Owlsmoor Primary School Pupil Premium Statement Pupil premium strategy statement 1. Summary information School

Owlsmoor Primary School

Academic Year

2016/17

Total PP budget (based on census data January 2016) FSM Service children Post LAC nos

Total number of pupils (September 2016)

559 (excluding non-statutory age pupils)

74 11 2

Number of pupils eligible for PP for 2016/17

£104780.00

Date of most recent PP Review

September 2016

Date for next internal review of this strategy

Jan 2017

£97,680

£3300 £3800 87 (77 FSM, 8 Service, 2 LAC)

2. Current attainment (2016 KS2 SATS result) Number and % of PP pupils attaining at or above ARE

School result

National

PP Attainment in reading

4/12

33%

77%

66%

PP Attainment in writing

6/12

50%

79%

73%

PP Attainment in maths

5/12

42%

66%

70%

80%

72%

PP Attainment in Spag 3. Barriers to future attainment (for pupils eligible for PP, including high ability) In-school barriers (issues to be addressed in school, such as poor oral language skills) A.

Low starting points on entry to school in EYFS

B.

SEN – 29% of PP and service children are SEN (Sept 16)

September 2016

6/12

50%

External barriers (issues which also require action outside school, such as low attendance rates) C.

Parental Support

D.

Attendance

4. Desired outcomes Desired outcomes and how they will be measured

Success criteria

A.

PP chdn with low starting points on entry to school make accelerated progress in EYFS in order to diminish the difference between the attainment of them and their peers

Children with low starting points on entry to school are identified early through analysis of baseline assessment results. Alongside quality teaching, an effective programme of interventions is established in EYFS for targeted children in targeted areas. PP children make accelerated progress towards achieving GLD at the end of EYFS. The difference between the attainment of PP and non PP children is diminishing (from comparison of baseline data and end of EYFS data).

B.

Children who are SEN, as well as PP, are making progress from their starting points

As a result of high quality teaching, SENCO support and high impact interventions, PP children with SEN needs make increased progress. PP children who have no additional barriers to learning (i.e. SEN) are making progress in line with their non PP, non-SEN peers.

C.

Parents of PP children support their child’s learning at home to enhance their progress

Class teachers are routinely monitoring the frequency of reading/ completion of homework and following up with parents where support at home is lacking. As a result of this dialogue, PP children are reading regularly at home and are completing their homework and this is having a positive impact on their progress/ attainment. Additional provision for this within school is offered where parental support remains an issue (e.g. through additional reading with tchr/TA, homework clubs etc) to ensure all children have fair access to this support and that their progress isn’t hindered.

D.

Maintain and improve PP attendance

Attendance of PP children is closely monitored by the school office, who routinely follow up on any absences and refer any concerns (e.g. prolonged absence, persistent absence) to SLT for additional follow up. PP attendance is in line with the attendance of non PP pupils

September 2016

5. Planned expenditure Academic year

2016/17

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. i. Quality of teaching for all Desired outcome

Chdn with low starting points on entry to school make accelerated progress in EYFS in order to diminish the difference between the attainment of them and their peers

September 2016

Chosen action / approach

What is the evidence and rationale for this choice?

Quality first teaching Early interventions for maths, reading, handwriting, phonics, SALT and social skills groups.

If the attainment gap is diminished during EYFS, PP children will have a solid foundation from which they can make good progress in KS1 - rather than allowing the attainment gap to continue to grow.

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Quality teaching: Good to outstanding lessons; developmental feedback/marking; PP ‘check in’s’ during learning time; enriched curriculum including school trips. 1:1 support and small group support. High impact interventions with robust monitoring and evaluations. Ongoing teacher assessment of PP children and their progress, as well as half-termly ‘pupil progress meetings’, to review interventions and their impact, and to adapt provision in light of progress data.

PP champion Staff

January 2017

EYFS Manager

ii. Targeted support Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve progress/ attainment for all PP chdn, with a particular focus on PP with SEN

Class teachers to closely monitor the progress of this group (PP/SEN) within their class and tailor provision/ interventions as required to maximise progress.

PP children with SEN have more barriers to learning than those who are PP but non-SEN. Data shows this group as a whole are making slower progress as a result of these barriers. Therefore, the implementation of additional provision should support this group of children in increasing their rate of progress, thus diminishing the difference between the attainment of them and their peers.

Class teachers to have intervention timetables in place. Through ongoing assessment and pupil progress meetings (led by SLT), the progress of this group of children will be closely monitored and the provision in place will be tailored as required to maximise progress. Class teachers should enlist the support of the SENCO as required to ensure that SEN children are having their needs well catered for.

PP champion SENCO Computing leader

January 2017

Booster groups in y6, particular focus on PP chdn. Programme of intervention groups in each year group run by teachers/ support staff. SENCO to support with advising teachers about best practice/ different interventions available. FSA To establish social skills group

Tracking and monitoring of the blogging. Encourage SEN PP and PP to blog (e.g. establishing a school blogging club).

Blogging encourages ICT based literacy writing and has been shown to have a positive impact on progress. This opportunity encourages those who find writing a challenge to utilise, and consequently improve, their Literacy skills.

Blogging

iii. Other approaches Desired outcome

Chosen action/approach

What is the evidence and rationale How will you ensure it is for this choice? implemented well?

Staff lead

When will you review implementation?

Parents of PP children support their progress at home

Ensure that all parents are aware of school expectations with regard to reading at home and completing hwk. Class teacher to monitor and to follow up as necessary. School to also offer additional support (e.g. reading/ homework clubs, 1-1 reading time with tchr/TA) for children who do not have this support at home.

A school expectation is that children will read at least 4x weekly, and that they will complete weekly maths/ English/ spelling/ times table homework. This is to support inschool learning and to ensure children are making good progress through reinforcement at home. If this does not happen, then some children will be at a disadvantage and their progress may be hindered. Ensuring children are receiving this support, and following up/ offering additional provision where it is not, will help to ensure PP chdn are making good progress.

Class teachers PP champion SENCO / FSA

January 2017

September 2016

Class teacher to monitor reading/ hwk and follow-up with parents. FSA/SLT involvement where required to encourage parental support. School provision for hwk / reading clubs etc to continue.

Increase parental engagement with school with SENCO and FSA support, as well as offering monthly parent forums and encouraging all parents to attend Parents’ Evening. Maintain and improve PP attendance so that it is line with non PP children

First day response provision. SLT follow up/ EWO referrals. Regular analysis of PP attendance

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

Attendance of PP children will be closely monitored by the school office, who will routinely follow up on any absences and refer any concerns (e.g. prolonged absence, persistent absence) to SLT for additional follow up. Headteacher will liaise with EWO as necessary. PP attendance as a whole will be closely monitored to analyse how this compares to with the attendance of non PP pupils

Pupil Premium Coordinator

January 2017

B.

FSM Subsidy

Improve nutrition and concentration levels.

Healthy balanced meals Healthy drink at snack time

Encourage PP children to sign up to cool milk.

PP champion Cool Milk

January 2017

C.

Sundry

Breakfast club After school clubs with fees School trips

Additional learning opportunities, such as school trips and extra-curricular clubs, can benefit children’s progress, encourage positive attitudes, nurture their interests/ talents and contribute towards their overall development. All children should have the opportunity to participate in these activities/ experiences.

Ensure parents/ children are aware of these opportunities and school to pay for them so that PP chdn are able to participate.

PP champion

January 2017

Total Budgeted Cost

September 2016

Teachers £40244 Supply £9000 Support Staff £25475 Sports coach £ 3990 School Trips £ 5150 FSA £5569 Blogging £600 FSM £ 12916 Free milk £ 1580 Sundry £256

6. Review of expenditure Previous Academic Year

2015/16

i. Quality of teaching for all Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

Quality First teaching to ensure PP chdn make good progress

Quality first teaching included: Good to outstanding lessons; PP books marked first; PP children checked in on during lessons; PP intervention groups which were tracked and monitored; PP booster groups; Sports Coach to develop gross and fine motor skills; Enrichment of the curriculum; 1:1 support and small group support in lessons; Reading, writing, phonics intervention delivered to clearly identified small groups or individual children throughout the school; close monitoring of the quality of teaching from SLT.

Quality first teaching does impact all children’s learning.

Will continue with all the approaches listed as they had a direct impact on progress and attainment for PP chdn.

Teachers: £29430

September 2016

PP champion and class teachers monitored intervention groups – they had a positive impact on progress. PP books were marked first and children were checked in on during lesson time. Books showed that this had an immediate impact on the children’s learning as misconceptions/ errors were corrected early and/or the chdn were provided with next steps to move their learning forwards. Sports Coach intervention group develops fine/gross motor skills and had a positive impact on pupils’ physical control and handwriting etc. Small group teaching of phonics, plus additional interventions, for PP chdn saw an improvement in results.

PP chdn without SEN make significantly more progress than PP chdn with SEN - provision for PP SEN chdn will form a focus for the forthcoming yea, as they have additional barriers to learning which may require additional provision.

Supply: £10080.58 Sport Coach: £1960 Support Staff: £31042

School Trips (including year 6 residential)

Clubs and school trips paid by PP funding.

School trips Brass Clubs (Zumba Football)

Children have been able to make the most of out-ofschool learning opportunities through attending trips. They have also had the opportunity to nurture their own interests and talents though participating in extracurricular activities such as clubs and music lessons.

£5133 We will continue implementing the approach and monitoring pupil response.

Pupil conferencing revealed that children were positive about the clubs and school trips. Staff also believe it has positively affected the attitudes of students – E.G. More engagement in lessons, raised confidence and selfesteem, and felt this strategy is having a positive impact on children’s progress. Many parents were also positive about this approach.

Morning club

PP chdn were invited to attend morning club

Calmer start to the day. Children have time to connect with different age groups, thus developing their social skills. Children have a healthy breakfast and are ready for lessons at the start the day. Children are coming into school more ready to learn and we are seeing positive impacts in classroom behaviour and self-esteem. Enabling early drop off for working parents. Attendance and punctuality have improved. Children were positive about the club and staff believe it has positively affected attitudes of students.

September 2016

We will continue implementing the approach and monitoring pupil response.

£476

FSM Subsidy

FSM

Milk

Milk supplied to all PP children who want it. Orders made through Cool milk.

Children are provided with a Healthy meal during the day. This improves concentration and nutrition.

Boost concentration levels and children are ready to start

To continue.

£13062

Children were positive about the milk and staff believe it has affected attitudes of students.

£233.00

learning straight from playtimes. Improve nutrition and encourage healthy diets.

We will continue implementing the approach and monitoring pupil response. We will continue to use Cool Milk

Blogging

September 2016

Each class were allocated a blogging page and chdn were taught how to blog. They were invited to blog from home as well as at school.

This project provided an opportunity to improve progress in writing and children’s attitudes to learning through Blogging and Web2.0 tools.

Pupil conferencing showed that children had a positive attitude to their class blog. Some parents supported at home, many blogged by themselves. KS2 children responded to teachers and peer challenges and some uploaded extended pieces of writing that were of a good quality. KS1 children responded to own learning, sharing own thoughts and personal recounts.

£6550

FSA

Counselling sessions

This opportunity supported children with specific or emotional support with the Family Support Adviser.

Play groups Children were offered counselling sessions and boost self-esteem.Play group sessions were planned during playtimes and were led by FSA and TA.

Many chdn with social/ emotional difficulties received support from the FSA that had a positive impact on their self-esteem and wellbeing, and this meant that they more ready to learn.

£5398

Some chdn made improvements with their social skills as a result of the play group; however, due to issues with building work, the play group was not able to run consistently and this will be a priority for next year in order for this intervention to have more impact.

Pupil progress meetings

Enables impact of interventions to be evaluated Use the whole school tracking grids

Staff have participated in regular pupil progress meetings, led by SLT. This has helped to track children, monitor their progress and adapt provision to support chdn in making good progress. See data below for diminishing the difference.

September 2016

Approach to continue.

None

Progress tracking in writing Summer 2 data 2016 Year 1 No. in cohort 89 (10 PP) (3 PP with SEN) (8 SEN) End of EYFS data

No of pupils

No KS1 data Emerging Expected Exceeding Total (%) Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%) *3 new children

2 23 47 17 89* (100) 79 (88) 11 (12) 8 (73) 74 (94) 3 (27) 5 (6)

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

4 0 0 4 2 2 0 0 2 2

1 12 3 0 16 14 2 2 13 0 1

1 7 30 1 39 35 4 3 33 1 2

14 16 30 27 3 3 27 0 0

Year 2 No. in cohort 82 (7 PP) (3 PP with SEN) (13 SEN) End of EYFS data

No of pupils

No KS1 data Emerging Expected Exceeding Total Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%)

2 25 34 21 82 75 (91) 7 (9) 4 (57) 65 (87) 3 (43) 10 (9)

September 2016

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

3 0 0 3 2 1 0 0 1 2

1 12 2 0 15 12 3 1 7 2 5

1 10 29 2 42 39 3 3 38 0 1

0 3 19 22 22 0 0 20 0 2

Year 3 No. in cohort 89 (11 PP) (7 PP with SEN) (17 SEN) End of KS1 data

No of pupils

No KS1 data W L1 2c 2b 2a 3 Total Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%)

1 0 11 13 26 23 15 89 78 (88) 11 (12) 4 (36) 68 (87) 7 (64) 10 (13)

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

0 6 4 0 0 0 10 9 (12) 1 (9) 0 5 (7) 1 (14) 4 (40)

1 0 5 8 6 0 0 20 12 (15) 8 (73) 3 (75) 10 15) 5 (71) 2 (20)

0 0 1 20 22 9 52 50 (64) 2 (18) 1 (25) 46 (68) 1 (14) 4 (40)

0 0 0 0 1 6 7 7 (9) 0 0 7 (10) 0 0

Year 4 No. in cohort 75 (17 PP) (6 PP with SEN) (22 SEN) End of KS1 data

No of pupils

No KS1 data W L1 2c 2b 2a 3 Total Non PP (%) PP (%)

1 0 10 13 19 19 12 75* 58 (77) 17 (23)

September 2016

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

0 6 4 0 0 0 10 8 (14) 3 (18)

0 4 4 3 0 0 11 6 (10) 5 (29)

1 0 0 5 15 12 5 38 31 (53) 7 (41)

0 0 0 1 7 7 15 13 (22) 2 (12)

PP (no SEN) (%) 11 (65) Non PP (no SEN) (%) 42 (72) PP (with SEN) (%) 6 (35) Non PP (with SEN) (%) 16 (28) *One child has been disapplied Four new children in the year group

0 0 3 (50) 8 (50)

2 (18) 4 (10) 3 (50) 2 (13)

7 (64) 27 (64) 0 4 (25)

2 (18) 11 (26) 0 2 (13)

Year 5 No. in cohort 71 (13 PP) (3 PP with SEN) (13 SEN) End of KS1 data

No of pupils

No KS1 data W L1 2c 2b 2a 3 Total Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%)

1 0 8 19 14 16 13 71 58 (82) 13 (18) 10 (77) 48 (83) 3 (23) 10 (17)

September 2016

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

0 4 0 0 0 0 4 3 (5) 1 (8) 0 0 1 (33) 3 (30)

1 0 4 10 1 0 0 16 13 (22) 3 (23) 3 (30) 8 (17) 0 5 (50)

0 0 9 12 13 5 39 32 (55) 7 (54) 6 (60) 30 (63) 1 (33) 2 (20)

0 0 0 1 3 8 12 10 (17) 2 (15) 1 (10) 10 (21) 1 (33) 0

Progress tracking in maths Summer 2 data 2016 Year 1 No. in cohort 89 (10 PP) (3 PP with SEN) (8 SEN) End of EYFS data

No of pupils

No KS1 data Emerging Expected Exceeding Total (%) Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%) *3 new children

2 18 51 18 89* (100) 78 (88) 11 (12) 8 (73) 73 (94) 3 (27) 5 (6)

No of pupils working well below ARE

1 0 0 1 0 0 0 0 0 1

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

12 6 0 18 13 5 2 10 3 3

2 5 39 5 51 47 4 4 46 0 1

0 6 13 19 17 2 2 17 0 0

Year 2 No. in cohort 82 (7 PP) (3 PP with SEN) (13 SEN) End of EYFS data

No of pupils

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

No KS1 data Emerging Expected Exceeding Total Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%)

2 21 40 19 82 75 (91) 7 (9) 4 (57) 65 (87) 3 (43) 10 (9)

0 3 0 0 3 2 1 0 0 1 2

1 10 1 0 12 9 3 1 5 2 4

1 6 26 2 35 33 2 2 32 0 1

0 2 13 17 32 31 1 1 28 0 3

September 2016

Year 3 No. in cohort 89 (11 PP) (7 PP with SEN) (17 SEN) End of KS1 data

No of pupils

No KS1 data W L1 2c 2b 2a 3 Total Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%)

1 0 5 9 27 17 30 89 78 (88) 11 (12) 4 (36) 68 (87) 7 (64) 10 (13)

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

1 5 0 2 0 0 7 4 3 1 2 2 2

0 9 8 0 0 17 14 3 1 11 2 3

0 0 17 15 22 55 50 5 2 45 3 5

0 0 0 2 8 10 10 0 0 10 0 0

No of pupils working at ARE

No of pupils exceeding ARE

Year 4 No. in cohort 75 (17 PP) (6 PP with SEN) (22 SEN) End of KS1 data

No of pupils

No KS1 data W L1 2c 2b 2a 3 Total Non PP (%) PP (%)

1 0 6 9 14 24 20 75* 58 (77) 17 (23)

September 2016

No of pupils working well below ARE

No of pupils working below ARE

1 5 0 1 0 0 6 5 1

1 5 4 0 0 10 7 3

0 4 9 24 7 45 36 9

0 0 0 0 13 13 9 4

PP (no SEN) (%) 11 (65) Non PP (no SEN) (%) 42 (72) PP (with SEN) (%) 6 (35) Non PP (with SEN) (%) 16 (28) *One child has been disapplied Four new children in the year group

0 0 1 6

0 5 3 2

7 29 2 7

4 8 0 1

No of pupils working at ARE

No of pupils exceeding ARE

Year 5 No. in cohort 71 (13 PP) (3 PP with SEN) (13 SEN) End of KS1 data

No of pupils

No KS1 data W L1 2c 2b 2a 3 Total Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%)

1 0 6 17 18 10 19 71 58 (82) 13 (18) 10 (77) 48 (83) 3 (23) 10 (17)

September 2016

No of pupils working well below ARE

No of pupils working below ARE

1 0 1 0 0 0 0 1 0 0 0 0 0 1

0 3 6 0 0 0 9 7 2 1 3 1 4

2 11 18 10 12 54 44 10 8 39 2 5

0 0 0 0 7 7 6 1 1 6 0 0

Progress tracking in reading Summer 2 data 2016 Year 1 No. in cohort 89 (10 PP) (3 PP with SEN) (9 SEN) End of EYFS data

No of pupils

No KS1 data Emerging Expected Exceeding Total (%) Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%) *3 new children3

2 13 56 19 90* (100) 79 (88) 11 (12) 7 (73) 74 (94) 3 (27) 5 (6)

No of pupils working well below ARE

No of pupils working below ARE

2 0 0 2 (2) 1 (1) 1 (9) 0 1 (1) 1 (33) 0

1 7 5 0 13 (14) 10 (13) 3 (27) 2 (25) 8 (11) 1 (33) 2 (40)

No of pupils working at ARE

No of pupils exceeding ARE 1

4 35 0 39 (43) 35 (44) 4 (36) 3 (38) 32 (43) 1 (33) 3 (60)

6 19 26 (40) 23 (42) 3 (27) 3 (38) 23 (45) 0 0

Year 2 No. in cohort 82 (7 PP) (3 PP with SEN) (13 SEN) End of EYFS data

No of pupils

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

No KS1 data Emerging Expected Exceeding Total Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%)

2 19 33 28 82 75 (91) 7 (9) 4 (57) 65 (87) 3 (43) 10 (9)

1 2 0 0 3 2 (3) 1 (14) 0 0 1 (33) 2 (20)

9 4 0 13 11 (15) 2 (29) 0 6 (9) 2 (66) 5 (50)

1 8 18 8 35 31 (41) 4 (57) 4 (100) 31 (48) 0 0

11 20 31 31 (41) 0 0 28 (43) 0 3 (30)

September 2016

Year 3 No. in cohort 89 (11 PP) (7 PP with SEN) (17 SEN) End of KS1 data

No of pupils

No KS1 data W L1 2c 2b 2a 3 Total Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%)

1 0 7 9 17 17 38 89 78 (88) 11 (12) 4 (36) 68 (87) 7 (64) 10 (13)

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

1 5 3 1 0 0 9 5 (6) 4 (36) 1 (25) 3 (4) 3 (42) 2 (20)

2 4 5 1 0 12 10 (13) 2 (18) 1 (25) 6 (9) 1 (14) 4 (40)

0 2 11 16 28 58 53 (68) 5 (45) 2 (50) 49 (72) 3 (43) 4 (40)

0 10 10 10 (13) 0 0 10 (15) 0 0

Year 4 No. in cohort 75 (17 PP) (6 PP with SEN) (22 SEN) End of KS1 data

No of pupils

No KS1 data W L1 2c 2b

1 0 3 14 11

September 2016

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE 1

3 5 0

7 1

2 10

No of pupils exceeding ARE

2a 18 3 28 Total 75 Non PP (%) 58 (77) PP (%) 17 (23) PP (no SEN) (%) 11 (65) Non PP (no SEN) (%) 42 (72) PP (with SEN) (%) 6 (35) Non PP (with SEN) (%) 16 (28) One child has been disapplied Four new children in the year group

0 0 9 6 (10) 3 (18) 0 0 3 (50) 6 (38)

0 0 8 5 (9) 3 (18) 0 3 (7) 3 (50) 2 (13)

14 7 34 26 (45) 8 (47) 8 (73) 20 (48) 0 6 (38)

4 20 24 21 (36) 3 (18) 3 (27) 19 (45) 0 2 (13)

Year 5 No. in cohort 71 (13 PP) (3 PP with SEN) (13 SEN) End of KS1 data

No of pupils

No KS1 data W L1 2c 2b 2a 3 Total Non PP (%) PP (%) PP (no SEN) (%) Non PP (no SEN) (%) PP (with SEN) (%) Non PP (with SEN) (%)

1 0 4 6 21 11 28 71 58 (82) 13 (18) 10 (77) 48 (83) 3 (23) 10 (17)

September 2016

No of pupils working well below ARE

No of pupils working below ARE

No of pupils working at ARE

No of pupils exceeding ARE

1 0 0 0 4 3 (5) 1 (8) 0 1 (2) 1 (33) 2 (20)

4 4 0 0 9 8 (14) 1 (8) 1 (10) 2 (4) 0 6 (60)

1 16 9 5 32 25 (43) 7 (54) 6 (60) 23 (48) 1 (33) 2 (20)

1 2 23 26 22 (38) 4 (31) 3 (30) 22 (46) 1 (33) 0

7. Additional detail In this section you can annex or refer to additional information which you have used to inform the statement above. Our full strategy document can be found online at: www.aschool.sch.uk

September 2016