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October Half Term Activities 2019
Please find attached a list of activities you may be interested in throughout October half term in Willington and County Durham.
Parents Evening – Autumn Term
Parents Evening Wednesday 13th November and Thursday 14th November (Parents/carers of children in Reception, year 1,2,3,4,5 and 6).
We would like to invite you to attend a parents evening.
This is a good opportunity for you to discuss your child’s progress at Willington Primary School as well as any concerns you may have.
To enable you to book your appointment nearest to the time that is most convenient to you we have an electronic system. This afternoon you will receive a text message which will give you a link to our system. Simply click on the link and the booking system will be displayed, enter your child’s first name and follow the onscreen instructions. You will be given the opportunity to select which day and time you would like your appointment to be.
If for any reason you would like to change your booking repeat the above steps, cancel your booking and select a different available appointment.
If you do not receive a text message by the end of today, do not have access to an internet connection or are having problems using the system please contact the school office where Mrs Exton and Mrs Towland will be happy to help and book an appointment for you.
Sports Premium 2019/2020
| Key achievements to date: From 2018 - 2019 funding | |
|---|---|
| • Sustained improvement in engagement of all pupils in regular physical activity through access to a range of after-school clubs, sport leaders running lunch time games, Daily Mile challenges and an increased number of intraschool competitions/festivals. • Continued increase in participation in interschool games before and after school, including breakfast club table tennis/pool/strategy board games five mornings a week leading to a positive impact on attendance/children being on time for school. • Successful development of intraschool festivals and competitions creating an efficient scoring system through local cluster/School Games format making further community links. • Increased participation in physical activity offered within the community. We now have children take part in a range of community clubs including: taekwondo, darts, gymnastics, roller-skating, rugby, cricket and football. • ‘B’ teams introduced at interschool festivals (Hockey and Athletics) – Summer 2019 • Curriculum PE remains successfully planned for, delivered and assessed in every year group across the school, leading to an increase in children’s skill development, ability to succeed at Level 2 School Games and their overall enjoyment. • Awarded the Bronze School Games award 2018 with a view to achieving Silver in 2019. | Provision of physical activity offered in times such as Easter (e.g. Easter Camp) and summer, with the aim of increasing the physical activity of less active children/those less able to access sport within the community. This will also provide an opportunity for the children to experience a broader range of sports e.g. archery. Continue the increase in participation of competitive sports (aiming to attend tow more events than the previous year). This will then enable the school to aim for the next School Games award. Aim to at least maintain Silver School Games award. |
| Meeting national curriculum requirements for swimming and water safety | Please complete all of the below*: |
| What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 meters? | 37% |
| What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]? | 33% |
| Schools can choose to use the Primary PE and Sport Premium to provide additional provision for swimming but this must be for activity over and above the national curriculum requirements. Have you used it in this way? | No |
| Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school | Percentage of total allocation: | |||
|---|---|---|---|---|
| 7% | ||||
| School focus with clarity on intended impact on pupils: | Actions to achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| 1) To continue the increase in children’s physical activity through the Daily Mile and Active Break/Lunch times. | Sign up for the Active 30 pledge –begin at Active 20. Monitor how this is being achieved through Daily Mile recording/awards for improvements. Source suitable prizes and arrange reward trip. Monitor Play Leader attendance registers to assess whether activities offered are popular/whether they are being accessed by a variety of children. Children’s stamina to improve all the time (a group of children to attend the Level 2 Cross Country Event for the first time). | Zero £1200 for certificates/ medals/ trip etc. | Pledged on the Active 30 online hub (20 mins per day). Every day the children take part in the Daily Mile (15 mins At the end of each week, certificates will be awarded for ‘star milers’. This could be for improved effort/ consistent effort/ improved fitness/ attitude/ determination etc. At the end of each month there will be a reward sports session with Mr Littlefair for the winners. At the end of terms there will be sports prizes linked to Daily Mile and at the end of the year we are planning a sports trip to an activity centre. | Sustainable as timetables allow an allocated time during the academic day for physical activity (outside of the curriculum PE sessions). Rewards are sustainable but will need to be budgeted for in advance in the future. Next steps: Review effectiveness of the mile yearly/compare to other activities offered. Ensure children are still engaged/enjoying taking part through asking classes. |
| Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement | Percentage of total allocation: | |||
|---|---|---|---|---|
| 10% | ||||
| School focus with clarity on intended impact on pupils: | Actions to achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| 1) Majority of PE sessions are taught by our fully qualified Sport Leader/Teaching Assistant. 2) Increase attendance of underrepresented groups by securing places in after school clubs and offering opportunities to take part in an exciting range of physical activities during the day. E.G. Dance club run by year 6 at lunch time. | Sports leader to continue to raise PE profiles throughout the school by running additional clubs outside of regular school hours. Use pupil voice (taking particular notice of children with low attendance) to develop activities that are offered throughout the day. Ensure a member of staff is available to support the different activities. Wider range of equipment purchased in order to increase enthusiasm. | £1500 £300 | Breakfast club table tennis/pool/strategy board games runs five mornings a week and has regular attendance from at least two thirds of the overall intake. Running/multi-skills club runs twice a week offering non-mainstream sports/activities that have appealed to a large range of children including those from underrepresented groups Increased attendance in various classes in 2019/20 E.G 48% of Y6 children now attend an after school sports club compared to approximately 25% last year. | Highly sustainable as this role could be taken on by a PE coordinator if necessary. Sustainable as children could take over responsibly for clubs (supported by staff), after short-term Sports Leader training. Next steps: Continue to work alongside the pupil voice PE Council to discuss how the PE profile can be further raised. |
| Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport | Percentage of total allocation: | |||
|---|---|---|---|---|
| 19% | ||||
| School focus with clarity on intended impact on pupils: | Actions to achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| Continue to provide staff training and development and quality ensuring its quality and impact in the classroom. | PE coordinator to closely monitor the quality of planning and assessment in all year groups and provide termly feedback to senior leaders. PE Leader to attend PE Network Meetings, LA cluster meetings termly. Teaching assistant with specialism in PE (previously sports apprentice) to be present in all PE sessions to offer support and expertise, and ensure that more able children are challenged. | Training costs = £1500 Supply cover costs = £2000 | All year groups have comprehensive planning saved onto the school system and pre/post assessments carried out for each unit within PE (hard copies can be accessed in each classes PE file.) Assessments show that children’s skills are improving particularly in areas such as games and this can be seen when comparing assessment grids across the year. PE Network Meetings attended alongside LA cluster meetings to increase participation in interschool competitions/festivals which are now run by our local school cluster rather than SSP | As all staff have worked alongside PE coordinator/sports apprentice they have reported they feel more confident when teaching PE. This should be sustainable for future members of staff as current staff should be able to impart their knowledge successfully. Next steps: PE coordinator to brief/support and train any new staff members. PE coordinator to attend meetings/courses and feedback any relevant information during staff meetings within school. |
| Key indicator 4: Broader experience of a range of sports and activities offered to all pupils | Percentage of total allocation: | |||
|---|---|---|---|---|
| 22% | ||||
| School focus with clarity on intended impact on pupils: | Actions to achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| 1)Offer a wide range of activities outside of the curriculum to all the year groups. 2) Nurture Programme to run three afternoons each week to support all areas of academic achievement for targeted children | Offering before and after school activities led by staff. Offering activities within school led by sports leaders. Offer engaging small group/1-1 sessions to improve physical and emotional well-being alongside thinking and decision making. | £1000 £3000 (other funding comes from Pupil Premium) | Before school breakfast club activities offered to all children from years 1-6. After school physical activities offered to all children from years 4-6. (this will extend to EYFS/KS1 in the summer term) Competitive football offered one night a week to upper KS2. Performing arts offered one night a week to upper KS2. Boxall Profiles suggest an improvement in physical and emotional well-being as well as teamwork and cooperation. These are reviewed termly. | Highly sustainable as all before and after school clubs are ran by staff within the school except one which is not funded by the Sport Premium. Next steps: Continue to offer a varied range of activites around the curriculum for all children to enjoy. Monitor the attendance of these clubs, ensuring that underrepresented groups are able to attend as many as they wish (free of charge). 3 members of staff have been trained in this area to ensure longevity of the programme. |
| Key indicator 5: Increased participation in competitive sport | Percentage of total allocation: | |||
|---|---|---|---|---|
| 14% | ||||
| School focus with clarity on intended impact on pupils: | Actions to achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| 1)Children gain a better understanding of competitive gameplay through attending festivals and holding inter-school competitions | Cluster to take over provision of festivals with each school organizing two during the academic year. Take part in school games programme. Train sports leaders to run inter-school competitions. Create additional football teams e.g. boys (upper KS2), girls, mixed lower KS2 Promote cricket through coaching support and links from DCCC – including girls team. | £1500 supply costs for teacher and TA to attend festivals. £1000 – transport to festivals | Intra-school competitions will run once every half term by sports leaders and PE coordinator during lunch time e.g. dodgeball in summer term Interschool activities organized by each school in our LA cluster group and attended at least once every term. Evidence from 18/19 shows that participation has steadily increased over the year with the school taking part in 10 festivals/competitions this year compared to 6 the previous year. Year 5/6 attended a rugby festival in Autumn 2018 which all children enjoyed and five have since gone on to join a local rugby club. | Sport leader programme is sustainable as the current Year 6 cohort will be able to retrain future leaders before they depart from the school. The festivals could be less sustainable due to funding of transport. Should sports funding cease we would look to arranging much smaller festivals with schools within walking distance. Next steps: Monitor the attendance of both intra and inter-school school festivals to ensure we meet the requirements of the School Games Silver award. |
Pupil Premium 2019 / 2020
The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).
Schools also receive funding for children who have been looked after by the local authority continuously for more than six months, and children of service personnel.
The government requires all schools to report on the amount of funding received, how it will be allocated/spent and the effect of this expenditure on pupil attainment
| Pupil Premium Plan 2019-2020 | ||||
|---|---|---|---|---|
| Desired Outcome | Strategy | Rationale for Chosen Strategy | Cost | |
| A | Continue to work at improving levels of speech and language. Continue to narrow gap between proportions of PP and non-PP children achieving GLD. Aim is for percentage of PP children achieving GLD to be within 10% of non PP children. | Additional TA in class in order to release experienced TA to run small group interventions | EEF teaching and learning toolkit – review of evidence of impact of oral language interventions Moderate impact based on extensive evidence (+5) | £20,000 |
| B | Aim to at least maintain 80%+ in year 1 Phonics. Aim to at least maintain % of disadvantaged pupils achieving phonic standard in 2019 (75%). | Additional TA support available in order to create 2 additional phonic groups each morning in KS1. 1:1 additional support for pupils as necessary. | EEF teaching and learning toolkit – review of evidence of impact of high-quality additional adult feedback. High impact for very low cost based on moderate evidence (+8) | £12,000 |
| C | Higher % of PP children achieving Exp+ in KS2 Reading Aim is for 60% of PP children to reach expected in 2020. | Additional TA led group running 4 times per week to develop reading fluency and comprehension. | EEF teaching and learning toolkit – review of evidence of impact of reading comprehension strategies: Moderate impact based on extensive evidence (+5) | £4,000 |
| D | Continue to foster positive attitudes toward reading with a particular focus on PP boys. | Accelerated Reader - Non -fiction book boxes in breakfast club and portable selections to take to classes. Purchase new fiction resources with PP boys as the key target group. | Evidence from the EEF indicates that this is an effective catch up intervention for weaker readers. This also enables pupils to read for pleasure and develop links with parents. | £3,000 fiction, non-fiction and storage |
| E | Improved emotional well-being and academic achievement for children experiencing social and emotional barriers to learning allowing them full access to the curriculum and improved achievement. Increase academic resilience of pupils so that they are better equipped to 'bounce back' from events that impact on their lives - Children identified as 'highest need' are supported to make the same level of progress as those identified as 'low need' children. | Nurture group in place 3 afternoons a week run by two TAs – addressing attachment and other issues impacting on progress. TA time to deliver small group interventions including the ‘Listening matters’ Programme Staff CPD to help identify levels of need within each class and the school as a whole. Variety of approaches will be used including social skills, groups, mentoring and self-esteem work | Systems are now embedded in school and have a positive impact on pupil performance across all areas of school life. We have had no fixed term exclusions in both the 2017/18 and 2018/19 academic years and feel this is strongly related to the higher levels of social and emotional support which we now provide | £20,000 |
| F | All children to access a range of educational visits and experiences to raise their aspirations and increase their imagination/creativity. | Fully fund educational visits /experiences for pupils | ‘Cultural Capital’ is the accumulation of knowledge, behaviours and skills that a child needs to make sense of the world around them. Our children (particularly PP children) generally lack cultural capital and taking then to places and providing experiences is vital to enable them to develop this. | £10,000 |
| G | The % of PP children recorded as a persistent absentee will remain below 10% (national figures for persistent absence in 2019 was 17.6). Our aim for 2018-2019 is to continue to rigorously apply attendance procedures so that we can maintain attendance levels in line with national. | PSA to work with Business Manager to monitor attendance of pupils causing concern weekly, conducting home visits when parents out of contact. PSA to undertake parenting and family work to improve attendance and engagement. | This success of the system is evidenced by attendance rates in line with national for the last two years. (Attendance in 2018-19 was 96.3% which is better that national of 96.1%) PSA involvement enables a more supportive approach to parents in tackling poor attendance. | £17000 |
| H | High quality sports provision Greater participation in inter school competitions and festivals. Increased participation of PP children in after school clubs. | Lead PE sessions throughout the school. Provide a positive role model for pupils at break/lunch times. Support and mentor pupils with social/emotional issues through participation in team games. Organise teams for sports festivals, ensuring Pupil Premium children are targeted. | More teams across ks2 age range including 3 football teams together with teams for inter school competitions in Tag rugby, netball, basketball and cross country. | £18,000 |
| I | Vulnerable children starting the day with a positive experience. | PSA and staff to highlight children to be targeted to attend breakfast club to ensure they start the day positively, resulting in more progress academically. | Breakfast clubs that offer pupils in primary schools a free and nutritious meal before school can boost their reading, writing and maths results by the equivalent of two months’ progress over the course of a year, according to the results of a randomised controlled trial published by the EEF Nov’16 | £4,000 |
| J | Improve maths attainment of low ability pupil premium children so that by the end of Year 6 the attainment gap is narrowing. | Mr Brooke to run maths groups Tuesday and Wednesday afternoons for children across KS2. | Pupils report that they really enjoy the maths groups. They like the challenges that they are set and say this it gives them more confidence for their daily maths sessions back in class. | £9,000 |
| Total | £117, 000 | |||
Key Stage Two Results 2018/2019
Key Stage One Results 2018/2019
Year 1 Phonics 2018/19
We have maintained our improving trend in phonic outcomes and this year we are above national outcomes. This is due to the rigorous monitoring of phonic groups and regular re-organisation of groups in terms of both staff and pupils. In 2019, 87% of our Year 1 pupils reached the required standard compared with 83% in 2018 (Nat Av in 2019 was 82%)
The table below shows that whist there is still a significant gap between FSM and non-FSM pupils, the outcomes of both groups were above national figures.
| Phonics 2019 | |||||
|---|---|---|---|---|---|
| Year 1 Phonics 2018/19 | |||||
| Willington Primary School | National | ||||
| All | Ever 6 Free School Meal Pupils | Not Ever 6 Free School Meal Pupils | Ever 6 Free School Meal Pupils | Not Ever 6 Free School Meal Pupils | |
| Willington Primary School Cohort | 30 | 12 | 18 | - | - |
| Met Standard % | 87 | 75 | 94 | 71 | 84 |
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