Pupil Premium Report HSPS July 2013

Financial year 2011-12 2012-13 2013-14

Amount of Pupil Premium funding

20496 41118 55800

2012-13 Percentage of FSM pupils

2013-14

56.5%
66 2 0 68 @623 @623 @250 =41118 = 1246 =0

53.2%
62 2 0 64 @900 @900 @900 =59400 =1800 =0

Number of FSM pupils eligible for the Pupil Premium Number of looked after pupils eligible for the Pupil Premium Number of service children eligible for the Pupil Premium Total

Pupil Premium Report HSPS July 2013

Where are the gaps (Year 6)?

Year 6: Indicator (using data from RAISEonline for 2011 and
2012, and school data for current Year 6. Definition of FSM for this purpose is the same as RAISE those pupils eligible for the Pupil Premium under the Ever6 measure. LAC and service children in later section). Attainment - Level 4+ in English Attainment - Level 4+ in mathematics Average points score English Average points score reading Average points score writing Average points score mathematics Achievement expected progress in English Achievement more than expected progress in English Achievement expected progress in mathematics Achievement more than expected progress in mathematics Attendance Persistent absence Fixed-term exclusions

2011 gap between FSM and non FSM +64%

2012 gap between FSM and non FSM -25%

2013 gap between FSM and non FSM -32%

12 PP/ 8 non 7 SEN all PP

2014 predicted outcome for non FSM 66.6%

2014 predicted outcome for FSM 66.6%

Comments/ contextual information

+32% +6.5 +7.7 +8.7 +6.5 +50% +50% +28% +41%

-8% -4.8 -4.3 -4.3 -2.6 -25% -21% -8% -17%

-25% -4.1 -5 -3.2 -4.3 -8.4% -17.7% -9% -25%

75% 27.3 27.9 25.8 27.3 76.9 69.2 61.5 30.7

66.6% 25.1 25.9 24.3 24.9 83.3 33.3 83.3 16.6

Pupil Premium Report HSPS July 2013

Where are the gaps (other year groups)?

Year group Early Years Foundation Stage
What does your data analysis tell you about the relative attainment and achievement of FSM and non-FSM pupils for each year group? Are there any gaps? Is there evidence of closing gaps compared with previous years data?

PP Children were very low on entry. All were emerging. 1 was working below 22-36 months. Rest were 30-50 months. On exit Children are still below NE. 1 working at 30-60 months, 2 at 40-60 months, 2 at expected. Non PP children were also low on entry. 1 was working at expected level, 4 were 40-60mths, 2 were 30-50 months. On exit 1 was exceeding, 4 were expected, 2 were 40-60mths, 1 was 22-36 mths Only 58% of children achieved national expectations in this cohort at EYFS. At end of Y1 PP children are achieving at National expectations in writing and maths and are just below in reading. Non pp are achieving above NE in reading and maths and at expected level in writing 2013 Reading Gap is 2.9 Writing Gap is 1.9, Maths Gap is -2.6 The cohort included 2 EAL children , 1 with no English who joined this year. 2 resource provision children ( 1PP) 1 joined this year, 3 SA+ (2PP joined this year), 3 SA(2 PP) PP group are working below national expectation (15) in all subjects. Non PP are working below expectation in Writing and maths. 2013 Reading Gap is 1.7 Writing Gap is -1.4, Maths Gap is -0.6 2012 Reading Gap is -0.07 . Writing Gap is -0.3, Maths Gap is +1 The gap has increased. This is due to the large number of children who have joined this cohort, several with significant special needs in the PP group. Without those chn data is showing the gap has closed; Reading Gap is 0, Writing Gap is +0.7, Maths Gap is +1.5. 2012-13 group includes 5SA and 2 SA+(Both PP) Both groups are working above National expectation of 18 aps. 2013 Reading Gap is 1 Writing Gap is -1.2, Maths Gap is -0.7 2012 Reading Gap is -1.2 . Writing Gap is -1.3, Maths Gap is -1.1 The gap is closing slowly. In 2012-13 there was significant staff disruption 2012-13 group includes 1 resource provision child(PP) and 2 SA+ children. The PP group are working slightly below national expectations of 21 aps in writing and maths. Non PP are just above national in writing and maths. . Both groups are above in reading. 2013 Reading Gap is 1.1. Writing Gap is -0.4, Maths Gap is -0.7 2012 Reading Gap is +0.9 . Writing Gap is +1.9, Maths Gap is +1.3 2011 Reading Gap is 2.5. Writing Gap is +0.6, Maths Gap is +1.6 In 2011 and 2012 FSM(PP) children did better in all subjects apart from Reading in 2011.

Year 1 (consider whether pupils are making

expected progress on the basis of their Early Years Foundation Stage score; consider the phonics screening check)

Year 2 (consider predicted end of key stage

results for reading, writing and mathematics at each sub-level, as well as current data)

Year 3

Year 4

Pupil Premium Report HSPS July 2013

In 2013 there was significant staff disruption and despite several interventions 4 children made poor
progress. This cohort was joined this year by a resource provision child (PP) who is working at a low level in writing, though is beginning to make good progress. This affected the reduction of the gap. Without him data shows Reading gap is -0.6, writing gap is -0.1, maths gap is -1.5

Year 5

2012-13 Group includes 4 resource provision children( 1 PP) and 2 children new to school working at level 2(1 PP, is also a persistent absentee) Both groups just below national expectation of 24aps. 2013 Reading Gap is 1.1. Writing Gap is -1.1, Maths Gap is -0.1 2012 Reading Gap is +0.9 . Writing Gap is +1.9, Maths Gap is +1.3 2011 Reading Gap is 2.5. Writing Gap is +0.6, Maths Gap is +1.6 Gap is closing each year until 2013 when a child joined school who is low attainer SA+ and persistent absentee. 1 child impacts, as small cohort. This child may be leaving school shortly as moving house.

Other eligible Groups Looked after children

Comment on predicted outcomes in 2014 and any gaps. Consider attainment, progress, attendance and exclusions. Four LAC children are making excellent progress and are on track to achieve above national expectations. School has been praised by Leeds and Barnsley social care for our work with these children. 0

Service children

Pupil Premium Report HSPS July 2013

Financial year 2012-13 April 2013- July 2013
Pupil Premium used for: Amount allocated to the intervention / action () Is this a new or continued activity/cost centre? Brief summary of the intervention or action, including details of year groups and pupils involved, and the timescale Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? What will it achieve if successful? How will this activity be monitored, when and by whom? How will success be evidenced? Actual impact: What did the action or activity actually achieve? Be specific: As a result of this action If you plan to repeat this activity, what would you change to improve it next time?

2012-13

2013-14 (Apr-July)

After school clubs

1890

1080

continued

Lunch time clubs

1260

Children entitled to take part in free after school clubs including sports/ art/ film etc Apr to Mar

Enrich the childrens experiences, encourage chn to take part who otherwise would not, develop social skills, improve healthy lifestyles.

Numbers attending Quality of delivered activities Children being more engaged. Pupil/ parent questionnaires Monitored by SLT

School educational visit subsidy

900

200 (Further 1500 if each class does a visit each term)

continued

All children able to access school visits as costs reduced making them more affordable. Apr to Mar

Enable all children to be able to access educational visits. Enrich the curriculum. Give them first hand experiences of other places.

Residential subsidy Extra Teacher support to deliver

467.50 8400

All children able to access educational visits. (Previously some pupils opted out because they couldnt afford to pay for visits and parents kept them out of school.) SLT Data from national/ school assessments

All clubs were well attended, most were full to capacity. 20% extra children were involved in supervised activities after school. Extra 36% of Children taking part in more than 3 hours of quality PE each week. All parent/ pupil questionnaires rated clubs as good or better. All chn attending educational visits which enriches their life experiences and engages them with curriculum. Ie chn in Willow class were able to produce high quality writing after a visit to the deep. See above

4800

new

Deputy head (SENCO) being nonclass based to allow

Raise standards in reading, writing and Maths in line with

Pupil Premium Report HSPS July 2013

interventions; reading/ writing maths/ her to deliver interventions to support identified children in KS1 ELS, Maxs Maths Sept to Mar Employed TA for 15 extra hours to support reading and maths in Y1/2 and Y4/5. Jan to Mar TA used to deliver guided reading support, maths booster sessions and FLS for Y6 8 children Jan - Mar TA used to deliver Read, write inc to Y3/4 children Sept - Mar National expectations and non- pupil premium chn. Raise standards in reading, writing and Maths in line with National expectations and non- pupil premium chn. SLT Narrowing gap to reach national expectationsreading -3.2 to-1.3 Writing -3.9 to -2.3 Maths -2.7 to -1.2 See above data re: closing the gap with Non PP children Narrowing gap to reach national expectations 2012-2013 Y1 reading -2.3 Writing -2 Maths -1.8 Y2 reading -3.2 to-1.3 Writing -3.9 to -2.3 Maths -2.7 to -1.2 Y3 reading +0.6 to +2.1 Writing -0.9 to +0.2 Writing -0.2 to +0.3 Y4 reading -1.1 to +0.4 Writing-1.7 to-0.1 Maths -1.4 to-0.6 Y5 reading -5.5 to -1.2 Writing-8.2 to -3.3 Maths -4.7 to -1.8 Y6 reading -5.5 to -1.2 Writing-8.2 to -3.3 Maths -4.7 to -1.8

Extra TA support to deliver interventions Reading/ writing/ maths

345.60 11,200

1222.38 576 4800

New

Data from national/ school assessments SLT

Continued

Continued

Pupil Premium Report HSPS July 2013

Guided reading resources 1309.71 new To provide better resources to enable staff to teach effective guided reading sessions To provide better resources to enable staff to teach reading effectively To ensure chn enjoy reading and read for pleasure To support individuals identified with speech and language issues under the guidance of speech and language dept Jan to Mar Enable all children to be able to access sports events. Enrich the curriculum. Give them first hand experiences. To improve confidence and self esteem. Enable chn to learn about team work and fair play sept to Mar To improve confidence Raised standards in reading Data from national/ school assessments SLT Data from national/ school assessments SLT See above data for reading

Additional Reading books

135 300

135

continued

Raised standards in reading

See above data for reading

Speech & language support

736.80

736.80

new

Raised standards in reading and writing Improved social skill Improved confidence and self esteem All children able to access sports events which enriches their life experiences and engages them with curriculum. From Y3 to Y6 (Previously some pupils could not go as they had no transport.)

Data from national/ school assessments SLT

Improved confidence. No previous data as arrived in Sept. Read from October 2aps, writing 2aps Maths 3aps

Transport to sports events

500

30

All children able to access sports events as not relying on parents to transport

Number of Children attending sports events Improved selfconfidence and self-esteem questionnaires Teaches team work and fair play. Motivated chn to behave well

Fair access for all chn to take part A good motivator for some chn Sense of achievement for chin who are not academic.

Rainbows Training and resources

183

To support chn suffering family loss through

Raised standards through children being more

Data

Children concerned were more confident and

Pupil Premium Report HSPS July 2013

Rainbows delivery 230.40 bereavement, break up, divorce To improve self esteem To improve behaviour To encourage chn to be able to come to terms and discuss their feelings. confident and less distressed. Behaviour incidents log Questionnaires TAs / SLT more engaged in curriculum. 1 childs behaviour deteriorated. (It was believed this was due to play therapy being received from psychologist, which brought many feelings to the surface.)