Reporting School data and technical information

Pupil Premium Strategy

At Skellingthorpe Saint Lawrence Primary School, children’s learning is at the centre of everything we do. We are committed to ensuring all our children make the best possible progress and track the achievement of each one on a regular basis in order to make sure we are doing everything we can to enable each child to achieve their potential.
Learning in each class is supported by teachers and teaching assistants, enabling children to learn in groups of different sizes, at different times of the day, with different adults. Children of all abilities have the opportunity to work on a 1:1 basis or in a small group with an adult. In this way, we can give children extra support when they need it. We rigorously monitor the ideas and initiatives we use to make sure that they really do have a positive impact. The Pupil Premium funding has allowed us to continue and extend what we already do – monitor children’s progress and give additional support when required.

Impact Report for School Year – September 2015 to July 2016

In 2015 to 2016, schools received funding for each child registered as eligible for free school meals at any point in the last 6 years (called ‘Ever 6’). This amount was £1300 per child. Schools which had children of service personnel also receive an amount of £300 per child. The total amount received by our school was £30,360 (based on 23 ‘Ever 6’ pupils) and £1,200 (based on 3 children of service personnel) = £31,560 in total. Following evaluations of the previous year and needs of current eligible pupils, the school used its funding as outlined below (all figures are rounded up to the nearest £10). There were no children attending the school who were in the care of the Local Authority in this year.

In Year 1 moderated Teacher assessments in Reading, Writing and Maths showed all eligible pupils achieving the age-related expectations, making good progress over the year. All pupils met the expected standard in the Phonics Screening Test.

At the end of Key Stage One (Year 2), average scaled scores for this group was slightly below the average scaled scores in all areas for all pupils. Of the two pupils in this year group, one achieved Age-Related Expectations in all areas.

At the end of Key Stage Two (Year 6), the average scaled scores for this group was below the average scaled scores in all areas for all pupils. The average progress score was better for this group than the average progress score in Reading and Maths for all pupils at this school. There was very little difference with the average in Writing. Girls outperform boys, and the greatest difference is seen in Reading and Writing. This is also mirrored in data for all pupils.

In other year groups, the amount of progress made in Reading, Writing and Maths by eligible pupils was good, matching those of the peers in their class. Where eligible pupils are not yet at age related expectations, or progress was a little slower, further programmes of support and monitoring have been implemented in the new school year (2016-17). Pupils also demonstrated increased levels of participation in, for example, sporting and artistic opportunities and achievements. The school has been responsive to emotional and social needs providing 1:1 time with a trusted adult to talk through issues. This nurturing approach has resulted in pupils that are more ready to engage in their learning following, for example, break or lunchtimes and having greater levels of positive self esteem and growing confidence. The above is all evidence of our desire to ensure that all pupils are enabled and supported to achieve their full potential and make good progress.

The total figures below may exceed our Pupil Premium allocation, but this reflects the fact that non-eligible students may also benefit from some of the initiatives described. The aims and actions below are not an exhaustive list of provisions made, but a reflection of the nature of our financial expenditure to ensure that all pupils have been able to thrive during their time as a pupil at Saint Lawrence School (all figures are rounded up to the nearest £10).

AIMS / ACTIONS COST
Provide targeted 1:1 and small group tuition/support, focussing on Reading, Writing and Maths, for pupils needing to make greater progress towards age-related expectations.
Approx 40 hrs per week, spread over the year (Key Stage Two – Y3, Y4, Y5 & Y6)
Approx 25 hrs per week, spread over the year (EYFS and Key Stage One – YR & Y1, Y2)
£29,250
Provide 1:1 mentoring time to support social and emotional needs across the school. This enables all pupils to be ‘ready for learning’ and able to fully access all areas of the curriculum. Approx 20 hrs per week used flexibly across the school according to identified need on a day-to-day basis. £9,000
Support for school visits (particularly of a residential nature) or visitors. This enables all pupils to have access to visits in order to enrich their curriculum and remove the potential cost barrier. £510
Support for music lessons, tuition books and, where appropriate, examination fees. This enables all pupils to have access to a rich, broad and balanced curriculum and remove the potential cost barrier. £50

 

Intended Plans for School Year – September 2016 to July 2017

Funding for 2016-17 is based on £1,320 for each child registered as eligible for
free school meals at any point in the last 6 years (Ever 6). Schools which had children of service personnel also receive an amount of £300 per child. The total amount received by our school is £25,080 (based on 25 ‘Ever 6’ pupils) and £1500 (based on 5 children of service personnel) = £26,580 in total. Following evaluations of the previous year and needs of current eligible pupils, the school initially plans to use its funding as outlined below (all figures are rounded up to the nearest £10).

AIMS / ACTIONS COST
Providing targeted 1:1 and small group tuition/support, focusing on Reading, Writing and Maths, for pupils needing to make greater progress towards age-related expectations.
Approx 40 hrs per week, spread over the year (Key Stage Two – Y3, Y4, Y5 & Y6)
Approx 25 hrs per week, spread over the year (EYFS and Key Stage One – YR, Y1 & Y2)
£27,540
Providing 1:1 learning mentor time to support social and emotional needs across the school. This enables all pupils to be ‘ready for learning’ and able to fully access all areas of the curriculum. Approx 20 hrs per week used flexibly across the school according to identified need on a day-to-day basis. £9,000
Resources to support a development of or sustained progress in reading, including home reading resources. £3,000
Support for school visits (particularly of a residential nature) or visitors. This enables all pupils to have access to visits in order to enrich their curriculum and remove the potential cost barrier. £500
Support for music lessons, tuition books and, where appropriate, examination fees. This enables all pupils to have access to a rich, broad and balanced curriculum and remove the potential cost barrier. £150

Sports Day

PE & Sport Premium Strategy

The staff and governors of Skellingthorpe Saint Lawrence School appreciate the contribution that PE and sports play in the health and well-being of our pupils. We also believe that this is part of the broad and balanced curriculum which we offer for all children. In order to fulfil our goals, our school is able to ensure pupils have access to two hours each week of quality sports provision as part of lessons and extra-curricular activities.
The government has provided funding known as the Sports Premium to enable all schools to ensure their sporting provision and opportunities are of the highest quality. Each school receives a block allocation along with an amount per pupil in school. This money can only be spent on sport and PE provision in schools.
Following the successful use of some of this funding for specialist sports professional development, this led to an improvement in confidence and the quality of PE teaching and learning for all members of staff (including support staff).

Impact Report for School Year – September 2015 to July 2016

The school received an amount of £8,770 for this school year. Following evaluations completed by the Senior Leadership Team alongside the Sports Curriculum Leader, the following proposals were made to the governing body:

ACTION APPROX. COST INTENDED IMPACT
Contribution to the cost of continuing to employ the sports specialist teaching assistant who also provides structured sport activities on a daily basis at lunchtime. £5,430
  • Children’s participation and progress in PE and sport continues to improve.
  • The range of provided extra-curricular activities is responsive to pupil need and ideas.
  • Children are able to utilise their developed skills in inter-school competitions.
Specialist sports coach to work with all pupils over the course of the year. Hockey coaches to work with pupils over the Autumn term. Badminton coach to work with pupils over the Spring term (January-February). £3,340
  • A greater number of staff developing their skills in the delivery of effective PE and sport opportunities.
  • Specialist skills developed through coach.
  • Signposting to local clubs opportunities.

Intended Plans for School Year – September 2016 to July 2017

Awaiting finalisation of exact figures, the school expects to receive in the region of £8,770 for this period. Further to evaluations of the previous year and needs of the school, the following is planned:

ACTION APPROX. COST INTENDED IMPACT
Contribution to the cost of employing a sports lunchtime playworker who also provides structured sport activities on a daily basis at lunchtime. £4,950
  • Children’s participation and progress in PE and sport continues to improve.
  • The range of provided extra-curricular is responsive to pupil need and ideas.
  • Children are able to utilise their developed skills in inter-school competitions.
Specialist sports coach to work with all pupils over the course of the year. Hockey coaches to work with pupils over the Autumn term. Badminton coach to work with pupils over the Spring term (January-February). £2,850
  • A greater number of staff developing their skills in the delivery of effective PE and sport opportunities.
  • Specialist skills developed through coach.
  • Signposting to local clubs opportunities.
Resources to support continued high quality provision. £970 Quality resources support high quality provision.

Performance data

The National Curriculum tests at the end of Key Stage 2 (often referred to as SATs) are administered in Mathematics, English Reading and English Grammar, Punctuation and Spelling.

Children completed a number of different tests and from the raw score achieved in the test, a scaled score of between 80 and 120 is given. Pupils achieving a scaled score of 100 or more are said to be ‘Secondary ready’ or working at the Age Related Expectation (ARE). The average scaled score for this group of children for 2017 was 106 in Reading and in Maths. For Grammar, Punctuation and Spelling this was 108.

Schools have been provided with the National Data – i.e. the percentage of children achieving Age Related Expectations across the whole country and this is provided below.

Category Saint Lawrence School National Data
National Standard in Reading, Maths and Writing 78% 61%
National Standard in Grammar/Punctuation/Spelling 89% 77%
National Standard in Reading 78% 71%
National Standard in Maths 78% 75%
National Standard in Writing (Teacher Assessed) 78% 76%

The percentage of children achieving a scaled score of over 110 (known as a “High Score”):

Category

Saint Lawrence School

National Data
Reading 33% 26%
Grammar/Punctuation/Spelling 44% 31%
Maths 39% 23%
Writing 28% 18%


Each child (of the 18 in this cohort) represents approximately 5%. Average progress scores in reading, writing and maths are not yet available and we will update our website as soon as those is provided to the school.
Figures Show:
• We are above the National average of children reaching the required standard in Reading, Writing and Maths combined.
• We are above the National average for children reaching the National Standard [NS] in all of the four assessed areas (Reading, Maths, Grammar/Punctuation/Spelling [GPS] and Writing)
• We are above the National average for pupils achieving a ‘greater depth’ score in Writing.
• We are above the National average for pupils achieving a high score in Reading, Grammar/Punctuation/Spelling [GPS] and Maths.

Performance data is available from this link.

Reports

Ofsted reports are available from this link and our most recent one is published below.