In the 2015-16 academic year, Newby received £164,313 in Pupil Premium funding.
This was broken down into the following types of intervention:
|After School, holiday & weekend clubs
We operated a number of after school, weekend and holiday clubs, such as homework clubs, a Saturday morning club for Year 6 children, a Homeskills club and multi-skills sports clubs for younger children. These were designed to develop wider skills and experiences outside the classroom. They were delivered by a combination of school staff and experienced outside coaches.
|Operation of Breakfast club
Unlike many breakfast clubs, Newby does not charge children to attend, and this means we have the opportunity to attract all children into school for a hot breakfast regardless of family income. We also use breakfast club as a great time to promote additional reading interventions and work with our children in a more informal setting.
|Parental Involvement Work
Our Parental Involvement work encourages the families of our pupils to increase their skills and broaden horizons. The development of our community is crucial to the wellbeing and aspirations of our families, fostering positive attitudes to life-long learning and equipping our parents to support their children in school. We deliver specific nurturing and parenting classes, as well as a popular ‘stay and play’ session where children under 3 can get used to a school setting prior to joining our nursery. We also promote family wide events and self-funded activities where possible.
We offer a range of curriculum enhancements in school. This helps our pupils develop new interests and self-esteem, and gives them the opportunity to write about their experiences. We continued to make lots of music together, continuing our ukulele group and introducing new percussion instruments. We’ve had many visitors to school and theatre workshops, which particularly help our disadvantaged children who may struggle to have wider experiences in their day to day lives.
A mezzanine level classroom was redeveloped to provide a multi-use breakout area, including a kitchen for cooking skills, green screen area and equipment for film making and animation and a costume area for drama. The area is used for a variety of activities to enable children to broaden their skills and horizons and provide a comfortable environment for users.
|Attendance Improvement Strategies
Support and encouragement to raise the profile of good attendance in school, using a variety of strategies to encompass parents and individual children with exemplary attendance. Promotion of good attendance in class groups through class rewards, and targeted strategies for small groups and specific children with problematic attendance.
|Uniform Voucher scheme
We introduced a scheme for all children in receipt of Free School Meals or Pupil Premium to claim £26 of free uniform from school, or refunds on uniform they have bought elsewhere. This allows all children to participate fully in school life, without stigma or differentiation from other pupils.
|Smaller maths groups & tutoring
Across school, we have found it beneficial to provide additional, experienced teachers to reduce class sizes when teaching maths. Children receive teaching centred upon their particular needs and abilities. This helps staff to develop closer individual relationships with pupils.
|Reading interventions & Support
We have provided a variety of reading interventions throughout the year according to need. These include small group and individual interventions in response to achievement data. We deliver additional reading help through experienced teachers and the provision of additional and dedicated staff to ensure children do not get left behind at any stage during their time at Newby.
Impact of Pupil Premium Spending
In Early Years, Pupil Premium children perform as well as the other children in the cohort. The gap to National is the same for our Pupil Premium children and our Non-Pupil Premium children. This cohort of pupil premium children will be closely tracked as they move through Year One to ensure more children narrow the gap next academic year.
Key Stage One:
In Year One, a higher percentage of Pupil Premium children achieved the national standard in the phonics screening check than all other children nationally and all children in the cohort.
In Reading, Writing and Maths, a higher percentage of Pupil Premium children achieved age related expectations than all pupils.
In Year Two, fewer Pupil Premium children were working at Age related expectation in Reading and Writing. In Maths, the Pupil Premium children were in line with all pupils nationally.
Key Stage Two:
Year 3 is a cohort we have identified as one that we need to look at as they move in to Year 4. In Maths, 94% of the children have made better than expected progress. Reading and Writing need to be a focus.
In Years 4 and 5, a higher percentage of Pupil Premium children attain age related expectation than all other pupils.
In Year 6, Pupil Premium children attained broadly in line with or higher than all other pupils nationally in Reading, GPS and Maths.
|Our most recent results compared to national figures|
|Early Years and Key Stage One: Attainment 2016||National||All||PP|
|% with a GLD at the end of EYFS||69%||60%||60%|
|Y1||% achieving the national standard in phonics at the end of year 1||81%||80%||83%|
|% at ARE in reading at the end of year 1||60%||80%|
|% at ARE in writing at the end of year 1||68%||80%|
|% at ARE in maths at the end of year 1||65%||80%|
|Y2||% at ARE in reading at the end of year 2||74%||69%||64%|
|% at ARE in writing at the end of year 2||66%||68%||64%|
|% at ARE in maths at the end of year 2||73%||71%||73%|
|Key Stage Two: Attainment 2016||National||All||PP|
|Y3||% at ARE in reading at the end of year 3||73%||47%|
|% at ARE in writing at the end of year 3||65%||47%|
|% at ARE in maths at the end of year 3||70%||53%|
|Y4||% at ARE in reading at the end of year 4||77%||86%|
|% at ARE in writing at the end of year 4||67%||68%|
|% at ARE in maths at the end of year 4||72%||73%|
|Y5||% at ARE in reading at the end of year 5||60%||58%|
|% at ARE in writing at the end of year 5||53%||63%|
|% at ARE in maths at the end of year 5||65%||68%|
|Y6||% at ARE in reading at the end of year 6||66%||64%||66%|
|% at ARE in writing at the end of year 6||74%||76%||67%|
|% at ARE in GPS at the end of year 6||72%||80%||71%|
|% at ARE in maths at the end of year 6||70%||76%||76%|
- Impact of additional staffing for Maths means that in 5 out of 6 year groups, more Pupil Premium children attain age related standards than all pupils in the cohort. In the one cohort where this isn’t the case, 94% of the Pupil Premium children have made better than expected progress.
- Impact of additional staffing for Reading means that in 4 out of 6 year groups, the percentage of children achieving age related standards is broadly in line with or above all other pupils in the cohort.
- Impact of spending on attendance rewards means that our attendance for the whole school has risen from 95.2% in 2014/15 to 95.7% in 2015/16.
- Impact of Parental engagement strategies, after school clubs including nurture groups, can be seen in attainment data above.