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Pupil Premium

 

is statement details our school’s use of pupil premium funding for the 2023 to 2024 academic year.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year.

School overview

Detail Data
School name Whitley Abbey Primary School
Number of pupils in school 418
Proportion (%) of pupil premium eligible pupils 29.6%
Academic year/years that our current pupil premium strategy plan covers 2023 – 24
Date this statement was published October 2023
Date on which it will be reviewed July 2024
Statement authorised by Robbie Walker
Pupil premium lead Samantha Carter
Governor / Trustee lead Judith Whewell

Pupil Premium cohort information 2021-2022

Characteristic Number in group Percentage of group
Total in Cohort 105 25.12%
Boys 58 55%
Girls 47 45%
SEN Support 29 28%
EHCP 0 0%
EAL 28 27%

Disadvantaged pupil progress scores

The progress scores reflect published data 2023

Measure Score
Reading 0.01
Writing -2.5
Maths -2.68

 

Funding overview

Detail Amount
Pupil premium funding allocation this academic year £152,775
Pupil premium funding carried forward from previous years (enter £0 if not applicable) £0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£152,775

Part A: Pupil premium strategy plan

Statement of intent

 Our pupil premium strategy is designed to provide Quality First Teaching and targeted support to ensure that the pupils of Whitley Abbey Primary school have an equitable access to education. We work to provide education and educational experiences that enable pupils to develop the skills, knowledge and cultural capital needed to succeed in further education and employment.

Our key principles are to:

·           Provide evidence based support to maximise pupil progress and diminish the difference

·           Prioritise Mental Health so that pupils are ready to learn and can access the full curriculum

·           Prioritise Reading, Writing and Mathematical skills as these support them in accessing other areas of the curriculum

·           Promote cultural capital and social mobility so that opportunities are limitless

We recognise that not all pupils eligible for pupil premium funding will have lower attainment than their peers. In such cases, the grant will be used to help improve pupils’ progress and attainment so that they can reach their full potential. In addition to this the grant may be used to provide enrichment opportunities. Our pupil premium funding is used to address the greatest needs in school and makes specific links to the quality of teaching, inevitably benefiting non-eligible pupils as well.  

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number Detail of challenge
1. Some children enter Reception class with poor early language development, Poor speech sound development and poor learning behaviours often coupled with limited preschool experience or have missed significant Early Socialisation opportunities.
2. Some pupils lack mathematical fluency and computation skills which affects their arithmetic and in turn their ability to select the appropriate strategies to support reasoning.
3. Some pupils lack the vocabulary and knowledge of different genres/ subjects to enable them to communicate effectively both orally and in writing.
4. Some pupils do not read widely enough or often enough and are therefore vocabulary poor or do not have access to high quality texts.
5. Some pupils attend school with Emotional, Social and Behavioural needs that impact on learning or have experienced ACES.  
6. Some pupils do not attend school regularly enough or on time. 
7. Some families have limited access to clubs, trips or experiences that enrich pupil’s educational experiences and language development.
8. A significant proportion of pupils (approximately 1/3) who qualify for the pupil premium grant have English as an additional language or are in the very earliest stages of learning English.
9. A significant proportion of pupils (approximately 1/3) who qualify for the pupil premium grant also have additional educational needs.

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome Success criteria

Early Language Development

The proportions of children reaching ARE in CLL are in-line with non-disadvantaged pupils nationally.

·         Early Years teachers create an environment that promotes the development of language.

·         WELCOM intervention is implemented to support target pupils.

·         Early Years practitioners provide high quality modelling of spoken language and support children to correct grammatical or colloquial errors in speech.

·         Pupils have access to an extensive range of high-quality stories and rhymes.

·         Pupils from 3 can begin accessing Nursery provision at Whitley Abbey

·         Parents are engaged in learning through – access to support videos for phonics, home school reading communication, learning letters.

·         A talk therapist practitioner is employed weekly to support the identification of those with specific speech and language difficulties and provide therapy.

 

Maths – The proportion of disadvantaged pupils reaching the expected standard in Maths is broadly in-line with or greater than national.

 

·          Implementation of anchor tasks to support making links between different areas of mathematics.

·         All Year 6 children have access to CGP materials to support their learning

·         School staff attend maths hub training to develop a mastery approach in school.

·         TTRS is actively used by pupils

·         Staff training supports the implementation of resources.

·         Staff training support planning of mathematics to ensure a balance of reasoning and fluency.

·         Head start materials support teachers GAP analysis to ensure teaching is responsive to the needs of the pupils.

·         Daily chanting of tables is consistently implemented to ensure rapid recall of key number facts.

Writing

The proportions of pupils reaching ARE in Writing compares favourably to non-disadvantaged peers nationally. Pupils who do not meet ARE show accelerated progress.

 

·         All children have access to QFT that supports the developments of spelling, vocabulary and grammar.

·         The Read to Write programme is consistently implemented in years 2-6

·         RWI is consistently implemented in Years R-2 with pupils in KS2 swiftly identified for support and catch-up tutoring.

·         Writing is a visible priority for the school demonstrated by displays and well populated learning walls.

·         Pupils who are off track have access to interventions tailored to address their specific weaknesses.

·         Vocabulary is explicitly taught in all lessons.

·         Forensic analysis of in school data ensures pupils ’off track’ are swiftly identified and supported.

·         Teachers use high quality written examples to support pupils written language skills.

·         Implementation of child friendly TAFs support pupil in identifying their personal targets.

·         Implementation of the daily sentence supported by Alan Peat Sentence types supports children in using a wide range of punctuation and gramma correctly.

·         Parents have access to supportive resources (knowledge organisers and events) which enable them to support their child at home.

Phonics – The proportion of disadvantaged pupils reaching the expected standard in Phonics is broadly in-line with or greater than national at Year One.

Pupils who do not meet the standard of the phonics screen are supported effectively until they are proficient (Meet the standard).

 

 

·         All pupils at the early stages of reading have access to phonics lessons tailored to their level of ability.

·         Pupils who are ‘off track’ have access to support through 1:1 or small group tutoring sessions.

·         All pupils who do not meet the expected standard in year One have access to highly personalised interventions or tutoring including Fresh Start Phonics.

·         Forensic analysis of in school data ensures pupils ’off track’ are swiftly identified and supported.

 

Reading The proportion of disadvantaged pupils reaching the expected standard in Reading is broadly in-line with or greater than national.

·         RWI teaching and interventions support pupils to become fluent and accurate readers.

·         Children have books matched accurately to their reading ability.

·         Significant investment in school reading books to ensure that pupils have access to high quality texts.

·         GDS reading group for Year 6 established to challenge and support the most able readers.

·         Parents are actively involved in supporting their children’s reading journey through home school reading records.

·         All children are heard read in school weekly with those pupils at the earlier stages of reading being heard at least 3 x weekly 1:1 by a school adult.

·         Whole class reading consistently implemented in years 2-6

·         Accelerated reader supports the identification of pupils off track to meet ARE and promotes

·         Parents have access to supportive resources (knowledge organisers and events) which enable them to support their child at home.

Reduction in Fixed Term exclusions and Improved learning behaviours

·         Pupil surveys show that increasing numbers of pupils recognise that behaviour in school is good.

·         Behaviour in class does not disrupt the learning.

·         There are fewer behaviour incidents and sanctions needed/ recorded.

·         PIP plans are consistently implemented and reviewed to ensure that pupils have the support that they need to succeed.

·         Children requiring additional support from external services are quickly identified and support is commissioned.

·         SEMH assessments are completed for those children accessing additional pastoral support so that interventions are tailored to meet their needs and progress is measurable.

·         Leuven scales are successfully implemented to identify individuals requiring intervention.

·         Pupils with SEMH needs have access to school counsellor or outdoor learning  leading to fewer behaviour incidences.

·         The behaviour policy is consistently implemented to ensure expectations are clear and unacceptable behaviour is challenged.

·         Staff have received training on attachment friendly approaches and language to support children who are deregulated.

·         Pupil books demonstrate that pupils are industrious in lessons and proud of their work.

·         Staff implement the Whitley behaviour and participation strategies consistently. ‘This is how we do it here’.

·         Staff CDP – Teacher champions are consistently implemented to support behaviour management and participation in class.

·         House points and rewards are introduced to motivate pupils to work collaboratively and to be self-motivated.

·         There is an increase in the roles and responsibilities on offer to pupils to develop interpersonal skills, self confidence and self-worth

 

Disadvantaged pupil attendance is 96% or above (meets the whole school expectation)

·         Monthly attendance meetings swiftly identify families which may benefit from Early Help support

·         Attendance updates ensure that parents are informed of school expectations surrounding term time holidays and attendance

·         Fewer pupils arrive late to school

·         There is a reduction in the number of pupils who are persistently absent from school

·         FSW works alongside families to offer additional support including attendance plans.

·         Greater numbers of pupils have 100% attendance

·         Attendance is celebrated during assemblies and rewards are given.

·         Pupils are given roles and responsibilities to motivate them to attend school on time.

·         Support is commissioned for the Local Authority Attendance officer to provide challenge and support to those families who need it.

·         There is a collaborative approach between the Early Help co-ordinator, School Attendance Team and Local Authority Attendance Officer.

 

All Disadvantage pupils have access to clubs, visits and experiences that enrich the curriculum provided at school.

·         Funding is used to provide financial support to enable pupils’ equality of access.

·         All disadvantaged children have access to subsidised trips, clubs and experiences .

·         Access to support with school uniform.

·         Access to free cool milk.

Pupils who have EAL are supported to integrate into their new classes.

Scaffolding is provided to ensure they make expected or better progress.

·         Within 1 month of arrival all EAL pupils are assessed using the bell foundation tracker.

·         Targets are set to support the children in making progress.

·         Resources are provided to help children to access classroom-based learning.

·         Pupils with very limited English access the FLASH academy programme to support their development of English language.

·         Pastoral support is provided to welcome families.

Pupils who have SEND make good progress for their individual starting points.

·         School based assessments and multi-agency support quickly identifies those pupils with additional needs.

·         Scaffolding and adaptive teaching ensure that needs are met in the classroom.

·         Pupils with additional sensory needs have access to the designated sensory room and follow a programme of support.

·         Pupils who require additional support to regulate behaviour or emotions are supported by the Family Support Worker using ELSA.

·         Pupils have support through a graduated approach.

·         CPD ensures that classroom staff are able to identify needs and implement quality first teaching approaches to best support children.

·         Teaching assistants are considerably deployed and have personalised CPD to enable them to support children effectively.

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

 

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ 40,000

Activity Evidence that supports this approach Challenge number(s) addressed
Secure high quality, ‘enabling’ Early Years provision (through significant investment in resources) that is designed to meet the needs of the individuals within the setting with a focus on language, shared stories and talk time. Overall, studies of communication and language approaches consistently show positive benefits for young children’s learning, including their spoken language skills, their expressive vocabulary and their early reading skills. On average, children who are involved in communication and language approaches make approximately six months’ additional progress over the course of a year. 1
Open spaces for children in Nursery from 3 Years onwards Beginning early years’ education at a younger age appears to have a high positive impact on learning outcomes. It is estimated that children who start to attend an early year setting before turning three make approximately six additional months’ progress compared to those who start a year later. Positive effects have been detected for early reading outcomes in the first year of primary school and moderate to high effects have been detected for early language and number skills. There are some indications that the impact of high-quality early years provision is particularly positive for children from low-income families. EEF 1
Maths fluency CDP and provision of resources to facilitate the teaching of mathematical fluency including implementation of renerek and accompanying CPD.

Resources have an important role to play in allowing teachers to model or demonstrate

representations of mathematical ideas, and in supporting children’s developing mathematical understanding and thinking.

Doreen Drews

2
Staff CPD (Maths Hub) mathematics planning and implementation of anchor tasks to secure mastery and AFL The impact of mastery learning approaches is an additional five-month progress, on average, over the course of a year. Mastery learning also appears to be particularly effective when pupils are given opportunities to work in groups or teams and take responsibility for supporting each other’s progress. EEF 2
Refine whole class reading and comprehension teaching two-week cycle

Reading comprehension strategies are high impact on average (+6 months).

Reading comprehension strategies focus on the learners’ understanding of written text. Pupils learn a range of techniques which enable them to comprehend the meaning of what they read. These can include inferring meaning from context; summarising or identifying key points; using graphic or semantic organisers; developing questioning strategies; and monitoring their own comprehension and then identifying and resolving difficulties for themselves

4
Secure quality first teaching through the successful delivery of a vocabulary rich curriculum and the implementation of Read to Write and CPD. What we know from the EEF’s research into effective teaching of writing is that children need explicit teaching of all components of the teaching sequence of writing. Read to Write helps teachers and children in understanding and explicitly teach and learn how writing works. The best writers in any class are almost always your best readers, in starting with quality literature and responding to it through an immersion in the text itself has had a significant impact on the writing that follows in schools that we work with. It has helped children notice language features and knowledge the writer needs to create effects on the reader. Literacy Counts 3,4
Direct instruction sentence intervention through daily sentence and Alan Peat sentence types, direct instruction reading intervention through precision teach

Of the many difficulties young writers may encounter when engaged in the complex act of writing, crafting sentences that accurately convey their intended meaning is particularly challenging. Sentence combining can provide systematic instruction in sentence-construction skills within an overall framework of the writing workshop. (international literacy association)

The positive effects occur with students of all ability levels and social backgrounds. Students exposed to Direct Instruction also have greater self-esteem and self-confidence than students in other programs, primarily because they are learning more material and understand that they can be successful students.

3,4,5
Promote metacognition and self-regulation strategies including – teacher modelling, growth mind-set, self and peer reviewing and embedded high quality teacher feedback and implementation of child friendly TAFs to support metacognition and self-regulation.

The potential impact of metacognition and self-regulation approaches is high (+7 months’ additional progress). Feedback studies tend to show high effects on learning. However, there are a wide range of effects, and some studies show that feedback can have negative effects and make things worse.

There are positive impacts from a wide range of feedback approaches – including when feedback is delivered by technology or peers. Impacts are highest when feedback is delivered by teachers. It is particularly important to provide feedback when work is correct, rather than just using it to identify errors.

Many studies of feedback also include other practices. For example, mastery learning approaches combine feedback with additional support for pupils that are falling behind, while approaches like formative assessment also include work to understand specific gaps in learning that need to be addressed and how the teacher wants the pupil to progress.  EEF

2,3,4
Embed RWI and assessment cycle with staff training programme

Phonics has a positive impact overall (+5 months) with very extensive evidence and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.

 

Phonics is an approach to teaching some aspects of literacy, by developing pupils’ knowledge and understanding of the relationship between written symbols and sounds. This involves the skills of hearing, identifying and using the patterns of sounds or phonemes to read written language. The aim is to systematically teach pupils the relationship between these sounds and the written spelling patterns, or graphemes, which represent them. Phonics emphasises the skills of decoding new words by sounding them out and combining or ​ ‘blending’ the sound-spelling patterns.  EEF

4
Attachment Friendly behaviour approaches, establishment of Inclusion team and Leuven/ Boxall assessments and targets Social and emotional learning approaches have a positive impact, on average, of 4 months’ additional progress in academic outcomes over the course of an academic year. EEF 5
ECTs are supported effectively by their mentors and take part in instructional coaching to enable them to refine their existing strengths and address any areas for development. Research has shown that the potential benefits of instructional coaching extend to the coachee, their students, and the coach. These include Improved teaching performance and a better-articulated curriculum. 2,3,4,5,8,9
Teaching Assistants attend a programme of regular CPD to support them in applying adaptive teaching within lessons. TAs should be trained to understand their role in the classroom, the curriculum, and the needs of the students with whom they are working. They should also be given training in specific areas such as literacy or numeracy interventions. By investing in the training of TAs, senior leaders can ensure that they are equipped with the skills and knowledge necessary to support students effectively. 8,9

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 50,000

Activity Evidence that supports this approach Challenge number(s) addressed
WELCOM Overall, studies of communication and language approaches consistently show positive benefits for young children’s learning, including their spoken language skills, their expressive vocabulary and their early reading skills. On average, children who are involved in communication and language approaches make approximately six months’ additional progress over the course of a year. 1
Small Group tuition + 1:1 tutoring

The average impact of the small group tuition is four additional months’ progress, on average, over the course of a year.

Evidence shows that small group tuition is effective and, as a rule of thumb, the smaller the group the better. Some studies suggest that greater feedback from the teacher, more sustained the engagement in smaller groups, or work which is more closely matched to learners’ needs explains this impact. Once group size increases above six or seven there is a noticeable reduction in effectiveness.

EEf

2,3,4
CGP Homework books On average homework can positively impact progress by 5+ months per year. Evidence also suggests that how homework relates to learning during normal school time is important. In the most effective examples homework was an integral part of learning, rather than an add-on. To maximise impact, it also appears to be important that students are provided with high quality feedback on their work. EEF 2,3,4

Maths Power of 1. Plus 2 interventions.

 

On average, one to one tuition is very effective at improving pupil outcomes. One to one tuition might be an effective strategy for providing targeted support for pupils that are identified as having low prior attainment or are struggling in particular areas. Effective tuition can seem pupils progress by 5+ months compared to those not receiving tuition.  EEF 2
Fresh Start Phonics programme in KS2 Phonics has a positive impact overall (+5 months) with very extensive evidence and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds. EEF 4
1:1 Phonic Tutoring Phonics has a positive impact overall (+5 months) with very extensive evidence and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds. EEF 4
Counsellor Social and emotional learning approaches have a positive impact, on average, of 4 months’ additional progress in academic outcomes over the course of an academic year. EEF 5
Outdoor learning Intervention Social and emotional learning approaches have a positive impact, on average, of 4 months’ additional progress in academic outcomes over the course of an academic year. EEF 5
Accelerated Reader

AR produces “particularly positive effects” according to an independent study by the Education Endowment Foundation (EEF) and Durham University.

“The internet-based programme increased the reading age of pupils by three additional months in just 22 weeks. The effect on low-income pupils was even greater, with their reading age improving by five additional months in the same amount of time.”

AR provides an opportunity for individualised instruction – , individualised instruction approaches have an impact of 4 months’ additional progress.

4
Times Table Rock Stars Times table rock stars provides individualised instruction tailored to each child’s stage of learning. On average, individualised instruction approaches have an impact of 4 months’ additional progress. 2
RWI and RWI 1:1 Tutoring Phonics approaches have been consistently found to be effective in supporting younger pupils to master the basics of reading, with an average impact of an additional five months’ progress. Research suggests that phonics is particularly beneficial for younger learners (4−7 year olds) as they begin to read. Teaching phonics is more effective on average than other approaches to early reading . EEF 4
Flash academy Flash academy programme is a high efficient scaffolding tool to support pupils new to learning English. Over 90% of our EAL Induction students made at least 1 proficiency grade of progress with over 50% of them achieving 2 grades of progress last year. 8

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £50,000

Activity Evidence that supports this approach Challenge number(s) addressed
Renewed behaviour policy with attachment friendly approaches embedded new awards and motivations

Both targeted interventions and universal approaches have positive overall effects (+ 4 months).

Behaviour interventions seek to improve attainment by reducing challenging behaviour in school.

5

Implementation of teach like a champion behaviour management and engagement strategies.

 

Implementation of CPD ‘when the adults change’

 

PIP Plans

 

Positive affirmation logs

 

Roles and responsibilities for children

The average impact of behaviour interventions is four additional months’ progress over the course of a year. Evidence suggests that, on average, behaviour interventions can produce moderate improvements in academic performance along with a decrease in problematic behaviours. EEF 5
Attendance Team monthly meetings and appointment of Local Authority Support Officer

When students are not frequently absent, their grades and reading skills often improve—even among those students who are struggling in school. Students who frequently attend school feel more connected to their community and develop strong social skills and friendships, which are important life skills. The higher the overall absence rate across Key Stage (KS) 2 and KS4, the lower the likely level of attainment at the end of KS2 and KS4

Pupils with no absence are 1.3 times more likely to achieve level 4 or above, and 3.1 times more likely to achieve level 5 or above, than pupils that missed 10-15% of all sessions

Pupils with no absence are 2.2 times more likely to achieve 5+ GCSEs A*- C or equivalent including English and mathematics than pupils that missed 15-20% of KS4 lessons 

6
Continue to provide challenge and support through Early Help and family support worker to address poor attendance and lateness

When students are not frequently absent, their grades and reading skills often improve—even among those students who are struggling in school. Students who frequently attend school feel more connected to their community and develop strong social skills and friendships, which are important life skills. The higher the overall absence rate across Key Stage (KS) 2 and KS4, the lower the likely level of attainment at the end of KS2 and KS4

Pupils with no absence are 1.3 times more likely to achieve level 4 or above, and 3.1 times more likely to achieve level 5 or above, than pupils that missed 10-15% of all sessions

Pupils with no absence are 2.2 times more likely to achieve 5+ GCSEs A*- C or equivalent including English and mathematics than pupils that missed 15-20% of KS4 lessons

6
Increase opportunities for parental engagement through parental workshops and careers events. The average impact of the Parental engagement approaches is about an additional four months’ progress over the course of a year. There are also higher impacts for pupils with low prior attainment. 1,2,3,4
Financial support to ensure equity of access to school trips, visits and clubs. Cultural capital is the essential knowledge that children need to prepare them for their future success. It is about giving children the best possible start to their early education. As part of making a judgement about the quality of education, inspectors will consider how well leaders use the curriculum to enhance the experience and opportunities available to children, particularly the most disadvantaged. Financial support ensures that all children have equality of access to enrichment opportunities. 7
Embed the Whitley Abbey everyone does programme

Overall, the average impact of arts participation on other areas of academic learning appears to be positive but moderate, about an additional three months progress.

Improved outcomes have been identified in English, mathematics and science. Benefits have been found in both primary and secondary schools.

7
Family Support Worker effective pastoral care can: improve students’ attendance and retention rates. foster an orderly atmosphere in which all students can access opportunities and enhance their academic achievements. promote tolerance, especially in students and teachers with due regard for protected characteristics. bera.ac.uk 5,6,7

 Total budgeted cost: £ 140,000

 

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2022 to 2023 academic year.

 Outcomes of Pupil Premium Funding for academic year 2022- 2023

EYFS

Target area for improvement Proportion of qualifying pupils reaching Age related expectations in Maths

Proportion of  qualifying pupils reaching Age related expectations in Literacy

 

Proportion of qualifying pupils reaching GLD

 

Whitley Abbey Primary School 76.9% 61.5% 57.2%
Local Authority 67.5% 58.2% 43.6%

 Overall, in the Pupil Premium cohort, there was an increase of 25.1% in regard to pupils achieving GLD compared to academic year 2021- 2022

Phonics

50% of the pupil premium cohort in Year 1 (15 children) met the phonics screening standard. Of those that did not meet the standard, 2 were new arrivals with limited English. 5 Were SEND and 1 EAL.

KS1

There has been significant mobility in the year 2 cohort 32 pupils were new to school. 26 of the pupils at the earlier stages of learning English. Of the pupils in Year 2, 16 are identified as pupil premium pupils of which 6 are SEND, 7 are new to the country with a further 4 pupils at the earlier stages of learning English.

Target area for improvement Proportion of qualifying pupils reaching Age related expectations in Maths

Proportion of  qualifying pupils reaching Age related expectations in Reading 

Proportion of  qualifying pupils reaching Age related expectations in Writing 

Pupil premium pupils 33.3% 26.7% 6%
Non SEND/ EAL Pupil premium pupils 55% 44% 11%

 The Year 2 cohort has significantly higher proportions of EAL pupils when compared to all other schools in the local authority and a higher proportion of pupils with SEND.

As these pupils’ transition into KS2 targeted support will be implemented to ensure these pupils catch up.

KS2

Timestable Check

Average score All children Pupil Premium children Pupil premium children non- SEND
School 20.9 16.9 21.5
LA 21.3 19.4 20.7

 KS2 SATS

Progress measures

  Reading Writing Maths
Average progress of disadvantaged pupils Whitley Abbey Primary School 1.90 2.79 -2.98
Average Progress of disadvantaged Pupils LA 2.39 3.06 -2.52

 

Non SEND/ Non New to country Reading Writing Maths
Average progress of disadvantaged pupils Whitley Abbey Primary School 4.33 4.21 -2.05
Average Progress of disadvantaged Pupils LA -1.05 -1.04 -1.56

Over the past academic year mobility has been a significant issue for the school with over 100 new in year admissions.

 As a result of pupil premium funding the school has also been able to offer a range of trips, visits and afterschool opportunities at subsidised costs.

‘From trips and clubs to roles and responsibilities there is plenty on offer. Pupils are prepared well for life beyond school and in modern Britain. There are opportunities to discuss important issues.  The wider personal development programme at Whitley Abbey is well thought out. The Everyone DOES’ pledge ensures that pupils experience a wider range of opportunities’ Ofsted June 2023

 

Attendance and Behaviour

The rate of attendance is improving, and the number of exclusions has reduced.

Year Number of pupils Whole school attendance Pupil Premium Attendance Exclusion (number of) Days excluded total
21/22 264 92.09%% 90.84% 22 27
22/23 333 92.28% 91.22% 15 19.5

 

Other

As a result of pupil premium funding 15 children have has access to Outdoor learning and 12 children have had access to counselling.