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Worsbrough Common Primary School & Rising Stars Children’s Centre

Pupil Premium Report 15/16
Reviewed September 2016
Purpose
The pupil premium was introduced in April 2011 and is allocated to schools to work with learners who have been
registered for free school meals at any point in the last six years (known as ever 6 FSM), looked after children (LAC) or
Army children. The additional funding is allocated to support schools to ‘narrow the gap’ between vulnerable learners
and their peers.
Schools, headteachers and teachers will decide how to use the pupil premium allocation, as they are best placed to
assess what additional provision should be made for individual learners. It is for schools to decide how the Pupil
Premium allocation is spent since they are best placed to assess what additional provision should be made for the
individual learners within their responsibility.
(Source: DFE Website)

2015 – 2016
Number of learners and total amount
2014/15
Total Number of learners on roll
Total number of learners eligible for PP
Amount received per learner
Total amount of PP funding received

318 (July 2015)
146
5 LAC
141 FSM E6
FSM = £1,320
LAC = £1,900
£195,620

Provision
2014/15
Objectives: PPG to be used to support the progress of the
children, who made less progress than their peers in 14/15
The school now has 5 looked after children.
Project/Item
Evidence
Objective
link
1:1 Tuition
1:1 Tuition
Deliver 1:1 tuition to
Small Group identified learners to
Tuition
bring them back on track

most vulnerable learners – FSM eligible & looked after
Cost

Impact

£5,00
0




Average progress score for learners
receiving 1:1 in Maths was +3.97 (Data)
Only one learner receiving 1:1 did not
reach the expected standard and received
a scaled score of 98.
Average progress score for those receiving
1:1 in reading was -5.41 (Data)
Four learners receiving 1:1 for reading did
not make the expected standard and
received scaled scores in the range of 96
-99 (Data)
Teacher assessment indicates that 3
learners in Maths and 1 learner in Reading
made strong in year progress and were
working at the expected standard
indicating impact of 1:1 on progress overall
even though they did not perform as
expected on the test
Attitudes and dispositions of learners
throughout the test were excellent –
learners showed high levels of resilience
and applied great effort to all tests despite
of finding the reading paper very tricky.
They relished the challenge. (Observation,

Nurture
Breakfast Club

Social &
Emotional
Learning,
Self
regulation &
behaviour
intervention
s

Provide nurture breakfast
club facility with access
for targeted learners –
dedicated staffing to
offer nurture input and
small group or 1:1
support for learning or
behaviour/social &
emotional need.

£12,0
00

Specific CPD

Collaborativ
e Learning,
Feedback,
Mastery
Learning,
BLP,
Critique,
Kagan
Structures,
Oral and
Language
Developmen
t, Meta
cognition

Develop consistently
high effective practise in
all classes including
effective use of:
 Collaborative
learning & Oracy
(Talk for Learning)
 High quality
feedback
 Flexible grouping &
personalised
instruction
 Mastery learning
 Metacognition

£10,0
00

Learner discussion)
 Attendance has increased sharply to
over 100 learners accessing (+75%)
 Impact on attendance of targeted
learners – one learner has an increase of
30% in attendance
 Contributed to the reduction in
persistent absence and lateness
 Most vulnerable learners are able to
access healthy balanced breakfast at
subsidised or low cost
 Stage 1 anxiety behaviours are identified
– case studies show how it’s helping
targeted children settle at the start of
the day.
 PALs reading scheme has contributed to
in year progress for reading which is
expected or better in all year groups
Evidence of flipped learning on blogs
across school (home learning & focused
group in KS1 and KS2; as part of class
differentiation in Y5 and Y6)
Enquiry reports reference high quality
feedback in place across the school with
increasing impact on learning and progress
although this remains a development point
Maths Mastery Training completed and
evidence of application of strategies and
use of materials in all classes found in
learning enquiry although not yet
consistent and required further
development and embedding
Learner discussions show consistent use of

including BLP & use
of critique
Focused support on
Maths and SPaG
CPD and
development


Therapeutic
Intervention

Behaviour
Intervention,
Social &
Emotional
Learning &
Self
Regulation

Provide access to Play
Therapy, counselling &
Educational Psychology
services

£12,0
50


BLP language across school. At praise page
learners can talk about learning muscles
however not all learning muscles are
evenly represented and sometimes the
focus is more on attitudes and habits than
the process undertaken in learning.
Improvement of spelling scores over time
across KS2 however spelling remains
weakest element in KS2 test performance
Kagan approaches are evidenced across
the school (referenced in planning,
evidence in blog posts and lesson
observations, SDM carried out) although
classroom observation indicates these are
more established in some classes than
others.
Where learners were discussed in Ed Psych
surgery – 33% of reading made expected or
better progress
Impact could be seen in how well learners
were able to settle into the environment or
access learning through modifications or
adaptation to teaching or scaffold that
were provided.
Case studies show that Play Therapy has
supported some children accessing
counselling and therapy services have
made significant gains in their emotional
wellbeing which is enabling them to access
more in class learning and avoid
permanent exclusion. You would expect to
see more progress over time
Where learners accessed counselling their

Development
of Innovative
Digital
Technology
(1:1 devices;
iPads for
learning;
collaborative
use of
technology;
immersive
learning
environments)

Feedback,
Personalised
Instruction,
Digital
Technology

Develop effective use of
£22,7
new technology to
50
support learning and
progress
 1:1 devices to
support
personalised
instruction, flexible
grouping &
effective feedback
in Y5 and Y6
 Devices to support
collaborative
learning, oracy and
language
development &
flexible
grouping/personalis

Thrive assessment scores have improved
considerably from starting points.
Informed the development of nurture
provision for the benefit of learners at risk
of exclusion which led to a reduction on
incidents in class and at playtime.
Evidence of positive impact on teachers
through benefits of CPD and the impact of
specialist input in the classroom – case
studies of evidence of how this has
positively impacted in the classroom.
Staff feedback indicates that they value
this as a very helpful resource that impacts
on their practice and it is in heavy demand
at pupil progress.
Highly effective use of ICT to support
flexible grouping and personalised
instruction in Y6 (Lesson observations;
curriculum enquiry, progress data for focus
groups)
Effective use of devices for peer and
teacher feedback in writing evidenced
(evernote samples, lesson observations,
learner discussion, curriculum enquiry)
Evidence of high engagement through use
of devices across the school (lesson
observations, daily walk through &
curriculum enquiry)
Parental engagement in blogs and via
social media has increased and this has
been evidenced in feedback from parents
questionnaires and on social media
platforms (increased followers, blog

ed instruction
across the setting
Use of devises to
create engaging
and purposeful
learning
experiences for all


Specialist
Teacher for
Music, Drama
& the Arts

Arts
Participation

To provide high quality
and specialist access to
art provision including:
 Choir
 Drama
 Music –specialist
whole class
teaching &
personalised
instruction
 Orchestra
 Singing & Early
Language
programmes for
Nursery and
reception aged
children and their
families

£20,0
00




comments etc)
Increased independence & confidence in in
communication for learners accessing CIRP
Confidence in learners across school in
using ICT for advance their own learning
(learners discussions, less obs, teacher
assessment)
In Early Years the proportion reaching
exceeding in IT was higher than we have
ever had;
GLD in IT???
Participation in choir is growing with more
children than ever before joining and
sticking with choir for the full year (choir
numbers)
Growing number of learners participating in
instrument lessons. Parent attendance at
performances is high and learner’s
confidence in playing is improving, taking
solos. (teacher records, blog posts, learner
discussions)
All classes have accessed high quality
music teaching in the last school year
(provision maps)
Learners knowledge and attainment in
music is improving (discussion with
learners, observation, teacher assessment
records)
Improved attainment of GLD in related
areas of CLL & Literacy and an upward
trend in GLD overall.
% Attaining GLD in Expressive arts is
76.3%. This is a year on year

Embed Thrive
approaches
across the
setting

Expansion of
the Pastoral
Team Staffing

Behaviour
Intervention
s; Social &
Emotional
Learning &
Self
Regulation
Behaviour
Intervention
s; Social &
Emotional
Learning &
Self
Regulation,
Parental
Involvement

Embed Thrive
approaches and widen
access to support for
learners, parents and
families in order to
reduce or remove
barriers to learning
Widen access to
behavioural and nurture
support, family learning
& family support work.
Support the deliver of a
high quality PSHCE
curriculum

£4000


£15,0
00





Forest Schools
Development

Behaviour
Intervention
s; Social &
Emotional
Learning &
Self

Provide opportunities for
learners to develop
collaborative learning
skills, practical problem
solving skills, social and
emotional skills

£15,0
00


improvement? This is below the LA average
of 82% A big gap remains between the %
of boys achieving GLD in expressive arts
and the % of girls
Accurate assessment of learners informed
appropriate intervention for vulnerable
learners
Thrive assessments for vulnerable learners
across the school have improved.
Increased capacity to meet needs of
vulnerable learners and families
Number of EHAs have increased (x3) and
there is evidence that these are having a
positive impact
Increased capacity to offer high quality
transition for new families and learners
Quick resolution of incident in classroom by
nurture team reduce disruption to learning
in the classroom and is benefit of other
learners
Improved staff morale at times of conflict
Restructure of roles allows focused
specialist staff e.g. C&I lead to concentrate
on main role
Streamlined systems
Individual case studies demonstrate
excellent personal impact (resilience; self
esteem, language, confidence, social skills,
motor skills, behaviour) (KP Y6) (EYFS) (BR
Y3CW; AH Y3CW) (CB Y3CW) (GHG Y6) (TL
Y7)

Regulation,
Outdoor
Adventure
Learning

Revamp &
relaunch of
whole school
behaviour
policy and
procedures

Behaviour
Intervention
s & Social &
Emotional
Learning

(confidence, self esteem,
risk management and
self regulation as part of
planned nurture or
therapeutic intervention),
reflection &
metacognition


Develop and embed an
£2500
improved universal
programme for behaviour
management across the
school, which promotes a
positive school ethos.



Early Years
Interventions
for CLL, Maths
and Literacy

Early Years
Intervention
s, CLL, Early
Maths
Approaches,
Early
Literacy
Approaches

Maintain significant
improvements in EYs
progress from 14/15 and
continue to raise %
achieving GLD by end of
EYs

Additional
Feedback,
Support staff in Metacognitio
KS1 and KS2
n, Reading
comprehensi
on, Oral

Provide wider
opportunities for high
quality feedback,
personalised instruction,
small group tuition in all

£35,0
00





£40,0
00

Contributed to increased in GLD% overtime
Created capacity for after school and
holiday club provision which is in high
demand.
Improved access to forest school
experiences for all
Evidence of enrichment to curriculum –
allows for deep exploration of curriculum
areas in the forest.
Engagement with positive behaviour
system (dojos) has been high (learner
discussion, observation around school,
feedback from staff)
With exception of high profile learners
there are very few instances of poor
behaviour
Number of repeat offenders or high profiles
learners is reducing
Overall GLD has increased again at 66%
% reaching GLD in CLL = 75%. This is
slightly less than the LA average of 79%
% reaching GLD in Literacy is 66% which is
the same as the LA average for Literacy
% reaching GLD in Maths is 72% which is
the same as the Barnsley average
Evidence of mastery application in the
setting and this continues to be developed
In year progress in Reading for pupil
premium eligible learners is at least
expected in all classes and in many cases
better than expected
In year progress in writing for all pupil

Language
Developmen
t, Teaching
Assistants,
Small Group
Tuition &
Personalised
Instruction

classes.
Provide wider
opportunities to offer 1:1
daily reading for the
most vulnerable learners
(reading comprehension)

Expansion of
school library
and
investment in
extending
reading
resources inc
reading
scheme,
guided reading
stock & non
fiction book
stock

Reading
comprehensi
on,

Develop high quality
reading provision that
effectively promotes
reading to all learners
and enables effective
teaching of reading
across the school.

£2320





premium eligible learners is at least
expected and in many cases better than
expected
In year progress in Maths for all pupil
premium eligible learners is at least
expected and in many cases better than
expected
In Maths in KS2 pupil premium eligible
learners have made better progress than
their peers. In KS1 they have progressed as
well as their peers
Sharp increase in proportion of learners
reaching the expected standard in Phonics
in Y1; 78% of those PP eligible learners
reached the standard compared to 63% of
their peers
In year progress in Reading for pupil
premium eligible learners is at least
expected in all classes and in many cases
better than expected
Positive response to introduction of
magazines into KS2 Library
High turn over of books from all libraries
shows stock is being removed from
libraries and new stock is required
New guided reading resources are now
available for KS1 and KS2
KS2 data was disappointing in terms of
attainment
Additional resources targeted at Y2 in the
last two terms show impact on ensuring
expected progress or better in reading.
95% of PP learners made expected and

75% made better than expected progress
over the two terms. The proportion of pupil
premium eligible learners working at the
expected standard in reading at the end of
Y2 had risen from the end of EYs (EYFS =
15% Y2 = 35%)
Total 195,620.00
Performance of Learners at the end of KS2 2015/16
Reading
Writing
% Learners achieving or exceeding the
54%
71%
expected standard at the end of KS2
(N=66%)
(N =
74%)
% PPG eligible learners achieving or
60%
80%
exceeding the expected standard at the end
of KS2
Average Progress Score (all Learners)
+0.2
+0.0
(N = -0.1)

Maths
96%
(N =
70%)
93%
+3.0
(N =
-0.1)

Average Progress Score (PP Eligible
Learners)
Performance of Learners across the school - Achievement
Y1
Y2
Y3
Y4
% of PP eligible learners achieving the
44%
25%
53%
38%
expected standard in Reading
% of PP eligible learners achieving the
29%
15%
58%
33%
expected standard in Writing
% of PP eligible learners achieving the
51%
35%
5%
42%
expected standard in Maths
Performance of Learners across the school - Progress
Average steps of progress for PP eligible
2.43
3.65
3.55
3.96

Y5
22%

Y6
60%

33%

80%

28%

93%

5.17

5.73

learners making at least expected progress
in Reading
Average steps of progress for PP eligible
making at least expected progress in Writing
Average steps of progress for PP eligible
learners making at least expected progress
in Maths

2.34

3.20

4.00

4.00

6.67

7.87

2.47

3.40

3.27

5.09

8.77

8.87

Analysis of data tracking for pupil premium eligible learners
Analysis of our school data shows that in early years pupil premium eligible learners do not attain as well as their non
eligible peers. By the end of KS2 this trend is reversed with pupil premium eligible learners attaining as well or better
than their non eligible peers. This demonstrates effective use of pupil premium funding to support the learning and
progress of the most vulnerable learners over time.