Welcome to Athelstan Community Primary School

Click below to read our 2013/2014 Pupil Premium Strategy Rationale.

This funding was  allocated to further close the attainment gap  to continue to raise the aspirations of our low income families. The allocation was used :

 

To maintain good pupil adult ratios in all age groups.

This has been achieved by using some of the PP funding to increase the number of teaching classes within school, as well as increasing the number of Teaching Assistant hours to support those classes. We can show from previous years that smaller teaching groups have a positive impact on the achievement of PP children, (see 2012/2013 reporting). Through successful targeted intervention, delivered in previous years, the majority of our pupils in receipt of the pupil premium have made good progress and have closed the gap in attainment, thus now no longer requiring additional specific support. So for PP children the emphasis is on continual good progress through quality first teaching, which is assisted through small class sizes. Therefore reducing our class sizes was a priority for the school, it means all our children are in classes of no more than 26 in KS2 and 22 in KS1. Reducing class sizes improves opportunities for the children.

One to one and small group support

The school has used some of its PP funding for the provision of one to one tuition or small group support, through additional teacher taught sessions outside of the normal school day. This has been targeted at those pupils who it have been identified as needing additional input to achieve their targets The success of this programme in previous years, which was initially developed out of the Y6 One to One support programme, means that we are now looking to support much younger children.  

Teaching Assistant Support

The school has increased the number of hours available from support staff in order to further improve the adult to pupil ratio in all classes. The increase of additional support hours aims to enhance quality first teaching and further assists pupils in overcoming barriers to learning. As well as in class support for quality first teaching we also provide specifically targeted intervention programmes e.g. speech therapy, reading intervention, and wave 3 support.

Within the Foundation Stage we have also increased the number of adults. Our base line assessments show that children come into school well below age related expectations (ARE), additional support will enable staff to give more focused adult teaching time to each child so challenging them to achieve their next steps more rapidly and aiming that more children achieve or exceed their targets (ARE) by the end of Foundation Stage.

Pastoral Support

We recognised that some of our children have emotional and behavioural issues which they can bring into school, this can have a negative impact on their readiness to learn and thus how they can achieve and progress. The school has recognised that many of our children benefit by having someone on site dedicated to specifically addressing emotional and behavioural problems and issues, as and when they arise. Our pastoral support assistant works with children to develop coping strategies, build self-esteem and acts as a link to home and other agencies who might be working with the child. Through this provision we are ensuring our children are prepared emotionally, to be able to learn. This strategy has been extended from 2012/2013 as we have demonstrated through the positive work already undertaken that by having good coping strategies and emotional support the children’s achievements and ability to make progress increase.

Extended curriculum

As other strategies have proved successful and the gap between the attainment of PP children and others has decreased the school has consciously increased the amount of Pupil Premium we have allocated to extended services and curriculum enrichment. This is because as a staff we have identified that one of the main barriers to learning for all our children (and this is especially acute with children in receipt of Pupil Premium) is their lack of knowledge of the world. By increasing our children’s ability to access clubs, holiday clubs, visits and enrichment activities, we are addressing a recognised need. The school facilitates   this through a continued partnership with the Tadcaster Family of Schools, which allows our pupils in receipt of pupil premium a wide variety of opportunities, both in and out of term time.

The amount of pupil premium allocated and received for the academic year 2013/2014 was £953.00 per pupil. A total of £35,208 was delegated to the school from April 2013 to March 2014.

The impact on learning of the allocation

Maintaining the good pupil adult ratio in all age groups has meant that in the academic year 2013/2014

  • 20% of PP children made outstanding progress in reading

  • 80% of PP children made good or better progress in reading

  • 24% of PP children made outstanding progress in writing

  • 96% of PP children made good or better progress in writing

  • 24% of PP children made outstanding progress in maths

  • 96% of PP children made good or better progress in maths

RAISE closing the gap data shows that in 2013/2014

With KS1 children the school had closed the gap

At Level 2+

School disadvantage v other school pupils

Closing the gap by

School disadvantage v other National pupils

Closing the gap by

2013

2014

2013

2014

Difference

Difference

Difference

Difference

Reading

-1.2

-0.2

1.0

-2.0

-1.3

0.7

Writing

-3.1

-1.5

1.6

-3.5

-1.3

2.2

Mathematics

-1.3

+0.1

1.4

-2.5

0.0

2.5

At Level 3

School disadvantage v other school pupils

Closing the gap by

School disadvantage v other National pupils

Closing the gap by

2013

2014

2013

2014

Difference

Difference

Difference

Difference

Reading

-45

-9

36

-34

-2

32

Writing

-16

-10

6

-18

-2

16

Mathematics

-45

-18

27

-27

-11

16

 With KS2 children the school has closed the gap

At Level 4+

School disadvantage v other school pupils

Closing the gap by

School disadvantage v other National pupils

Closing the gap by

2013

2014

2013

2014

Difference

Difference

Difference

Difference

Reading

-1.1

+1.9

3.0

-1.3

+2.0

3.3

Writing

-4.1

+0.9

5.0

-3.9

+2.0

5.9

Spelling Punctuation ,Grammar

-3.6

-0.2

3.4

-3.9

+1.1

5.0

Mathematics

-4.5

-0.1

4.4

-2.5

+1.7

4.2

At Level 5+

School disadvantage v other school pupils

Closing the gap by

School disadvantage v other National pupils

Closing the gap by

2013

2014

2013

2014

Difference

Difference

Difference

Difference

Reading

+1

+24

23

-8

+22

30

Writing

-28

+25

53

-22

+17

39

Spelling Punctuation ,Grammar

-13

-7

6

-24

+20

44

Mathematics

-44

-6

38

-44

-6

38

                      Some disadvantaged children are now out preforming other pupils.

 

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