Fair Furlong Primary School

The best we can be

Vowell Close, Withywood, Bristol, Avon BS13 9HS

0117 3772181

fairfurlongp@bristol-schools.uk

WELCOME

TO Fair Furlong Primary School

Pupil Premium Strategy Evaluation 2015/2016

EVALUATION REPORT SHOWING THE IMPACT OF THE FAIR FURLONG

SEPTEMBER 2015 – AUGUST 2016 PUPIL PREMIUM STRATEGY

Using Pupil Premium funding has built capacity in:

  • Increased by 200% our capacity for attendance and family / pastoral support. Analysis of intake reflects ever increasing demands in this area.
  • Speech and Language Therapist employed in the Early Years setting (priority Nursery) one day a week.
  • Continuation of interventions to work with identified individuals such as: Reading Partners, reading comprehension, Reading Enrichment teacher, First Class @ Number; Maths Superstars; Numicon
  • Additional targeted support and intervention for dyslexia (Nessy)
  • Small group phonics / spelling teaching in YR-3 and direst phonics intervention.
  • One-to-one and Booster sessions for children across ability range including MA from Y2-Y6.
  • Breakfast Club to provide children with a calm and safe environment to start the school day and to ensure they are able to access a healthy breakfast and support attendance.
  • A wider range of extra-curricular activities to broaden experience, develop confidence and resilience – such as sailing club, climbing club, and forest skills; as well as increasing health and activity levels – such as adventure club, gardening, cooking sessions and Brilliant Bodz.These clubs are targeted at individuals on the Pupil Premium register and in particular those who would not normally attend clubs.
  • An additional adult on the playground to facilitate play at lunchtimes as well as lunchtime clubs aimed at improving the social and emotional support for children (Thrive lunchtime club, gardening, football, library club, art club, ICT club, woodwork).
  • Support to access school camps (additional funding to ensure all children have the possibility to access school camp and outdoor education).
  • Counselling and Play Therapy for individuals.
  • Small group and individual social / emotional interventions e.g. for children witnessing DV including Thrive and Elsa.
  • Wellbeing clubs for those with low attendance or low ECM scores

 

Total funding allocated: £273,033

 

Funding used to date: £294,954.03

 

Overspend: £21,921.03

 

April 15 - April 16 Grant used to fund

Costs

Attendance and Wellbeing

Breakfast club preschool care / provision and promoting positive attendance strategies.

£66,300

Y6 SATs breakfast/booster

£209.50

Raising standards in attendance and reducing persistent absence / lateness

£14,481.72

Pastoral including lunchtime wellbeing clubs and mentoring

£13,197.60

Counseling for individuals / small group therapy

£28,600

Play therapy 1:1s

£20,160

Full time nursery place

£648

Sub total

£143,596.82

Learning Support

Speech Therapy and language intervention to support CLL in EYFS (and across the school)

£13,258.94

1:1 ASD support

£17,868

Phase 1 /2  phonics small group intervention

£1866.40

Reading Enrichment intervention

£7200

SEN targeted intervention

Direct Phonics (£6192)

Reading Partners (£14,640)

Reading comprehension (£3840)

Targeted reading (£3504.72)

Fine motor (£2920.20)

First Class @ Number (£2256.60)

Maths superstars/numberstars (£2321.80)

£35,675.32

Phase 2/3 maths and writing booster, small group and 1:1 (£921.12) (£6132)

£7053.12

Dyslexia intervention / support (Nessy)

£7176

Numicon Intervention (Maths)

£8811.25

 

Thrive Intervention (including lunchtime club)

ELSA and Evolve (including after school club)

£10,092

£5830

EAL support

£354

Positive playground play support (including EYFS)

£4640

Homework club ensuring equitable access to internet and computers.

£383.80

Subtotal

£120,208.83

Enrichment activities – widening the life experiences for individuals

Access to residential camps Y5/6

£3200

Access to residential camps Y3/4

£1650

Enrichment / widening opportunities for target group Lunchtime and After School Clubs – science, art, film, music and dance, football, games, sport, cooking, gardening, brilliant bodz, adventure, library, ICT, forest skills, drama, music, choir

£19,038.38

Enrichment / widening opportunities for target group off site. Sailing and climbing

£7260

Subtotal

£31,148.38

Evaluation of impact of April 15 – April 16 Allocation

Many children receive multiple interventions / support packages so it is difficult to attribute their progress to a single part of support provided under PP or indeed wider school life and classroom / Inclusion support. However we use the best fit progress measure e.g. reading, writing or maths depending on the nature of the support. Where it is appropriate we also use analysis of attendance and Every Child Matters to support our evaluation of impact. Once the evaluation has been completed the information is used to inform the draft for the provision for PP in the following year. This analysis sits alongside individual class tracking and evaluation.

The following data represents the progress for T1 2015 – T4 2016, using our target tracker system.

 

Area of Need

Intervention

Targeted year groups

Average progress (ALL)

Average progress (non PP)

Average progress

(PP)

Communication and Language

SLT

YN/YR

2.6

2.4

2.8

SLT

Y1 – Y4

4.5

4.1

4.8

Reading and writing

Direct phonics

Y1 – Y4

4.7

4.4

4.8

Nessy

Phase 2 (Y3)

5.7 (R)

3.8 (W)

5.6 (R)

3.4 (W)

6.0 (R)

3.8 (W)

Nessy

Phase 3

(Y4 – Y6)

2.9 (R)

3.4 (W)

2.8 (R)

3.7 (W)

3.0 (R)

3.0 (W)

Reading Partners/Reading Enrichment

Y1 – Y3

3.6

1.8

3.5

Reading Partners

Y4 – Y6

2.2

1.0

2.4

Reading comprehension in KS2

Y4 – Y6

3.9

3.8

4.0

Maths

First Class @ Number

Y4 – Y5

3.1

3.0

3.3

Maths Superstars

Y1

2.8

2.0

3.0

Numicon

Y2 – Y3

2.6

2.6

2.8

Expected average progress for Y1 – Y6 is 3.0 at this point in the year

Pastoral

Social/Emotional

 

Thrive

(Counselling

Play therapy)

Being Baseline skills are assessed for each child.

1 PP child receiving Thrive intervention was initially assessed with a profile score of 20%. This has now risen to 31%.

(Safety assessment, for example has nearly doubled to 43%)

Playground support

September 2015 playground survey

90% of ALL children agreed that if they want the lunchtime staff to play with them they do

92% said they feel safe

94% said they like our playground

Attendance (school target 95%)

 

T3 (cumulative) 2016 whole school attendance 96.1%

 

T3 2016 PP school attendance 96%

Enrichment

T3 2016

95% of all children have attended at least 1 club in or outside of school

 

 

T3 2016

92% of all non PP children have attended at least 1 club in or outside of school

 

T3 2016

97% of all  PP children have attended at least 1 club in or outside of school

 

Club survey October 2015

100% said they feel happy at our clubs

99% said they feel safe

100% said they have fun

98% said it keeps them fit and healthy

 

It is more challenging to place a progress value on the impact of widening opportunities through after school and in school clubs.

However monitoring has shown:

  • Sailing and climbing clubs – 100% enjoyed going – 100% would recommend it to others. Some of the reasons the children gave were as follows: I had a fear of heights and I was scared but I gave it a good try to get to the top and I was impressed with myself. You gain a talent, it really helps to cure your fear of heights and water. It gets you active for the next day. Amazing, fun, exciting – you have achieved something that you wouldn’t have done. Its fun, you get to learn stuff. It’s healthy – you’ve got to grip to climb and concentrate to steer. It’s very active – you are off your X box and its outdoors, which is very good. It’s educational. It’s a chance to do something new. You are not just on your X box. You are outside and it is physical and healthy – even if it is windy it is fun. It’s good, it’s a challenge. You get to design your own boats. You try not to fall in. you can go fast. You are working together and team work is good.”

  

ECM (Every Child Matters)

Children are assessed 3x a year on their behaviour, enjoyment and achievement; and awareness of being healthy.           

1 is awarded for outstanding, 2 is awarded for good, 3 is awarded for satisfactory, and 4 is awarded for inadequate.

 

2015

2016

ECM behaviour

ALL

ECM behaviour

PP

 

ECM enjoy and achieve

ALL

 

 

ECM enjoy and achieve

PP

ECM

be healthy

ALL

ECM

be healthy

PP

 

 

T2

T4

T6

T2

T4

T6

T2

T4

T6

T2

T4

T6

T2

T4

T6

T2

T4

T6

 

 

YR

 

 

2.05

 

1.7

 

1.61

 

1.93

 

1.75

 

1.75

 

2

 

1.65

 

1.54

 

1.96

 

1.57

 

1.57

 

1.82

 

1.65

 

1.58

 

1.93

 

1.89

 

1.75

 

 

Y1

 

 

1.64

 

1.46

 

1.26

 

1.65

 

1.48

 

1.26

 

1.34

 

1.29

 

1.12

 

1.39

 

1.35

 

1.11

 

1.41

 

1.32

 

1.19

 

1.65

 

1.48

 

1.37

 

 

Y2

 

 

1.6

 

1.52

 

1.36

 

1.6

 

1.57

 

1.39

 

1.66

 

1.48

 

1.26

 

1.8

 

1.6

 

1.36

 

1.72

 

1.71

 

1.41

 

1.86

 

1.89

 

1.53

 

 

Y3

 

 

1.52

 

1.29

 

1.32

 

1.54

 

1.39

 

1.36

 

1.36

 

1.33

 

1.31

 

1.43

 

1.37

 

1.28

 

1.38

 

1.34

 

1.29

 

1.46

 

1.37

 

 

1.36

 

 

Y4

 

 

1.59

 

1.48

 

1.47

 

1.85

 

1.78

 

1.76

 

1.43

 

1.4

 

1.37

 

1.74

 

1.59

 

1.59

 

1.43

 

1.24

 

1.24

 

1.52

 

1.3

 

 

1.34

 

 

Y5

 

 

1.23

 

1.22

 

1.13

 

1.21

 

1.25

 

1.17

 

1.23

 

1.13

 

1.13

 

1.29

 

1.18

 

1.17

 

1.32

 

1.27

 

1.26

 

1.39

 

1.32

 

 

1.33

 

 

Y6

 

 

1.25

 

1.16

 

1.16

 

1.36

 

1.24

 

1.24

 

1.3

 

1.11

 

1.07

 

1.44

 

1.2

 

1.12

 

1.25

 

 

 

1.23

 

1.2

 

1.44

 

1.4

 

1.36

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • If the average score is getting closer to 1 this gives us an excellent indicator that not only our pupil premium children, but all children at Fair Furlong School are receiving a balanced curriculum that not only supports them as vulnerable learners; but also as well rounded human beings. This indicates that careful use of our pupil premium funding has maximised the opportunities open to them, improved their life chances and changed the odds in their favour.

 

Y6 outcomes 2016

 

PP

 

(25)

Non PP (19)

School Gap

ALL

National

PROGRESS

PP

PROGRESS

Non PP

Reading

92%

95%

3%

93%

66%

8.3

7.7

Writing

96%

100%

4%

98%

74%

9.0

8.7

Grammar

84%

79%

5%

84%

72%

 

 

Mathematics

92%

100%

8%

95%

70%

5.4

6.4

 

Y1 – Y5 ARE (Age Related Expectations) 2016 CLOSING THE GAP

Subject

Year Group

% of Pupil premium cohort at ARE July 2015

% of Pupil Premium cohort at ARE July 2016

(new TT system)

Gap closed by (%)

Reading

1

66.7

40

-26.7

2

61

75

+14

3

83.3

69.2

-14.1

4

83.3

51.7

-31.6

5

91.7

70

-21.7

 

 

Subject

Year Group

% of Pupil premium cohort at ARE July 2015

% of Pupil Premium cohort at ARE July 2016

(new TT system)

Gap closed by (%)

Writing

1

55.6

40

-15.6

2

54.5

55.6

+1.1

3

71

51.3

-19.7

4

73.3

44.8

-28.5

5

79.2

66.7

-12.5

 

Subject

Year Group

% of Pupil premium cohort at ARE July 2015

% of Pupil Premium cohort at ARE July 2016

(new TT system)

Gap closed by (%)

Maths

1

77.8

40

-37.8

2

61

72.2

-11.2

3

83.3

64.1

-19.2

4

86.6

48.3

-38.3

5

89

50

-39

 

Sep 2015 – July 2016

% at ARE (S or above)

 

ALL

GAP

PP

GAP

Non PP

Y1 R

59.3 (59)

19.3

40.0 (30)

39.3

79.3 (29)

Y1 W

49.2

9.2

40.0

18.6

58.6

Y1 M

55.9

15.9

40.0

32.4

72.4

Y2 R

72.9 (59)

+2.3

75.0 (36)

+5.4

69.6 (23)

Y2 W

61.0

5.4

55.6

14

69.6

Y2 M

72.9

3.5

69.4

8.9

78.3

Y3 R

72.4 (58)

0.8

69.2 (39)

9.7

78.9 (19)

Y3 W

56.9

5.6

51.3

17.2

68.4

Y3 M

67.2

3.1

64.1

9.6

73.7

Y4 R

74.5 (51)

7.8

69.0 (28)

19

81.8 (23)

Y4 W

60.8

16.0

44.8

37

81.8

Y4 M

58.8

10.5

48.3

24.4

72.7

Y5 R

78.7 (47)

8.7

70.0 (30)

24.1

94.1 (17)

Y5 W

70.2

3.5

66.7

9.8

76.5

Y5 M

63.8

13.8

50

33.2

88.2

 

 

2015 - 2016

PROGRESS

Y1 from Autumn 1 2015

Y2 – Y5 from Summer 2 2015

 

ALL

GAP

PP

GAP

Non PP

Y1 R *

5.9

0.3

5.7

0.4

6.1

Y1 W *

6.1

0.1

6.0

0.1

6.1

Y1 M *

5.5

0.1

5.4

0.2

5.6

Y2 R

5.7

+0.2

5.9

+0.4

5.5

Y2 W

5.7

0.1

5.6

0.4

6.0

Y2 M

5.7

=

5.7

0.1

5.8

Y3 R

6.3

0.1

6.2

0.2

6.4

Y3 W

6.0

0.1

5.9

0.4

6.3

Y3 M

5.9

0.1

5.8

0.3

6.1

Y4 R

5.5

0.1

5.4

0.2

5.6

Y4 W

5.6

0.2

5.3

0.7

6.0

Y4 M

5.8

0.2

5.6

0.4

6.0

Y5 R

5.8

=

5.8

0.1

5.9

Y5 W

5.9

=

5.9

=

5.9

Y5 M

6.1

0.1

6.0

0.2

6.2