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Pupil Premium 2018 / 2019

28th March 2019 By juliewalker

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.

For the academic year 2018 – 2019, Willington Primary School will receive an estimated £126,340 in Pupil Premium funding. In order to continue to raise standards and support vulnerable children it will be used in the following ways:

Attainment of ‘Disadvantaged Pupils’

Performance of Disadvantaged Pupils at End of EYFS
	2018	2017	2016
% PP pupils achieving GLD	72	58	36
% PP pupils achieving expected in Reading	72	67	45
% PP pupils achieving expected in Writing	72	58	36
% PP pupils achieving expected in Maths	76	67	55

EYFS data shows the percentage of disadvantaged children reaching GLD has increased by 14% from 2017 to 2018.

Performance of Disadvantaged Pupils at Phonic Check
	2018	2017	2016
% PP pupils achieving phonic standard year 1	83	62	69
% PP pupils achieving phonic standard Year 2	75	75	83

The percentage of disadvantaged pupils reaching the required phonic standard rose sharply from 62% in 2017 to 83% in 2018.
Whilst the % of Y2 disadvantaged resit pupils remained at 75 – 1 child out of a small cohort of 4 not reaching the standard.

Performance of Disadvantaged Pupils at End of KS1
	2018	2017	2016
% PP pupils achieving expected standard and above in Reading	69	62	40
% of PP pupils achieving expected standard and above in Writing	54	46	40
% of PP pupils achieving expected standard and above in Maths	54	54	50

For the 2018 Y2 cohort:

69% reached expected standard in reading – an increase of 24% on the 45% of this cohort that were expected at the end of EYFS
54% reached expected in writing compared to 36% in reception – this remains a focus area for 2018-19
54% reached expected in maths. This is the same as the percentage for this cohort at the end of EYFS. This is a focus area for 2018-19.

Performance of Disadvantaged Pupils at End of KS2
	2018	2017	2016
% PP pupils achieving expected standard and above in Reading	63	53	47
% PP pupils achieving expected standard and above in Writing	63	59	71
% PP pupils achieving expected standard and above in Maths	63	82	59
% PP pupils achieving expected standard and above in R,W and M	63	53	35

The attainment of disadvantaged pupils has risen in all subjects and in particular the percentage achieving expected standard in Reading, Writing and Maths combined as risen again from 53% in 2017 to 63% in 2018 – a figure significantly above the national figure in 2017 of 47% (2018 national data not yet available)

Mantel and Tectonic Plates

25th January 2019 By juliewalker

Year 5 had lots of fun learning how some mountains are formed using cream (dyed orange to represent the mantel) and crackers (to represent tectonic plates). The children explored what happens when; they pressed and pulled the plates apart, when one was slid on top of another and, after wetting the edges, what happened when they were squashed together.

Sports Premium Provision 2018 – 2019

10th October 2018 By juliewalker

Key achievements to date: From 2017 - 2018 funding.	Areas for further improvement and baseline evidence of need:
• Improved engagement of all pupils in regular physical activity through access to a range of after-school clubs (four nights a week), sport leaders running lunch time games, Daily Mile challenges and an increased number of intra-school competitions/festivals. • Increased participation in interschool games before and after school, including breakfast club table tennis five mornings a week leading to a positive impact on attendance/children being on time for school. • Increased participation in competitive sports and broader experiences via attending local authority festivals and competitions. • Curriculum PE is successfully planned for, delivered and assessed in every year group across the school, leading to an increase in children attending sport clubs (e.g. hockey, running club). • Awarded the Bronze School Games award.	• Develop intra and inter-school festivals and competitions creating an efficient scoring system. • Introduce ‘B’ teams into the interschool competitions. • Aim for the 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 metres?	March 2018 - 65%
What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke?	March 2018 - 62%
What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations?	March 2018 - 65%
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

Academic Year: 2018/19	Total fund allocated: Approx £17,000	Date Updated: September 2018
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:
				44%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1) To build up to securing the Active 30 certificate, increasing children’s physical activity. 2) Establish and develop a system to encourage fitness through the Daily Mile. 3) Look at ways of developing ‘track’ around field that children would be able to use all year round.	Sign up for the Active 30 pledge –begin at Active 20. Monitor how this is being achieved. Create a recording system to encourage the children to build up their stamina so that they are moving for the full 15 mins (daily). Consider reward for most dedicated class. Look into funding streams that could be match funded from sports premium.	Zero £500 for certificates/ medals Up to £7000 if match funding available.	Pledged on the Active 30 online hub (20 mins per day). Every day the children take part in the Daily Mile (15 mins) and their distance/personal challenges are record by each teacher. At the end of each week, the overall results for each class will be analysed in a spreadsheet. The class who reach a target (e.g. Pairs) first will be rewarded with a healthy treat (e.g. smoothie making session). Children who do not receive the overall treat should not be disheartened as each week, the children who has improved their fitness/stamina will be rewarded a certificate in assembly. Target this at least active.	Highly sustainable as this requires staff to only make resources once (strips for children to collect every lap they run and a scoring sheet to use weekly). 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: Continue to monitor the children’s participation and enjoyment in the Daily Mile. Review effectiveness yearly.

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: 11%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1) Sport apprentice now qualified as a level 3 TA with specialism in sport. 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.	Apprentice 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	From July 2018: Breakfast club table tennis runs five mornings a week and has regular attendance from at least two thirds of the overall intake. Fitness/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 17/2018. E.G 67% of Y4 children now attend an after school sports club compared to approximately 30% last year.	From July 2018: Breakfast club table tennis runs five mornings a week and has regular attendance from at least two thirds of the overall intake. Fitness/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 17/2018. E.G 67% of Y4 children now attend an after school sports club compared to approximately 30% last year.

Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport				Percentage of total allocation:
				24%
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 and SSP PE 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 = £2000 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. SSP and PE Network Meetings attended alongside LA cluster meetings to increase participation in interschool competitions/festivals.	As all staff have worked alongside PE coordinator/sports apprentice they have reported to 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:
				6%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
2) Offer a wide range of activities outside of the curriculum to all the year groups.	Offering before and after school activities led by staff. Offering activities within school led by sports leaders.	£1000	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.	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).

Key indicator 5: Increased participation in competitive sport				Percentage of total allocation:
				15%
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. Train sports leaders to run inter-school competitions. Engage in football matches with other schools from the local area.	£1500 supply costs for teacher and TA to attend festivals. £1000 – transport to festivals	Intra-school competitions ran once every half term by sports leaders and PE coordinator during lunch time. Interschool activities ran by each school in our LA cluster group and attended at least once every term. Evidence from 17/2018- Participation has steadily increased over the year with 10 children taking part in November 2017, and 18 taking part in February 2018. Year 4 attended a dance festival in February 2018 which all children enjoyed and three have since gone on to request further information about dance schools in the area.	Sport leader programme should be sustainable as the current Year 6 cohort should be able to retrain future leaders before they depart from the school. The festivals could be less sustainable due to funding of transport. This will need to be carefully considered but if we would be unable to fund this, festivals could be arranged with other schools in the local area. 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.

Sports Premium Provision 2017 -2018

6th March 2018 By juliewalker

Key achievements to date: From 2016 -2017 funding.	Areas for further improvement and baseline evidence of need:
• Improved engagement of most pupils in regular physical activity through access to a range of after-school clubs (four nights a week). • Increased participation in inter-school games before and after school, including breakfast club table tennis five mornings a week. • Using funding to upskill PE coordinator and apprentice leading to in-school training sessions to increase confidence and knowledge of most staff. • Increased participation in competitive sports and broader experiences via attending local authority festivals and competitions.	• Ensure engagement of all pupils in regular physical activity though training of sport leaders (years 4/6) offering a wide range of activities throughout the school day. • Invest in clothing and equipment to support OAA. (with support from School Council) • Continue training with staff so that all feel confident when teaching PE. (PE coordinator time out of class to assist planning and preparation) • Engage children from underrepresented groups to attend a wider range of activities. (Nurture Programme)
Meeting national curriculum requirements for swimming and water safety
What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres?	July 2017 - 46% March 2018 - 53%
What percentage of your current Year 6 cohort use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)?	July 2017 - 46% March 2018 - 53%
What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations?	July 2017 - 46% March 2018 - 53%
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

Academic Year: 2017/18		Total fund allocated: £17,640		Date Updated: March 2018
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: 18%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1)Children in EYFS to develop their agility, balance, coordination and core stability 2) To encourage active 30 by offering greater opportunities for Outdoor Adventurous Activities 3) Ensuring that all children take part in 30 minutes of physical activity a day.	TA with specialism in sport and EYFS staff to deliver ‘TOTS’ programme to improve basic movement, memory, sequencing etc. Assess the needs of the school and purchase equipment/clothing so that children can access the outdoor areas regardless of weather. E.g. a set of wellingtons. Collect data to evaluate the percentage of children which take active routes to school, the percentage that take part in an extra-curricular club, and the percentage that take part in an organized sporting activity within the community. Use pupil voice to the increase physical activity through extra-curricular opportunities	£400 training costs £2500 – grounds development including equipment and storage £200	Children in EYFS have better coordination, better listening and sitting skills and better stability. School Council have taken the suggestion to buy equipment onboard and are currently creating an audit. (March 2018) Sport leaders to circulate throughout classes to tally data and feedback to PE coordinator termly. (the next review will be March 2018) Pupil voice to create programme of activities offered at lunch time and after school.	Highly sustainable as staff are well trained. This programme is to continue until the foreseeable future. Sustainable as purchases should be reusable and long-lasting. Continue to collect data termly and use pupil voice to incorporate and engage children in physical activity.
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) Sport apprentice now qualified as a level 3 TA with specialism in sport. 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.	Apprentice 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 runs five mornings a week and has regular attendance from at least two thirds of the overall intake. Fitness/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. E.G 67% of Y4 children now attend an after school sports club compared to approximately 30% 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.
Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport				Percentage of total allocation: 23%
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 and SSP PE Meetings termly and have 1-day per term release time 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 = £2000 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. SSP and PE Network Meetings attended.	As all staff have worked alongside PE coordinator/sports apprentice they have reported to 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.
Key indicator 4: Broader experience of a range of sports and activities offered to all pupils				Percentage of total allocation: 23%
School focus with clarity on intended impact on pupils:	Actions to achieve:	Funding allocated:	Evidence and impact:	Sustainability and suggested next steps:
1) Nurture Programme to run three afternoons each week to support all areas of academic achievement for targeted children. 2) Offer a wide range of activities outside of the curriculum to all the year groups	Offer engaging small group/1-1 sessions to improve physical and emotional well-being alongside thinking and decision making. Offering before and after school activities led by staff. Offering activities within school led by sports leaders.	£3000 £1000	Boxall Profiles suggest an improvement in physical and emotional well-being as well as teamwork and cooperation. These are reviewed termly. 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.	3 members of staff have been trained in this area to ensure longevity of the programme. 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
Key indicator 5: Increased participation in competitive sport				Percentage of total allocation: 26%
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	Take part in Local Authority festival programme. Train sports leaders to run inter-school competitions. Engage in football matches with other schools from the local area.	£2100 – Service Level Agreement £1500 supply costs for teacher and TA to attend festivals. £1000 – transport to festivals	Inter-school competitions ran once every half term by sports leaders and PE coordinator during lunch time. Participation has steadily increased over the year with 10 children taking part in November 2017, and 18 taking part in February 2018. Year 4 attended a dance festival in February 2018 which all children enjoyed and three have since gone on to request further information about dance schools in the area.	Sport leader programme should be sustainable as the current Year 6 cohort should be able to retrain future leaders before they depart from the school. The festivals could be less sustainable due to funding of transport. This will need to be carefully considered but if we would be unable to fund this, festivals could be arranged with other schools in the local area.

Snow Day in Nursery

19th January 2018 By juliewalker

We have had a very wintry week this week. The children were very excited when they saw the snow and they couldn’t wait to get outside. We wrapped up warm, put on our Wellingtons and had some snowy fun! The children had a fantastic time.

Key Stage Two Results 2017

4th December 2017 By juliewalker

Results in 2017 were particularly strong in maths with progress levels that put our school in the top 12% of schools nationally!

Progress in writing was also impressive with our school finishing in the 31st centile (top 31% of all schools).

Reading progress was broadly in line with national average and this is an area we will continue to work to improve in 2017-18.

Reading

	% Achieving Expected Standard	% Achieving a 'High Score'	Average 'Scaled Score'	Progress Score
School	67	17	102	-0.4 (average for all schools)
National Average	71	25	104	0

Writing

	% Achieving Expected Standard	% Achieving a 'High Score'	Progress Score
School	71	17	1.3 (top 30% of schools)
National Average	76	18	0

Mathematics

	% Achieving Expected Standard	% Achieving a 'High Score'	Average 'Scaled Score'	Progress Score
School	88	29	105	3.2 (top 12% of schools)
National Average	75	23	104	0

English, Grammar and Punctuation Test

	% Achieving Expected Standard	% Achieving a 'High Score'	Average 'Scaled Score'
School	75	38	106
National Average	77	31	106

Percentage of Children Reaching the Expected Standards in Reading, Writing and Mathematics Combined

The table shows we were 6% above national average which shows good progress based on the starting points of this cohort.

	Expected Standard	High Score / Greater Depth
School	67	4
National Average	61	9

Key Stage One Results 2017

4th December 2017 By juliewalker

Our results were broadly average across the board but this represents good progress based on the starting point of these pupils in Early Learning Foundation Stage (EYFS).

Reading

	% Achieving Expected Standard	% Achieving a Greater Depth
School	72	14
National Average (2016)	74	25

Writing

	% Achieving Expected Standard	% Achieving a 'High Score'
School	62	7
National Average (2016)	65	13

Mathematics

	% Achieving Expected Standard	% Achieving a 'High Score'
School	72	14
National Average (2016)	73	18

Year 1 Phonics 2017

4th December 2017 By juliewalker

Outcomes for phonics remain strong and in line with national average.

	% Achieving Expected Standard
	2017	2016	2015
School	80	79	71
National Average	81	81	77

Early Years Foundation Stage 2017

4th December 2017 By juliewalker

The upward trend in percentage of children reaching a ‘Good Level of Development’ continued in 2017 due to improved outcomes in reading and writing.

	% Achieving Good Level of Development (GLD)
	2017	2016	2015
School	67	60	53
National Average	71	69	66

Year 3 Learning Journey and News – Autumn Term

10th November 2017 By juliewalker

Sculpture Week – Rainforest Animals

In our topic lessons we have been exploring about which animals live in the Amazon Rainforest. We sketched a variety of different animals, practicing our sketching techniques. Once we had decided on our chosen animal we would like to make we sketched a larger more detail version. We used clay and molded it into the animal shape using a variety of techniques. We finished by painting them and I’m sure you will agree they look like the real thing!

Year 3 Were Mummified!

Children in year 3 visited the Oriental Museum in Durham on 14th December. They travelled back in time to the land of the Pharaohs to experience what life was like thousands of years ago. Children studied the significance of mummies and mummification and were amazed when they came face to face with a 3,000 year old mummy. The class particularly enjoyed mummifying Eden and sending him to the afterlife! (Don’t worry Eden was not harmed in this activity). The class independently explored the galleries, handled collections and came to their own conclusions of life and death in Ancient Egypt.