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Larwood School

Part of Larwood Academy Trust

Pupil Premium Reports

how the pupil premium will be used at larwood school - 2017/2018 

NUMBER OF PUPILS AND PUPIL PREMIUM GRANT (PPG) RECIEVED

TOTAL NUMBER OF PUPILS ON ROLL 64
TOTAL NUMBERS OF PUPILS ELIGABLE FOR PPG 12
TOTAL AMOUNT OF PPG RECIEVED £24,920.00

*
PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

Larwood School is a primary school for pupils with social, emotional and mental health difficulties (SEMH) and all pupils have an Educational Health Care Plan. Pupils are referred to us as part of a panel system organised by Hertfordshire. We have capacity for 64 day pupils. As part of our provision, we are also a residential school and this operates from Monday through until Friday, with pupils returning home at the weekends. We are the only residential (primary) special school for SEMH pupils in the county. Our pupils display the following characteristics:

  • They have all experienced exclusion and at least 1 term away from education.
  • 2 pupils last year attended 5 schools.  1 pupil has been at 4 schools. 19 pupils had been at 3 schools and the rest of the cohort had been at 2 schools. Therefore, 36% of the cohort had been at, at least two schools before Larwood.
  • Although all pupils have SEMH as their designated need, ASD ranged between 50% and 80% in different year groups, and those pupils with 2 or more identified needs within their statement ranged from 50%-83%. We continued to employ a Family and Community Engagement Worker (specialist work undertaken in the community), School Counsellor, and our own school based Family Support Worker.
  • In year referrals meant that the size and dynamics of every year group changed during the year. This varied from the lowest amount of change for Year 6 with 22%, Year 5-29%, Year 4-45%, Year 3-43% and Years 1 and 2-100% of pupils were new during the year.

What is the Pupil Premium

The government have funded research that has demonstrated that those pupils who are eligible for ‘free school meals’, those in care, and those that have parents in the armed forces, can be disadvantaged when at school comparing to those who do not experience such circumstances.  At Larwood School, we have pupils who are deemed to be from a disadvantaged background due to low income and hence pupils being able to claim for free school meals as well as a small proportion who are in (or have been) in care.

Our targets for the pupils that qualify for this funding are:

  • To ensure that whatever proportion of time spent at Larwood is enhancing their progress and well-being.
  • To provide the best possible transition and therefore create the opportunity for learning for these pupils
  • To provide ‘Wave 1’-Quality first teaching with particular focus on literacy and numeracy, and Wave 2-catch where appropriate
  • To ensure that pupils get back to learning, behaving and making progress that didn’t take place in their previous settings.

The Sutton Trust has reviewed possible interventions and applied an evidence rating of 1* for very low or negative impact for very low or no cost, to 4* rating for high impact activities which are low cost. The rating may be referred to in the text below.

How the pupil premium was used during 2016-17:

PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

Additional support was provided for all of the students at Larwood via our enhanced staffing ratios. This means that for every class (usually 10 students or below), there is a teacher and a Learning Support Assistant. (3* rating by Sutton Trust report) This is essential, not only for Pupil Premium pupils but for all pupils. As our pupils arrive and they have already experienced school breakdown and quite often family breakdown, the extra support, time and guidance are all essential components in the process that allows our pupils to re-engage with the education system.

Targeted support for students was also provided due to the enhanced nature of our staffing. This in practical terms meant that each child received greater input and individual feedback relating to behaviour and progress from both class teacher and Learning Support Assistant. For example, one pupil within this group received targeted support dedicated to transitional times such as entry, exit and assemblies.

Although the Sutton Trust report on the use of Pupil Premium funding presents some questions regarding class sizes, we believe that small classes are vital for our student’s progress, behaviour and emotional well-being. All of our classes are usually 10 students or less and this enables the points above to become part of everyday practice.

How Curriculum activities will be adjusted or used in this area:

Classes’ sizes will remain small (between 8-10 pupil’s maximum at any given time)

"One to one" interventions were used as part of our targeted support and feedback process and alongside this we have adapted our curriculum to suit our learner’s needs. We will continue to do this. An example of curriculum adjustment includes our Thursday afternoon skills curriculum, 1-1 sessions to help close the gap between current and previous learning and where students take part in clubs that are selected by them. Examples of this include cookery sessions, support for literacy, support for transitions (internal and external as part of moving onto secondary school) and music based interventions. (4* rating according to Sutton Trust report)

Another feature of our curriculum is the provision for Year 6 pupils for 2016-2017 was the newly introduced MAPS course (Music, Art and Performance Skills) for Year 6 pupils, alongside the ……….(Name here) course for pupils in year 5. (3* rating according to Sutton Trust) Following school based self-evaluation in 2015-16, we decided to move away from the Local Authority Arts Award course and design/implement our own. This culminated in two performances towards the end of the year, watched by the rest of the school and involving a multitude of roles.

Additional support was put into place for literacy based needs supporting pupils in in Year 5 (moving to Year 6) but also supporting other pupils where the need was identified.

Please find below a copy of the link to the Sutton Trust Teaching and Learning toolkit. This ranks different approaches to teaching and learning, their relative cost and effectiveness. Please also see comparison of pupils receiving the premium compared to those that do not.

www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning/

Impact of the pupil premium 2016-17

Before seeing key progression, data related to this group, please note the following:

How do we judge progression?

Based on the information above relating to our assessment system, our gradings are defined in the following way:

OUTSTANDING PROGRESS
Better than the target rate of 1, 2 or 3 steps of progress set at the start of the year per subject

BETTER THAN EXPECTED PROGRESS
Meeting the target set by school. Although it is difficult to describe a ‘normal’ profile for our school, a typical child with SEMH and a normal range of cognitive ability would be set 3 sub levels of progress. This would be on par with that expected by a child in a mainstream school with no defined special educational needs.

EXPECTED PROGRESS
Making steps of progress towards the school based targets, considering limiting factors such as type of needs and time spent at Larwood. For some pupils, this may be equivalent to 1 or 2 steps of progress.

LESS THAN EXPECTED PROGRESS
Not any of the above!

How do we monitor progression?

  • Half termly assessments using an Academic Mentoring system
  • The use of Standard Attainments Tests (SATs) in Year 6
  • Internal moderation of pupil work, alongside external moderation where possible
  • Review by Hertfordshire Improvement Partner
  • Academic Mentoring to track progress and engage with pupils-THIS IS NOT JUST FOR ACADEMIC SUBJECTS BUT ASLO COVERS PERSONAL PROGRESSION AND INDEPENDENT LIVING SKILLS
  • Work scrutiny
  • Meet the Teacher event, review of Education Health Care Plans and summative reporting

Key-R=Reading, W=Writing, M=Mathematics

Year Group

Outstanding Progress

Better than expected progress based on context

Meeting expected rate of progress based on context

Less than expected progress based on context

Size of cohort meeting expectations compared to target

Year 3-

2 pupils SEMH plus ASD

R-0 W-50% M-50%

R-50% W-O m-50%

R-50% W-0 M-0

R-0 W-0 M-0

Read-100%

Write-100%

Maths-100%

Year 4

2 pupils SEMH plus

ASD. 1 pupil less than 1 year at Larwood

R-50% W-0 M-0

R-50% W-50% M-100%

R-0 W-50% M-0

R-0 W-0 M-0

Read-100%

Write-100%

Maths-100%

Year 5

3 pupils SEMH plus ASD

R-33% W-33% M-0

R-0% W-33% M-33%

R-0% W-0 M-33%

R-0 W-66% M-33%

Read-100%

Write-33%

Maths-33%

Year 6

5 pupils SEMH plus ASD for 2 pupils, SEMH plus ADHD for 3 pupils

R-40% W-40% M-60%

R-20% W-20% M-0

R-20% W-20% M-20%

R-20% W-20% M-20%

Read-80%

Write-80%

Maths-80%

Commentary on the data provided above:

CAUTION: Due to the low numbers involved within the data set, many aspects of the data are unreliable. For example, the Year 3 and 4 data set is based around 2 pupils in each group and therefore, any one pupil equates to 50%!

Some broad and more detailed aspects of progression for these pupils can be identified:

  1. All pupil premium pupils made at least expected progress in reading. This was compared to a whole school position of 89%
  2. All Year 3,4, and 6 pupils made at least expected progress in writing. This was compared to a whole school position of 80%. Year 5 pupils did make as much progress in this area and 2 pupils made less than expected progress.
  3. The same statement can be applied for all pupils in relation to Mathematics as in Number 2.
  4. Pupils in Year 3 benefited from specific work in relation to behaviour support around transition for one pupil and more generic well-being for the other pupil.
  5. Pupils in Year 4 benefitted from the school structure and a specific program around transition for one of the pupils. Additional LASA support enabled this pupil to modify their behaviour and access the curriculum more consistently.
  6. Pupils in Year 5. One had additional literacy support in class and as a 1-1 measure connected to suspected Dyslexia however this has limited impact. All three pupils also have placements within our residential unit and one pupil needed additional support in terms of behaviour management during the latter part of the year. This clearly had an impact upon learning.
  7. Year 6 pupils all received comprehensive support for transition to their new school and support for all subjects as they approached the SATS in May. All pupils completed these, with one pupil scoring above age related expectations in all areas. One pupil transitioned back to mainstream school.

Actions for 2017-18:

  • Any pupil who fell into the ‘less than expected progress’ group will receive targeted support to aid their progress.  Therefore, this will equate to one pupil in year 6 for writing and one pupil in year 6 for maths
  • Analysis of cohort and individual needs to take place during Autumn 1 with associated actions in Autumn 2. Note-we have an additional 23 pupils arriving between September and November who may also fall into this group.
  • Explore additional support for PP pupils of a more personalised nature to support and enhance their personal, social, emotional and behavioural progress as the year develops.
 how the pupil premium was used at larwood school - 2016/2017

NUMBER OF PUPILS AND PUPIL PREMIUM GRANT (PPG) RECIEVED

TOTAL NUMBER OF PUPILS ON ROLL 64
TOTAL NUMBERS OF PUPILS ELIGABLE FOR PPG 20*
TOTAL AMOUNT OF PPG RECIEVED £40,000.00

*
Exact number not definable due to in year admissions, therefore likely to be higher as the year progresses.

School Context

  • They have all experienced exclusion and at least 1 term away from education.
  • 2 pupils last year attended 5 schools.  1 pupil has been at 4 schools. 20 pupils had been at 3 schools and the rest of the cohort had been at 2 schools. Therefore, 31% of the cohort had been at, at least two schools before Larwood.
  • Although all pupils have SEMH as their designated need, ASD ranged between 50% and 87% in different year groups, and those pupils with 2 or more indentified needs within their statement ranged from 50%-83%. We continued to employ a psychiatric nurse, school counsellor, and music intervention specialist to work with some pupils /parents.
  • In year referrals meant that year groups changed in size by between 5% and 60% increases.

What is the Pupil Premium?

The government have funded research that has demonstrated that those pupils who are eligible for ‘free school meals’, those in care, and those that have parents in the armed forces, can be disadvantaged when at school comparing to those who do not experience such circumstances.  At Larwood School, we have pupils who are deemed to be from a disadvantaged background due to low income and hence pupils being able to claim for free school meals as well as a small proportion who are in (or have been) in care.

Our targets for the pupils that qualify for this funding are:

  • To ensure that whatever proportion of time spent at Larwood is enhancing their progress, and well-being.
  • To provide the best possible transition and therefore create the opportunity for learning for these pupils
  • To provide ‘Wave 1’-Quality first teaching with particular focus on literacy and numeracy, and Wave 2-catch where appropriate

The Sutton Trust has reviewed possible interventions and applied an evidence rating of 1* for very low or negative impact for very low or no cost, to 4* rating for high impact activities which are low cost. The rating may be referred to in the text below.

The general nature of the support given to pupils:

  • PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

THIS APPROACH HAS BEEN CONFIRMED AS GOOD PRACTICE BY NUMEROUS STUDIES AND ADDITONAL FUNDING VIA GOVERNMENT FOR YOUNGER PUPILS IN 2014/15

  • Additional support was provided for all of the students at Larwood via our enhanced staffing ratios. This means that for every class (usually 10 students or below), there is a teacher and a Learning Support Assistant. (3* rating by Sutton Trust report)
  • Targeted support for students was also provided due to the enhanced nature of our staffing. This in practical terms meant that each child received greater input and individual feedback relating to behaviour and progress from both class teacher and Learning Support Assistant.
  • Although the Sutton Trust report on the use of Pupil Premium funding presents some questions regarding class sizes, we believe that small classes are vital for our student’s progress, behaviour and emotional well-being. All of our classes are usually 10 students or less and this enables the points above to become part of everyday practice.

How Curriculum activities will be adjusted or used in this area:

Class sizes will remain small (between 8-10 pupils maximum at any given time)

  • "One to one" interventions were used as part of our targeted support and feedback process and alongside this we have adapted our curriculum to suit our learner’s needs. We will continue to do this. An example of curriculum adjustment includes our Thursday afternoon skills curriculum, 1-1 sessions to help close the gap between current and previous learning and where students take part in clubs that are selected by them. Examples of this include cookery, looking after pets, first aid and sporting activities. (4* rating according to Sutton Trust report)
  • Another feature of our curriculum has been the provision for Year 6 pupils to undertake the Arts Award. (3* rating according to Sutton Trust) However following review during 2015-16, we decided that rather than use the LA Arts Award program, we would devise and deliver our own.
  • Based on our own self evaluation of pupil performance during 2015-16, it has been noted that pupils in Year 5 (moving to Year 6) were in need of support particularly in the area of literacy and writing. Therefore a new curriculum enhancement program has been produced called The Big Idea, alongside interventions to generate improved motivation and outcomes in this area.

Please find below a copy of the link to the Sutton Trust Teaching and Learning toolkit. This ranks different approaches to teaching and learning, their relative cost and effectiveness. Please also see comparison of pupils receiving the premium compared to those that do not.

www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning/

 HOW THE PUPIL PREMIUM was used at Larwood School - 2015/2016

NUMBER OF PUPILS AND PUPIL PREMIUM GRANT (PPG) RECIEVED

TOTAL NUMBER OF PUPILS ON ROLL 60
TOTAL NUMBERS OF PUPILS ELIGABLE FOR PPG 28
TOTAL AMOUNT OF PPG RECIEVED £36,960.00

SCHOOL CONTEXT

  • All pupils have experienced exclusion and at least 1 term away from education.
  • 2 pupils last year attended 5 schools. One pupil in this group successfully returned to mainstream after one year with us. 1 pupil has been at 4 schools. 19 pupils had been at 3 schools and the rest of the cohort had been at 2 schools.
  • Although all pupils have SEMH as their designated need, ASD ranged between 44% and 63% in different year groups, and those pupils with 2 or more identified needs within their statement ranged from 50%-83%. We employed a psychiatric nurse to work with some pupils and parents.
  • In year referrals meant that year groups changed in size by between 5% and 60% increases.

WHAT IS THE PUPIL PREMIUM

The government have funded research that has demonstrated that those pupils who are eligible for ‘free school meals’, those in care, and those that have parents in the armed forces, can be disadvantaged when at school comparing to those who do not experience such circumstances.  At Larwood School, we have pupils who are deemed to be from a disadvantaged background due to low income and hence pupils being able to claim for free school meals as well as a small proportion that are in (or have been) in care.

OUR TARGETS FOR THE PUPILS THAT QUALIFY FOR THIS FUNDING ARE:

  • To ensure that whatever proportion of time spent at Larwood, is enhancing their progress, and well-being.
  • To provide the best possible transition and therefore create the opportunity for learning for these pupils
  • To provide ‘Wave 1’-Quality first teaching with particular focus on literacy and numeracy, and Wave 2-catch where appropriate

The Sutton Trust has reviewed possible interventions and applied an evidence rating of 1* for very low or negative impact for very low or no cost, to 4* rating for high impact activities which are low cost. The rating may be referred to in the text below.

THE GENERAL NATURE OF THE SUPPORT GIVEN TO PUPILS:

PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

THIS APPROACH HAS BEEN CONFIRMED AS GOOD PRACTICE BY NUMEROUS STUDIES AND ADDITONAL FUNDING VIA GOVERNMENT FOR YOUNGER PUPILS IN 2014/15.

Additional support was provided for all of the students at Larwood via our enhanced staffing ratios. This means that for every class (usually 10 students or below), there is a teacher and a Learning Support Assistant. (3* rating by Sutton Trust report)

Targeted support for students was also provided due to the enhanced nature of our staffing. This in practical terms meant that each child received greater input and individual feedback relating to behaviour and progress from both class teacher and Learning Support Assistant.

Although the Sutton Trust report on the use of Pupil Premium funding presents some questions regarding class sizes, we believe that small classes are vital for our student’s progress, behaviour and emotional well-being. All of our classes are usually 10 students or less and this enables the points above to become part of everyday practice.

HOW CURRICULUM ACTIVITIES WILL BE ADJUSTED OR USED IN THIS AREA:

Classes sizes will remain small (between 8-10 pupils maximum at any given time)

"One to one" interventions were used as part of our targeted support and feedback process and alongside this we have adapted our curriculum to suit our learner’s needs. We will continue to do this. An example of curriculum adjustment includes our Thursday afternoon skills curriculum, 1-1 sessions to help close the gap between current and previous learning and where students take part in clubs that are selected by them. Examples of this include cookery, looking after pets, first aid and sporting activities. (4* rating according to Sutton Trust report)

Another feature of our curriculum is the provision for Year 6 pupils to undertake the Arts Award. (3* rating according to Sutton Trust) This is an established area of the Larwood school curriculum and provides a stand alone qualification if completed. It also enhances the well being of our pupils who enjoy art and creativity, as it includes elements of music, dance, preparation of music, social interaction with each other and other staff. This award is led by staff from Hertfordshire.

Based on our own self evaluation of pupil performance during 2014-15, it has been noted that pupils in Year 5 (moving to Year 6) were in need of support particularly in the area of literacy. Therefore those pupils will be provided with additional support for reading/writing as the year progresses, alongside other pupils (non-pupil premium pupils) who also need such support.

Please find below a copy of the link to the Sutton Trust Teaching and Learning toolkit. This ranks different approaches to teaching and learning, their relative cost and effectiveness. Please also see comparison of pupils receiving the premium compared to those that do not.

www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning/

 How the Pupil Premium was used at Larwood School - 2014/2015

 HOW THE PUPIL PREMIUM WILL BE USED AT LARWOOD SCHOOL-2014/2015
 

TOTAL NUMBER OF PUPILS ON ROLL 65
TOTAL NUMBERS OF PUPILS ELIGABLE FOR PPG 30
TOTAL AMOUNT OF PPG RECIEVED £39,600.00

WHAT IS THE PUPIL PREMIUM

The government have funded research that has demonstrated that those pupils who are eligible for ‘free school meals’, those in care, and those that have parents in the armed forces, can be disadvantaged when at school comparing to those who do not experience such circumstances.  At Larwood School, we have pupils who are deemed to be from a disadvantaged background due to low income and hence pupils being able to claim for free school meals as well as a small proportion who are in (or have been) in care.

OUR TARGETS FOR THE PUPILS THAT QUALIFY FOR THIS FUNDING ARE:

  • To ensure that whatever proportion of time spent at Larwood, is enhancing their progress, and well-being.
  • To provide the best possible transition and therefore create the opportunity for learning for these pupils
  • To provide ‘Wave 1’-Quality first teaching with particular focus on literacy and numeracy, and Wave 2-catch where appropriate

The Sutton Trust has reviewed possible interventions and applied an evidence rating of 1* for very low or negative impact for very low or no cost, to 4* rating for high impact activities which are low cost. The rating may be referred to in the text below.

THE GENERAL NATURE OF THE SUPPORT GIVEN TO PUPILS:

PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

THIS APPROACH HAS BEEN CONFIRMED AS GOOD PRACTICE BY NUMEROUS STUDIES AND ADDITONAL FUNDING VIA GOVERNMENT FOR YOUNGER PUPILS IN 2014/15.

Additional support was provided for all of the students at Larwood via our enhanced staffing ratios. This means that for every class (usually 10 students or below), there is a teacher and a Learning Support Assistant. (3* rating by Sutton Trust report)

Targeted support for students was also provided due to the enhanced nature of our staffing. This in practical terms meant that each child received greater input and individual feedback relating to behaviour and progress from both class teacher and Learning Support Assistant.

Although the Sutton Trust report on the use of Pupil Premium funding presents some questions regarding class sizes, we believe that small classes are vital for our student’s progress, behaviour and emotional well-being. All of our classes are usually 10 students or less and this enables the points above to become part of everyday practice.

HOW CURRICULUM ACTIVITIES WERE ADJUSTED OR USED IN THIS AREA:

"One to one" interventions were used as part of our targeted support and feedback process and alongside this we have adapted our curriculum to suit our learner’s needs. We will continue to do this. An example of curriculum adjustment includes our Thursday afternoon skills curriculum, 1-1 sessions to help close the gap between current and previous learning and where students take part in clubs that are selected by them. Examples of this include cookery, looking after pets, first aid and sporting activities. (4* rating according to Sutton Trust report)

Another feature of our curriculum is the provision for Year 6 pupils to undertake the Arts Award. (3* rating according to Sutton Trust)

Please find below a copy of the link to the Sutton Trust Teaching and Learning toolkit. This ranks different approaches to teaching and learning, their relative cost and effectiveness. Please also see comparison of pupils receiving the premium compared to those that do not.

www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning/

Cohort Composition

Year groups:
Year 2-2 pupils-1 for 1 year and 1 for two terms
Year 3-5 pupils-3 pupils for 1 year, 1 for 2 terms and 1 for 0.5 term
Year 4-6 pupils-5 pupils with at least 1 year, 1 for 2 terms
Year 5-7 pupils-all pupils for at least 1 year, but 2 pupils with severe mental health needs
Year 6-10 pupils-5 pupils with at least 1 year, 3 pupils with 3 terms and 2 pupils with 2 terms

As above, it can be noted that we have the distinct disadvantage of having pupils referred to us as we progress through the year. 16 pupils in this group arrived at Larwood with us being their second primary school, 11 with Larwood being their third school, one pupil had been at 4 schools and 2 had been at 5 different primary schools. All pupils had experienced exclusion, had lost at least one term of education due to exclusion/poor attendance and all pupils had statements with social, emotional and mental health related issues.

LITERACY

Reading

Year 6-all pupils in PP cohort performed above the rate of progression for the rest of the cohort. Therefore, 100% made progress at the Larwood rating of good/outstanding compared to 83% for whole cohort.

Number of pupils in the cohort achieving national expectation of level 4 at the end of Year 6-5/10 or 50% compared to 58% as a cohort.

Number of pupils making 2 levels of progress within pupil premium group was 90% compared to 72% as a Year 6 cohort

Year 5-1 pupil on flexi-timetable with funding allocated to specific intervention of psychiatric nurse. 1 pupil declared medically unfit for school, therefore ESTMA used for home learning-progress slow. 3 pupils made progress at the good/outstanding rate and 2 pupils remained static. Therefore 60% of cohort attending made good/outstanding progress compared to 81% of the whole cohort.

Year 4-1 pupil only within school for one term, therefore not possible to assess progress and impact. 5 pupils progressed at good/outstanding rate-83% compared to 85% for whole cohort.

Year 3-1 pupil too new to assess and 3 pupils achieved good/outstanding progress. 75% of PP pupils on good/outstanding progress compared to 83% of the cohort.

Year 2 – 1 pupil new in summer term and 1 pupil made good/outstanding progress. Cohort -2 pupils.

SUMMARY:
 

YEAR GROUP PUPIL PREMIUM PROGRESS COHORT PROGRESS
2 NA NA
3 75% 83%
4 83% 85%
5 60% 80%
6 100% 83%

 

 

 



WRITING

Year 6-All pupils (100% of pupil premium cohort) made good/outstanding progress using Larwood data when compared to 72% of whole cohort

Number of pupils achieving national expectation for writing in year 6 was 30% compared to 33% for whole cohort

Number of pupils making 2 levels of progress in writing was 70% compared to 78% for the cohort

Year 5-1 pupil on flexi-timetable with funding allocated to specific intervention of psychiatric nurse. 1 pupil declared medically unfit for school, therefore ESTMA used for home learning-progress slow. 3 pupils made progress at the good/outstanding rate and 2 pupils remained static. Therefore 60% of cohort attending made good/outstanding progress compared to 63% of the whole cohort.

Year 4-1 pupil new, 4 pupils good/outstanding progress and 1 pupil remained static. Therefore 66% made good/outstanding progress compared to 61% of whole cohort.

Year 3-1 pupil new, all other pupils making good/outstanding progress 100% compared to 100% for whole cohort

Year 2-1 pupil new and 1 pupil

SUMMARY:
 

YEAR GROUP PUPIL PREMIUM PROGRESS COHORT PROGRESS
2 NA NA
3 100% 100%
4 60% 61%
5 60% 63%
6 100% 72%





 

 

MATHEMATICS

Year 6-all 10 pupils made good/outstanding progress when compared to the rest of the cohort. Therefore 100% made such progress in the pupil premium group compared to 89% of whole cohort

Number of pupils meeting national expectation of achieving level 4 was 40% compared to 61% for whole cohort

Number of pupils making 2 levels of progress in pupil premium group was 50% compared to 60% for the whole cohort

Year 5-1 pupil deemed medically unfit for school, 1 pupil on flexi timetable, 4 pupils made good/outstanding progress and 1 pupil static. Therefore, 80% in PP group made good/outstanding progress compared to 88% of the cohort.

Year 4-1 pupil new, 2 pupils static and 3 made good/outstanding progress. Therefore 60% in PP group made good/outstanding progress compared to 88% of the cohort

Year 3-1 pupil new, 1 pupil static and 3 made good/outstanding progress. 75% of PP group made good/outstanding progress compared to 83% for the cohort.

Year 2-1 pupil new and 1 pupil made good/outstanding progress.

SUMMARY:
 

YEAR GROUP PUPIL PREMIUM PROGRESS COHORT PROGRESS
2 NA NA
3 75% 83%
4 60% 88%
5 80% 88%
6 100% 89%

 




 

 

ACTIONS:

Review of pupil premium performance via leadership group and staff meeting, highlighting strengths and next steps

Target Year % for reading interventions

Target Year 4 for numeracy interventions

Continue with many of the systems that have supported the good/outstanding progress in the majority of cohorts for reading, writing and numeracy.

 How the Pupil Premium was used at Larwood School - 2013/14

number of pupils and pupil premium grant (ppg) recieved
 

TOTAL NUMBER OF PUPILS ON ROLL 55
TOTAL NUMBERS OF PUPILS ELIGABLE FOR PPG 10
TOTAL AMOUNT OF PPG RECIEVED £12,600.00

 

The Sutton Trust has reviewed possible interventions and applied an evidence rating of 1* for very low or negative impact for very low or no cost, to 4* rating for high impact activities which are low cost. The rating may be referred to in the text below.

The general nature of the support given to pupils:

PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

Additional support was provided for all of the students at Larwood via our enhanced staffing ratios. This means that for every class (usually 10 students or below), there is a teacher and a Learning Support Assistant. (3* rating by Sutton Trust report)

Targeted support for students was also provided due to the enhanced nature of our staffing. This in practical terms meant that each child received greater input and individual feedback relating to behaviour and progress from both class teacher and Learning Support Assistant.

Although the Sutton Trust report on the use of Pupil Premium funding presents some questions regarding class sizes, we believe that small classes are vital for our student"s progress, behaviour and emotional well-being. All of our classes are usually 10 students or less and this enables the points above to become part of everyday practice.

How Curriculum activities were adjusted or used in this area:

"One to one" interventions were used as part of our targeted support and feedback process and alongside this we have adapted our curriculum to suit our learner"s needs. We will continue to do this. An example of curriculum adjustment includes our Tuesday afternoon skills curriculum, where students take part in clubs that are selected by them and enables them to develop greater knowledge in particular areas. Examples of this cookery, looking after pets and sporting activities. (4* rating according to Sutton Trust report)

Another feature of our curriculum is the provision for Year 5/6 students to undertake the Arts Award. This has been reviewed and is now being filtered out to younger students as well. (3* rating according to Sutton Trust)

How we measured the impact of the use of this funding

Last year, the impact of the funding in this area, was measured by talking to both parents and students. Additionally, progress of the students within this group can also be compared to other students.

Please find below a copy of the link to the Sutton Trust Teaching and Learning toolkit. This ranks different approaches to teaching and learning, their relative cost and effectiveness.

www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning/

Detailed comparison of Pupil Premium Pupils compared to other pupils:

All Pupil Premium Pupils Compared to the rest of the school:

Please note the following with regards to this group:

  • 2 pupils moved from P –Scale to national curriculum levels during this year.
  • In English-60% of cohort were low attainers at KS 1, 40% mid attainers
  • In Maths-30% were low attainers at KS1, with 70% being mid-attainers
  • Across the cohort, at least 10 terms of education had been lost by the group (i.e. 3.1 years)-Source parent interviews. Therefore caution is needed when using KS1 data as it is probably incorrect. This averages to around 1 term for each pupil.
  • Only 5 of the pupil’s premium cohort were on roll at the start of the year representing a 100% growth in the population of this group as the year progressed and we accepted referrals from other schools. 7 pupils spent either their full year with us or most of the year with us.

English (Combined read/write data included):

  • For 7 pupils who had at least 2 full terms at Larwood, 6/7 made at least 2 sub levels of progress (86%) in English
  • As above, 5 pupils made at least 3 sub levels of progress (63%)
  • As above, 2 pupils made 6 sub levels of progress (25%)
  • Average number of sub-levels across the cohort-3.9 sub levels per pupils, with bulk of the group (60%) being low attainers at KS1 and having missed at least 1 term of education (on average) per pupil.

64% of the rest of the school population made 2 levels of progress when combining read/write data (See whole school progress report)

Maths (All strands):

  • 5/7 made at least 2 sub levels of progress-(71.4%)
  • 3/7 made at least 3 sub levels of progress (43%)
  • 1 pupil made 4 sub levels of progress (14%)
  • Average number of sub levels being 14 with 7 pupils therefore 2 sub levels of progress per pupil with 30% of cohort being low attainers and all pupils having missed at least

62% of pupils made at least 2 sub levels of progress across the rest of the school (see whole school progress report)