1. Pupil Premium Sports Premium Reading Recovery Impact Report
2013/14

2. Overview Number of pupils and amount of PPG received. Financial Year
April 2012-March 2013
April 2013–March 2014
April 2014–March 2015
Total Number on roll (January Census)
 235
 246
 258 (Sept 14)
Next census Jan 15
Total number of pupils eligible for PPG
 39
 52
 63
(Next census Jan 15)
Amount of PPG received per pupil
£600
£300 forces
£900
£1300
Total Amount of PPG received
 £36, 384
£60, 339
£81, 900

3. How the PPG funding has been spent 2013/14
Total PPG received
£81, 900
Total PPG expenditure
£99, 228
Staffing (reading Recovery, Numbers count, PP teacher)
PPG remaining
- £17, 328
Deficit met by school budget.
In addition to this funding, the school will provide many additional opportunities / interventions / staff that will benefit all children including those in receipt of PPG. In addition, Cale Green will use additional financial resources from the school’s annual budget to pay for further interventions / opportunities to further support the objectives of ‘closing the gaps’ between groups of pupils and extending learning opportunities and experiences for all.

4. Role of Pupil Premium Champion
Appointed from September 2014
Oversee tracking, performance and wellbeing of PPG eligible pupils.
Monitor and report on the impact of spending and interventions
Observe this cohort regularly in class
Update the schools’ pupil tracker to include information on attendance / attendance at clubs / parental involvement (from Jan 15)
Ensure this cohort have access to wide range of additional activities and opportunities
Ensure all pupils in this cohort benefit from PPG funding – including LAC and HA PPG eligible pupils
Monitor attendance and punctuality alongside Learning Mentor
Report on progress and attainment to HT / Governing body
To produce an annual report to Governor’s and publish on school website

5. Impact of PP support in Year 6
All FSM children achieved expected progress.
Gap effectively been ‘closed’ between FSM / NFSM children
Floor standards above National averages. All pupils made 2+ levels progress in maths, reading and writing with over 1/3 of all PPG eligible children making L5+ progress in all core areas.
2 pupils attained L6 maths (1 x PPG eligible child)
Increased attainment in Grammar, Punctuation and Spelling SATs. Increase in L5 attainment.
50% class attended all Easter Booster Sessions (all those invited). Results indicate gap closed for this cohort.
100% attendance on residential. Confidence raised.

6. Impact of additional interventions across the school aimed at closing the gap.
Intervention / Project
Objective
Impact
Free guitar tuition
All KS2 pupils 1 hour per week
Extend learning time
Build confidence
Enrich learning experiences
All children made progress against targets. Links between music and curriculum strengthened.
Additional G and T guitar group identified and tuition delivered. 30 mins per week.
To extend and support pupils working above National expectations in guitar.
All children made progress against targets set by guitar teacher. Links between curriculum music and tuition strengthened. Good attendance at concerts within school and wider community – Town Hall / Academy.
Additional Swimming Lessons
To ensure all children achieve National Key Stage 2 award before the end of Year 6.
All children achieved KS2 and NC L2 awards. Feedback from families – now swimming regularly as a result of children enjoying and being able to swim – wellbeing.
Specialist music teaching 1 block per KS2 class to develop composition skills.
To ensure coverage of NC music, High-quality teaching and CPD for staff.
Overall, attainment in Years 3-5 increased since July 2013.

7. Impact of additional interventions across the school aimed at closing the gap.
Intervention / Project
Objective
Impact
Reading Intervention 1:1 where children falling significantly behind age-related expectations
Individualising support. Target support for children to address misconceptions, gaps, and weaknesses.
Pupil responses regarding additional support very positive.
Parental voice at Parent’s evening - parents can see improvements.
Children making progress over the year (Evidence tracking grids)
Numbers Count Follow up Year 5 and 6 Individual
To narrow or close the gaps in number maths.
Children that have accessed this intervention have made on average, 23.4 months progress in 9 months.
Numbers Count Follow up Year 3 and 4 Individual
To accelerate independent reading and comprehension of texts.
(See Wellington Square and Inference Group information).

8. Impact of additional interventions across the school aimed at closing the gap.
Intervention / Project
Objective
Impact
Number Count (Y2) individuals
To narrow or close the gaps in number maths.
Children that have accessed this intervention have made on average, 23.4 months progress in 9 months.
TELL (Teaching Early Language and Literacy Programme) (Y1)
To improve reading, writing and phonics skills.
All pupils increase reading levels by between 1 and 4 sub levels 3 sessions over eight weeks.
TELL (Teaching Early Language and Literacy Programme) (Y2)
All pupils increases reading levels between 1 and 4 sub levels, 3 sessions over eight weeks
Reading Intervention 1:1 where children falling significantly behind age-related expectations
To narrow the gap – making progress in reading.
All children made or exceeded expected progress in reading.

9. Impact of additional interventions across the school aimed at closing the gap.
Intervention / Project
Objective
Impact
Bilingual Support in class
To support children with EAL – phonics – a barrier to learning
Children made good progress in phonics and reading. Now able to access curriculum more confidently.
Reading Intervention 1:1 where children falling significantly behind age-related expectations
Work with PPG children to develop phonetic knowledge.
Children began in phase 2. By end of sessions, 50% pupils had accelerated progress and moved into phase 3.
Weekly Homework Club
Extend Learning time – provide support from teachers.
Attendance good. Higher than expected attendance particularly Year 6 pupils in Spring term. Homework handed in on time more often.
Daily access to lunchtime homework club, library and computer facilities – adult support available.
Extend the learning time. To provide opportunities for children to be supported daily with homework and have access to resources they may not have at home
Attendance good across the key stage. Higher than expected attendance particularly Year 6 pupils in Spring term.
Use of computer facilities is enabling pupils to access easily homework tasks to raise achievement or support development.

10. Impact of additional interventions across the school aimed at closing the gap.
Intervention / Project
Objective
Impact
Formative Assessment Training and INSET
To ensure feedback to children is relevant and supportive. To further provide opportunities for children to have a dialogue about learning with staff.
Evidence across the school of children responding to effective feedback in order to make further progress. Evidence in books shows that children have a dialogue with teachers. Children respond to feedback and assess their own work often using success criteria.
Bilingual Support at Parents Consultations
To facilitate a positive dialogue about learning with parents for whom English is an additional language – breaking down barriers.
High attendance rates for all parents/carers at consultations. Increased and more effective dialogue between staff and parents now occurring.
Additional Sports training - lunchtimes
Extending the Learning time, keeping healthy
All children have access to sport at lunchtime and actively get involved.
Training for Parents
Maths / Phonics / reading
Positive parental evaluations.

11. Impact of additional interventions across the school aimed at closing the gap.
Intervention / Project
Objective
Impact
Learning Mentor
Building belief – providing additional support for children with a range of needs – emotional, social, behavioural, attendance, punctuality etc.
Attendance / punctuality monitored weekly (barrier to learning)
Pupils and Parents supported where needed 1:1 or group support. Improved classroom attitudes or ability to thrive increased for pupils attending sessions with learning mentor.
Extended School facilities
To provide ‘wrap around’ care. Breakfast is provided price per item – no additional ‘childcare’ cost.
Parents use facilities regularly.
Crèche Provision
Crèche provision provided for parent training initiatives.
Increased numbers of parents attending training and using facilities available.

12. Impact of additional interventions across the school aimed at closing the gap.
Intervention / Project
Objective
Impact
First Class at Number (Y3)
Improve confidence in maths particularly in counting.
Confidence improved for children. All children achieved outcomes of intervention. In 10 weeks all children made between 9 and 12 months progress.
Wellington Square Group (Y4)
Improve reading – narrow the gap in attainment
Confidence improved for children. All children achieved outcomes of intervention. All children moved up in a reading band.
Lester Inference Reading Group (Y4)
Improve ‘higher order’ reading skills – narrow the gap in attainment
7/8 increased reading level - 7/8 pupils now working at age-related expectations.
Reading Recovery
To accelerate independent reading and writing.
All children on intervention made accelerated and sustained progress. In 20 weeks, children increased between 1 and 4 APS points.

13. Priorities for 2014/15
The PPG will be used specifically to pay for outstanding intervention teaching in maths, reading, writing and spelling. In addition to this funding, the school will provide many additional opportunities / interventions / staff that will benefit all children including those in receipt of PPG. In addition, Cale Green will use additional financial resources from the school’s annual budget to pay for further interventions / opportunities to further support the objectives of ‘closing the gaps’ between groups of pupils and extending learning opportunities and experiences for all.

14. Breakdown of interventions / opportunities planned for 2014/15
Small group intervention and support for Year 6 in maths, reading and writing (0.6 days per week)
1:1 sessions offered weekly to identified children to raise attainment in underperforming pupils (from Easter 2015)
Numbers Count Teacher employed 0.6. days per week
Reading Recovery Specialist Teaching for identified pupils in Year 2
Early Years reading and writing Early Intervention Programme delivered by reading specialist to identified pupils in FS2
Reading and writing intervention programmes delivered to identified pupils in Year 1
3 x hours reading, writing, maths intervention support to targeted pupils in Year 3 delivered by PP teacher (Jan 15 – Easter 15)
Additional writing intervention sessions for targeted pupil in Year r (Summer term 2015) delivered by PP teacher
Bilingual Support buy-back from Ethnic Diversity Service to support learners with language barriers in FS
Additional subsidised swimming lessons to ensure all KS2 pupils meet required standard by end of KS2

15. Breakdown of interventions / opportunities planned for 2014/15
Easter Revision Club to extend the learning beyond school hours
Saturday G and T Northwest event – hosted by school in Spring Term to extend learning
Specialist sports coaching provided at lunchtime to ‘extend the learning’ and well being of pupils
Increased music provision in school – all KS2 children now have guitar lessons subsidised.
Year 2 pupils learn Ukulele subsidised by school
Specialist ICT / Food Technology / Music support delivered by specialists from Stockport Academy
Homework club, computer and library facilities continue to be led by a member of staff at lunchtimes to ‘extend the learning’ and provide additional support and resources for children
Parental workshops offered in phonics, the New National Curriculum, Spelling and Maths
PPG Champion to monitor progress in attainment, well-being and access to enrichment activities for this cohort. Regular ‘impact’ meetings to take place between PPG Champion, and key staff members to assess impact of spending.
Additional resources / funds made available for projects / activities that promote well-being if children such as learning mentor etc.

16. Reading Recovery Overview
Reading Recovery is a daily individualised reading programme for the poorest readers, to unpick the specific problems they encounter with their reading and writing. It is aimed at children between the ages of 5 years 9mths and 6 years 3 mths. They receive a maximum of 100 lessons of half an hour in length over 20 weeks. Each lesson follows a rigid programme consisting of reading familiar books for fluency and expression, reading a more challenging book alongside a running record, letter and word work at the board, writing a message and reassembling the cut up sentence and introducing the new text for the following days running record. The children take home books to read at home and reassemble and write out their sentence.
The aim is for the children to make accelerated progress with their reading and writing and to catch up with their peers.

17. Impact of Reading Recovery Support
From October 2013, 8 children have accessed the programme.
4 have been discontinued and 1 has been referred back to school for further support, to receive either LSS support, TELL (Teaching Early Literacy and Language) or to be heard as an individual reader. 1 child has also been put forward for a Statutory Assessment.
2 children are continuing the programme to receive 100 lessons. They are currently at lesson 90.

18. Data

19. Current data

20. Role in school
In 2013 / 14, alongside working with 4 Reading Recovery children, I also supported Guided Reading groups in Year 2 and TELL intervention groups in year 1. I also monitored TELL intervention groups administered by Mrs. Hammami and Miss Hodgkins.
Now I am a fully trained Reading Recovery Teacher, we have looked at the wider impact my role can have in the school.
This year I will be delivering Reading Recovery lessons to 3 children from Year 1and 1 child from Year 2, all of whom receive Pupil Premium. On completion of this cycle (in approximately April) a further 4 children will be assessed for the programme.
We have also identified a TELL intervention group of 6 children in Year 1, to be delivered 3 times a week over 8 weeks and 2 further literacy intervention groups of 6 children in each group from Year 1 and Foundation Stage 2. These interventions will be further rolled out to these year groups over the academic year as they are completed. I will receive training for this from Dee Shenton (Reading Recovery Teacher leader). In the meantime I am testing the identified children for the interventions in order to get a baseline.

21. Cale Green Sport Premium Overview
The Government now provides funding of £150 million per annum for primary school sport funding. This funding goes directly to primary schools to spend on improving the quality of sport and PE.
This means that Cale Green will get £8563 for the year
All schools will have to spend the sport funding on improving their provision of PE and sport. Schools have the freedom to choose how they do this. To have maximum impact on the pupils at Cale Green we will use the money to:

22. Cale Green Sport Premium
Hiring specialist PE teachers or qualified sports coaches to work alongside primary teachers when teaching PE
Paying for professional development opportunities in PE / Sport
Running sporting competitions and increasing participation in inter-school competitions – increasing the learning time
Increasing participation in School Sport

24. Cale Green Sport Premium - Impact
We evaluate the impact of the Sports Premium funding as part of our normal self-evaluation We look at how well we use our Sport Premium to improve the quality and breadth of PE and sporting provision, including increasing participation in PE, Physical activity and sport so that all pupils develop healthy lifestyles and reach the performance levels they are capable of.
Measuring the impact of the activities provided with sports premium funding can be achieved in different ways. We look at progress in PE as well as other areas of development such as self-esteem, confidence and the numbers of pupils involved in sporting activities in and out of school.
Assessments are made both formally and informally using our school assessment systems as well as feedback from staff and visitors to the school. We also evaluate the impact of professional development opportunities in improving teaching and learning in PE through monitoring improvement in achievement and attainment, lesson observations and verbal feedback from children and staff.

25. Cale Green Sport Premium - Impact
All girls in KS1 are achieving national expectations
Fewer girls in KS2 are working below national expectations compared to
All boys in Year 3 and 4 are achieving national expectations
There is an increase of girls working above expected expectations
In KS1 more girls than boys are working above national expectations
In KS1 and 2 there are fewer children working below national expectations that

26. Cale Green Sport Premium - Impact