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

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

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

The percentage of pupils achieving a good level of development (GLD) was 65%. Whilst this was just below national average of 72% there were still some very positive outcomes: –

• 27% of pupils exceeded national expectations for reading compared to 19% nationally
• 27% of pupils exceeded national expectations for writing compared to only 11% nationally.

		% Achieving Good Level of Development (GLD)
	2018/19	2017/18	2016/17	2015/16
School	65	67	60	53
National Average	72	71	69	66

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.

Caretaker Vacancy – Part-time Job title * Caretaker Grade * 2 10-13 Salary Range * FTE £15,613- £16,491 pro rata Actual for 15 hours £6,329.60 – £6,685.54 Contract Type * Permanent Start date * 11.12.2017 Hours per week / Working pattern * 15 hours per week to be worked Thursday and Friday Part Time Term time only? * NO Is a DBS Check required? * YES Essential Qualifications *   No essential qualifications are required for this role but general practical skills and maintenance skills are necessary. Closing date (should be at least 7 days) * Monday 30th October 2017 Interview date Tuesday 7th November 2017 Contact for application packs * Julie Walker School Business Manager – willington@durhamlearing.net or 01388 746414 option 1 Contact for information about the post * Julie Walker School Business Manager – willington@durhamlearing.net or 01388 746414 option 1 Willington Primary School are seeking to appoint an enthusiastic, conscientious and self-motivated person to join our busy premises team.  They will provide a key role, along with our current caretaker in maintaining our school site, to ensure a welcoming and safe environment for the whole school community. Duties will include: – Lock and unlock the school and carry out security checks on the building – Carry out and record statutory checks and help maintain Health and Safety records – Maintenance of property and grounds to a high standard including liaising with contractors and supervising cleaning staff – Monitor site stock and order supplies – Undertake the range of handyperson duties (i.e. those not requiring a qualified craftsperson) – Willingness to attend training courses including Health and Safety – Be prepared to be flexible, on occasions to cover absence, stay beyond designated finishing time etc Previous experience not necessary as training will be provided. The successful candidate will be required to act as a key holder and respond to occasional security call outs. Visits to the school are welcome. Please contact Julie Walker, School Business Manager on 01388 746414 option 1 to arrange.

Nursery AM	8:45am to 11:45am
Nursery PM	12:20pm to 3:20pm
Nursery Full Day	9:00am to 3:00pm
Reception Class	9:00am to 3:00pm Lunchtime 11:45am to 12:45pm
Year 1 and 2	9:00am to 3:05pm Break time 10:30am to 10:45am Lunchtime 12:00pm to 12:45pm
Year 3,4,5 and 6	9:00am to 3:10pm Break time 10:30am to 10:45am Lunchtime 12:15pm to 1:00pm

Registration and lessons begin at 9:00am.  To enable a prompt start each day younger children will be met by their class teacher between 8:55 and 9:00am on the upper playground. Key Stage 2 children should enter school via the lower playground entrance when the bell sounds at 9:00am and their teacher  will be waiting in the classroom with some early morning learning for the children to start immediately.  Older children can be left in the playground from 8:50am, but not earlier please, as they are not supervised until that time.  The doors to the school will be closed promptly at 9:00am.

If you arrive late to school please go directly to the school office where your child’s mark and reason for lateness will be recorded.

We are always pleased to see parents/carers if there is a problem but would request that children are not accompanied into the building when they arrive. Please visit our school office where Mrs Garbutt and Mrs Exton will be happy to help.

At the end of the day children in Nursery and reception class can be collected directly from the nursery entrance. Year 1 and 2 classes will be brought  to the upper playground for collection by their class teacher. Year 3 to 6 classes will leave via the key stage 2 entrance on the lower playground. Children should be picked up promptly. Any children not collected on time will be taken to the school office.

In key stage 2 we permit children to walk home alone, with written permission from parents or carers. All other children will only be permitted to leave school with an adult known to the teacher. If you arrange for someone different to collect your child please inform the class teacher or ring the school office.

It is expected that schools will see an improvement against the following 5 key indicators:

• The engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles.
• The profile of PE and sport being raised across the school as a tool for a whole school improvement.
• Increased confidence, knowledge and skills of all staff in teaching PE and sport.
• Broader experience of a range of sports and activities offered to all pupils. 
• Increased participation in competitive sport. 

For the academic year 2017 – 2018, Willington Primary School will receive an estimated £17,640 in Sport Premium funding.  It will be used in the following ways:

Specific Objectives What we want to do	Strategies What we are going to do to achieve objectives	Signs of success/impact When we have achieved our objective(s) we should see ....	Linked to key indicator number
Increase profile of PE throughout the school.	Sports apprentice now qualified as a level 3 TA with specialism in sport.	Assessment of PE shows that all objectives are being covered. - Assessment shows that more able and talented pupils are suitably challenged in PE sessions. - Pupil voice tells us that children enjoy PE and are gaining an understanding of a healthy lifestyle.	1,2
Improve participation for underrepresented groups.	Gather participation pattern information and devise strategies to target underrepresented groups. Sports apprentice to look at non-mainstream sports/activities that may appeal to these groups.	Increased participation levels among identified groups.	1,4
Children to gain a greater experience and understanding of competition gameplay and rules.	Monitor participation so that a greater range of KS2 children to attend various competitions throughout the year. PE sessions to fit in to the festival calendar as much as possible.	More children involved in competitive sport. Try to increase participation with a broader range of children attending.	1,2,5
All children learn and improve their skills through consistently high quality PE lessons across the whole curriculum.	Second year sports apprentice employed in school 4 days a week to support PE sessions. Subject leader has the opportunity to observe PE lessons throughout the year alongside PE advisor.	Children are active in PE lessons and they are confident in what they are learning. They feel that they are learning and gaining new skills. Teachers are more confident delivering PE. Improved levels of progress within schemes of learning and through key stages.	1,2,3,4
Children in EYFS to develop their agility, balance and coordination, and core stability.	Sports apprentice and EYFS staff to deliver 'TOTS' programme to improve basic movement, memory, sequencing etc.	Children in EYFS have better coordination, better listening and sitting skills and better stability.	1,4
Enhance provision in terms of access to equipment at break / lunchtimes.	Use pupil voice to develop play equipment/activities on offer at break/lunch times.	Reduction in incidents of inappropriate behaviour as pupils engage in a range of activities.	1,4
Develop pupil leadership, to enable upper KS2 to lead L1 (within school) events - consider accrediting through 'Sports Leaders UK'.	Sports leader training for year 5/6 pupils. Sports apprentice to mentor and support sports leaders.	Increased confidence and engagement in sport and learning to win and lose well in a competitive context. Learning through defeat how to improve future performances. Improve confidence to participate in front of audience with peers.	1,4,5
Children are confident and safe in water.	Year 4 will receive swimming lessons in one week blocks throughout the autumn and spring term.	Children are confident in water and can swim at least 25 meters. Children who cannot swim 25 meters will be given extra swimming time.	1,4
Children understand more about healthy eating and how to prepare their own food.	- All KS2 children to be educated on how to lead a healthy and active lifestyle. KS2 children to learn how to prepare a variety of recipes. -After school clubs on Tuesdays and Thursdays will focus on a healthy lifestyle through circuit training followed by making smoothies from different fruits each week.	Children can explain what they should be eating as part of a healthy diet and are able to prepare simple meals or snacks for themselves. Children will have an awareness of the effect of exercise on the body as well as the concept of 'fitness'.	1
Summary of proposed expenditure for 2017/2018
Activity / Strategy			Cost
Package of support from Local Authority - PE advisor visits, festival programme, Continuous Professional Development.			£2,660
Promotion of sports apprentice to TA with sports specialism			£5,000
Sports leader training			£800
Swimming SLA			£2,695
New equipment for sports leaders and through pupil voice findings.			£1,000
Table tennis equipment (match funding)			£600
Transport to festivals and cover for staff			£2,000
Total estimated spend			£14,755

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 2017 – 2018, Willington Primary School will receive an estimated £148, 380 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
	2017	2016	2015
% PP pupils achieving GLD	58	36	42
% PP pupils achieving expected in Reading	67	45	50
% pupils achieving expected in Writing	58	36	42
% PP pupils achieving expected in Maths	67	55	58

• EYFS data shows the percentage of disadvantaged children reaching GLD has increased by 16% from 2015 to 2017.

Performance of Disadvantaged Pupils at Phonic Check
	2017	2016	2015
% PP pupils achieving phonic standard Year 1	62	69	40
% PP pupils achieving phonic standard Year 2	75	83	83

• The percentage of disadvantaged pupils reaching the required phonic standard has risen from 40% in 2015 to 62% in 2017.
• Whilst the % of Y2 disadvantaged resit pupils dropped from 83 to 75 this was due to 1 child out of a small cohort of 4 not reaching the standard.

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

For the 2017 Y2 cohort:

• 62% reached expected standard in reading – an increase of 12% over the 50% achieving GLD at the end of EYFS.
• 46% reached expected writing compared to 42% in reception – this is a focus area of 2017-18
• 54% reached expected in maths. This is lower than the 58% at the end of EYFS due to a high attaining child moving from the area part way through year 2.

Performance of Disadvantaged Pupils at end of KS2
	2017	2016
% PP pupils achieving expected standard and above in Reading	53	47
% PP pupils achieving expected standard and above in Writing	59	71
% PP pupils achieving expected standard and above in Maths	82	59
% PP pupils achieving expected standard and above in R,W and M	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 has risen from 35% in 2016 to 53% in 2017.

KS1 - 2 Value Added for Disadvantaged Pupils
	2017	2016
VA Reading	-1.2	-1.2
VA Writing	0.2	0.5
VA Maths	2.7	-0.3

• The value added figure for maths in 2017 is significantly above national for 2016.
• Maths and writing VA have been above national for the last two years but reading, whilst not significantly below national, remains a priority area for 2017.

2017 Attainment
	All Pupils (School)	PP Children (School)	Non-PP Children (School)	All Pupils (National Average)	PP Children (National Average)	Non-PP Children (National Average)
% at GLD Reception	21 pupils 67%	12 pupils 58%	9 pupils 78%	70.7%	54%	72%
% at expected standard for Y1 phonics	30 pupils 80%	13 pupils 62%	17 pupils 94%	81.2%	78%	83%
% achieving Exp+ in Reading KS1	29 pupils 72%	13 pupils 62%	16 pupils 81%	75.5%	60%	77%
% achieving Exp+ in Writing KS1	29 pupils 62%	13 pupils 46%	16 pupils 75%	68.2%	50%	68%
% achieving Exp+ in Maths KS1	29 pupils 72%	13 pupils 54%	16 pupils 88%	75.2%	58%	75%
% achieving R, W+M combined Exp KS2	24 pupils 67%	17 pupils 53%	7 pupils 100%	61%	n/a	67%
% achieving Reading Exp KS2	24 pupils 67%	17 pupils 53%	7 pupils 100%	71%	59.8%	76.7%
% achieving Writing Exp KS2	24 pupils 71%	17 pupils 59%	7 pupils 100%	76%	66%	81%
% achieving Maths Exp KS2	24 pupils 88%	17 pupils 82%	7 pupils 100%	75%	63.3%	80.1%

Barriers to Future Attainment in-school

A	Many children enter reception with low levels of speech, language and social development.
B	Phonics check - 32% fewer PP children met phonic standard than non-PP children.
C	Reading attainment at KS1 was lower for PP than Non PP.
D	Writing attainment at KS1 and KS2 was lower for PP than Non PP.
E	Maths attainment at KS1 was lower for PP than Non PP.
F	Reading attainment at KS2 was lower for PP than Non PP.
G	High percentage of PP children experiencing social and emotional barriers to learning.
H	High levels of deprivation in the catchment limits children's opportunities to access experiences that enhance their vocabulary and creativity.
I	Percentage of PP children recorded as persistent absentees is higher than Non PP.
J	Children do not have sufficient access to positive male role models.
K	Many children do not get off to the best start to a day due to chaotic households and poor routines.

Desired Outcomes, Strategies and Rationale

Desired Outcome		Strategy	Rationale for Chosen Strategy	Cost	Impact
A	Improve levels of speech, language and social development in Reception class. Continue to narrow gap between proportions of PP and non PP children achieving GLD. Aim is for percentage of PP children achieving GLD to increase from 36% to 58%.	Additional TA in class in order to release experienced TA to run small group interventions such as Speech and Language etc.	EEF teaching and learning toolkit - review of evidence of impact of oral language interventions. Moderate impact based on extensive evidence (+5)	£20,000	56% of disadvantaged pupils reached GLD
B	Aim for 80%+ in year 1 Phonics. Aim to increase % of disadvantaged pupils achieving phonic standard from 62% in 2017 to 70% in 2018.	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)	£16,000	83% of pupils met the phonic standard - 3% above target. 83% of our disadvantaged pupils reached the standard - exceeding our target by 10%!
C	Higher + of PP children achieving Exp+ in KS1 Reading	Additional TA in class during morning sessions in order for smaller RWInc. groups to run. Purchase of new home-readers for pupils in Rec and Y1 unable to access existing materials.	EEF teaching and learning toolkit - review of evidence of impact of reading comprehension strategies: Moderate impact based on extensive evidence (+5)	£12,000	Percentage of PP children at expected rose from 62% to 69%.
D	Higher % of PP children achieving Exp+ in KS1 and KS2 Writing	Participation in collaborative 'Primary Writing Project' with 6 other schools across authority.	Research from schools where PWP is embedded shows that the achievement gap is closing due to the emphasis on quality feedback, collaboration and meta cognition.	£6,000 (training costs and TA time for additional morning group).	KS1 PP increased from 46% in 2017 to 54% in 2018. KS2 PP increased from 59% to 63%
E	Higher % of PP children achieving Exp+ in KS1 maths	Additional teacher to support in KS1 maths 5 sessions per week. This will increase the capacity to provide quality feedback to the pupils during the lesson - correcting and moving pupils learning on more rapidly.	EEF teaching and learning toolkit - review of evidence of impact of high quality additional adult feedback. High impact for very low cost based moderate evidence (+8)	£8,000	The percentage of PP pupils remained the same as 2017 at 54%. Staff absence affected progress rates initially. The provision to enable quality feedback enabled pupils to catch up in the final term.
F	Improved attitudes and confidence to reading. Improved attainment in reading with an increased % of PP children achieving Exp+ in KS2 reading	Renew Accelerated Reader Licence and purchase a greater range of books (non-fiction gap to be filled).	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.	£2,300 Licence and £2,850 books.	Percentage of PP pupils reaching expected increased from 62% in 2017 to 69% in 2018
G	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' make the same level of progress as those identified as 'low need' children.	Nurture group in place 3 afternoons per week run by two TA's - 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 2017/18 academic year and feel this is due to the social and emotional support which we now provide.	£20,000	Boxall profile outcomes show important gains in key areas of pupils' development that will enable them to play a more active role in school life and the curriculum. There were no fixed term exclusions in the academic year 2017/18.
H	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.		£10,000	Over 30 experiences / visits were facilitated - this is helping to increase their life experience, general knowledge, vocabulary and aspirations.
I	The % of FSM children recorded as a persistent absentee will reduce. Our aim for 2017-2018 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 2016-17 increased to 96.5%.) PSA involvement enables a more supportive approach to parents in tackling poor attendance.	£14,000	The percentage of PP pupils recorded as persistant absentees reduced by 2.81% in 2017 to 1.8% in 2018.
J	Fewer incidents of aggression during lunchtimes. More effective delivery of high quality PE sessions with Mr Littlefair leading on sessions. Increased participation of children at level 3&4 on pyramid of need assessment.	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. Work with PE co-ordinator to organise teams for sports festivals, ensuring Pupil Premium children are targated.	Mr Littlefair joined as a sports apprentice and is very popular with pupils throughout the school. He has already had a positive impact on lunchtime behaviour through the facilitation of games and now runs clubs before and after school.	£18,000	Lunchtime behaviour is good and there is no longer a need for a detention system. School took part in 6 festivals in 2017/18 compared to 3 the previous year. In addition Mr Littlefair runs 2 fitness clubs for KS2 pupils involving 50 children.
K	Vulnerable children starting the day with a positive experience. More PP children attending after school clubs.	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. Target PP children to attend after school clubs.	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.	£3,500	Breakfast club now has between 35 and 50 children compared to averaging around 20 in 2016/17. The addition of a table tennis club before school has helped attendance and improved co-ordination / motor skills.