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Pupil Premium Progress and Attainment

 

Phillimore has a high percentage (47.3%) of pupils accessing the Pupil Premium, including one Looked After Child. This percentage has dropped year on year from 54.7% in the school year 2012-13.

In many areas these Disadvantaged Pupils perform well in comparison with other pupils, with the gap between them and their peers often significantly closer than the national average.

These are some examples from the 2014-15 cohort:

  • Key Stage 1 phonics gap between Pupil Premium and non-Pupil Premium is significantly smaller than nationally in Year 1 and Year 2
  • In all Key Stage 1 subjects the gap is smaller than nationally
  • In Key Stage 2 our gap for Level 5 and above is 0% against a national figure of 16% for subjects combined
  • In reading a higher percentage of pupil Premium pupils reached Level 5 than their non-pupil premium peers
  • In Writing and Maths the gap was also significantly smaller than nationally at Level 5
  • When Average Point Scores (APS) are looked at in Key Stage 2 the gap is closer than nationally in all subjects
  • The average APS in Writing is higher for Pupil Premium than for others
  • Between Key Stage 1 and Key Stage 2 Pupil Premium pupils made better progress from a starting point of Level 3 in Reading
  • 7% more Pupil Premium pupils made expected progress in Writing than non-Pupil Premium
  • In Writing significantly better progress was made by Pupil Premium pupils from a starting point of 2A or above
  • In Maths the percentage of Pupil Premium pupils making expected progress was higher than it was for others
  • A higher percentage of Pupil Premium pupils attained Level 3 reading in Key stage 1 than their non-Pupil Progress peers, meaning they were also closer to the national average
  • In maths the gaps were equal but closer to national than last year
  • Using the most recent validated data for EYFS (2014) more Pupil Premium pupils are making expected level of progress than non-Pupil Premium is the vast majority of the areas of learning

 

School Context

Numbers of Pupil Premium pupils have dropped over the last two years but remain high. Numbers are higher in Key Stage 2 than Key Stage 1 with a noticeable peak in Year 4.

 

School

Year 6

Year 2

Number of PP children 2012 2013

253

37

36

Number of PP children 2013 2014

244

25

25

Number of PP children 2014 2015

218

27

26

 

 

 

 

Key Stage 2 Attainment of Disadvantaged Children over time

Academic Year

Achieved Level 4 in Reading

Achieved Level 4 in Writing

Achieved Level 4 in Maths

2012 2013

59%

57%

62%

2013 2014

74%

69%

67%

2014 2015

63%

56%

70%

 

Academic Year

Achieved Level 5 in Reading

Achieved Level 5 in Writing

Achieved Level 5 in Maths

2012 2013

11%

11%

8%

2013 2014*

23%

3%

18%

2014 2015

15%

7%

11%

 

Key Stage 2 Expected and More than Expected Progress of Disadvantaged Children over time

Academic Year

Reading

Writing

Maths

 

Expected

>Expected

Expected

>Expected

Expected

>Expected

2012 2013

94%

32%

97%

42%

94%

35%

2013 2014

94%

39%

100%

12%

88%

29%

2014 2015

79%

21%

88%

25%

96%

31%

 

Key Stage 1 Attainment of Disadvantaged Children over time

Academic Year

Reading APS

Writing APS

Maths APS

2012 2013

13.5

11.4

13.3

2013 2014

13.2

11.2

13.3

2014 2015

13.6

11.2

13.4

 

Attainment of Disadvantaged Pupils in Year 1 and 2 Phonics Screening over time

Academic Year

Year 1 Phonics

Year 2 Phonics retakes

2012 2013

20%

81%

2013 2014

65%

48%

2014 2015

38%

73%

 

There are a number of areas that we will be looking to improve in the 2015-16 School Year, including:

  • Improving outcomes for disadvantaged pupils in the Year 1 phonics screening, to bring levels up to and beyond their 2014 peak
  • Providing targeted intervention and support for Pupil Premium pupils in English in Year 6, to close the gap in Reading, Writing and SPaG
  • Ensuring that all Pupil Premium pupils are identified and considered at all times and in all areas of learning in order that progress can again surpass that of non-disadvantaged pupils

Monitoring of disadvantaged pupils who performed less well in Key Stage 1 (Level 2c and below) to ensure that progress does not slip later in school

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