

(21.3%)

Date for next internal review of this strategy

December 2017

 

Our School Setting

Cheynes Infant School is situated in Sundon Park which is a mixture of private, housing association and social housing. At 0.26, the school’s deprivation index is higher than the national average of 0.21. It lies adjacent to the Northwell Ward of Luton which received SRB and New Deals for Communities Funding.

 

We identified the following barriers to future attainment for our disadvantaged pupils:

 

In-school barriers:

  1. Analysis over time shows that on entry to our school, a lower percentage of pupils eligible for Pupil Premium funding (PPF) are working at an expected level in Literacy and Maths. A significant number of pupils eligible for PPF do not meet age related expectations.
  2. Analysis over time shows that on entry to our school, a lower percentage of pupils eligible for PPF are working at an expected level in Communication and Language and Personal, Social and Emotional Development.
  3. A significant percentage of pupils eligible for PPF have SEN Needs or are On Alert (31%). This impacts negatively on the attainment of these pupils.
  4. Not enough pupils eligible for PPF are working at a greater depth.

 

External barriers:

  1. The majority of pupils eligible for PPF, who are not meeting expected standards, have low attendance (less than 95%).
  2. For some PP eligible pupils, there is limited parental engagement and some lack opportunities to continue their learning at home.

 

Local Community Stakeholders and Governor Involvement

 

In April 2017, a meeting took place to discuss actions to put in place to meet the needs of our disadvantaged pupils, based on the barriers to learning that we had identified. This led to the implementation of a fresh set of strategies, as recommended by stakeholders, governors, staff and parents.

 

Governors continue to take an active role in supporting us to narrow the attainment gap in Cheynes Infant School; they regularly scrutinise work, take part in learning walks and are informed of the progress we are making as a school to diminish the difference between disadvantaged pupils and their peers. They are given a half termly review on the Pupil Premium Strategy and will question us to ensure that how we are utilising the funding is having a positive impact.

 

Sucess Stories:

This section is currently being updated.

 

Parental Engagement:

Home-school liaison is fundamental to what we do; in order to promote the engagement of all parents and carers we take a number of approaches:

  • Our Head Teacher and Family Worker welcome pupils into school each morning, giving families the opportunity to speak to them or to make an appointment to discuss any issues;
  • We communicate with parents and carers in a way that is appropriate to them, whether it be by phone call, contact book or face to face meeting. Results of our recent questionnaire showed an overwhelmingly positive response to the school and 98% of new parents felt comfortable to approach the school with questions or a problem.
  • Especially where there is an attainment gap, we encourage parents and carers to engage by running family learning courses and arts and crafts sessions, encouraging them to come into school and engage in their child’s learning;
  • We hold several workshops and information afternoons in response to parental needs, particularly in areas where there is a gap, for example, phonics;
  • We recognise the importance of engaging with parents and carers from the offset which is why we hold family school lunch and classroom activity sessions for Foundation Stage families early on.

 

Attainment Data 2016-17

 

YEAR 2 LEAVERS – CURRENT YEAR 3

% of pupils WA and EXS for end of KS1

Whole School

Eligible for PPG

National

BASELINE Summer 2017

BASELINE Summer 2017

GOAL

Reading

69 %

43 %

75 %

Writing

64 %

39 %

68 %

Maths

69 %

48 %

75 %

% of pupils WA

 

 

 

Phonics (rescreened only)

61 %

75 %

-

Phonics (whole year)

89 %

-

91 %

CURRENT YEAR 2

% of pupils working at DEV+ or above

(broadly  ARE - in school data)

Whole School

Eligible for PPG

National

BASELINE Summer 2017

BASELINE Summer 2017

GOAL

Reading

80 %

64 %

-

Writing

81 %

56 %

-

Maths

78 %

52 %

-

% of pupils WA

 

 

 

Phonics

66 %

40 %

81 %

CURRENT YEAR 1

% of pupils working at EXP and EXC end of EYFS

Whole School

Eligible for PPG

National

BASELINE Summer 2017

BASELINE Summer 2017

GOAL

Reading

74 %

53 %

72 %

Writing

74 %

53 %

Number

75 %

53 %

77 %

Shape, Space and Measure

84 %

60%

Good Level of Development

67 %

47 %

69 %

 

ATTAINMENT GAPS BETWEEN DISADVANTAGED PUPILS AND THEIR PEERS

% of pupils WA and EXS for end of KS1

Year 2 (Current Year 3)

 

Year 1 (Current Year 2)

 

FS (Current Year 1)

 

Reading

-36%

-22%

-25%

Writing

-34%

-29%

-25%

Maths

-29%

-37%

-26%

Number

-

-

-29%

Shape, Space and Measure

-

-

-

Phonics

+30%

-37%

-

 

 

PROGRESS OF PUPILS BASED ON IN-SCHOOL CLASSROOM MONITOR DATA

Current Year 3

Progress last year

READING

WRITING

MATHS

Current Year 2

Progress last year

READING

WRITING

MATHS

Current Year 1

Progress last year.

READING

WRITING

NUMBER

SSM

% of all pupils making sufficient or better progress

83.1

93.5

90.9

% of all pupils making sufficient or better progress

76.5

76.5

80.2

% of all pupils making ‘good’ or better progress

77.3

74.7

46.7

58.6

% of PP pupils sufficient or better progress

81.8

86.4

81.8

% of PP pupils sufficient or better progress

90.5

85.7

95.2

% of PP pupils making ‘good’ or better progress

66.7

75

58.3

58.3

% of non PP pupils making sufficient or better progress

83.6

96.4

94.5

% of non PP pupils making sufficient or better progress

71.7

73.3

75

% of non PP pupils making ‘good’ or better progress

74.6

74.6

44.4

44.4

Difference between PP and not

-1.8

-10

-12.7

Difference between PP and not

+18.8

+12.4

+20.2

Difference between PP and not

-7.9

+0.4

+13.9

+13.9

 

There are significant gaps to address throughout the school year. As a school, we are focussing on Phonics and Reading this term and are addressing these gaps initially.

 

Some of the key challenges we faced last year included:

  • High number of pupils eligible for PPG were SEN or on alert.
  • Phonics intervention was not consistent enough; where it took place it was effective but support was reassigned to support in other identified areas.
  • Staffing issues - since been addressed.
  • Inconsistent delivery of Read Write Inc sessions – this has since been addressed.

 

However, there are significant successes too. The progress data shows that from their starting points from the previous year, a higher percentage of disadvantaged pupils made good progress than their peers for our Year 1 and Foundation Stage pupils. In Year 2, whilst there was still a gap, the difference diminished in Reading and Maths from the previous year.

 

This illustrates how our attainment data does not reflect the excellent progress that our disadvantaged pupils make.

 

Our current approach

 

We recognise that our approach in utilising the pupil premium funding until now has ensured that our disadvantaged pupils are making good progress from their starting points. We raised the profile of disadvantaged children in the school.

 

However, we recognise that the strategies used up to now have not ensured that the attainment gap is narrowed. We have therefore taken the following approaches this year to narrow this gap and support our identified objectives for disadvantaged pupils:

 

  • Undertook an external Pupil Premium Review (October 2017)
  • Implementation Plan in place based on PP Review
  • Continuing to raise the profile of pupils eligible for the PP grant so everyone is aware
  • Recapping on the in class strategies that we use to raise the profile of disadvantaged pupils
  • Phonics intervention in Year One with PP Teacher
  • Reading intervention in Year Two (Project X) with PP teacher
  • LA consultant reviewed phonics teaching
  • Attendance reward introduced

Download the full Pupil Premium Strategy 2017-18

Pupil Premium Policy October 17

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