Pupil Premium Pennine Way- Carlisle

1. Pupil Premium Pennine Way- Carlisle Sue Blair Headteacher

2. Context • 385 children • 55% FSM (approx 15% still don’t claim) • Above average level of SEN pupils • Currently hosting 4 Managed Moved (total of 16 over last 5 years)

3. Context 3 letters from DFE stating we have done well to close gaps 2011-12 – disadvantaged children outperformed others 2012-2016 – disadvantaged pupils made better progress over time that others Pupil Premium Award Winning school – disadvantaged children outperformed others February 2016 (top 5% of schools) July 2016 – results bottom 10% of schools

9. How do Governors hold PWPS to account: • Data dating • In depth conversations with subject leaders • Audit trails – Disadvantaged Pupils Focus • Action plans for Disadvantaged children • Strategy document – how is this translated into practice- where is the impact? • Letters to parents • Subject leader action plans • Monitoring visits with Senior leader responsible for disadvantaged pupils

15. Learning walks with Pupils - coloured jumpers........) Pupil Voice

16. Junior Governors • Mirror the roles / responsibilities of Governing Body

17. Comment from a y6 child “Participation means that it is my right to be involved in things, planning and taking actions that might affect me and other children. Me having a voice, me having a choice, me making a difference to others and to myself”

18. Observations – joint with Governors – GB have Disadvantaged pupils focus • Feedback given – physical environment • Layout of room – table too squashed • When it’s hot open more windows because children get grumpy when hot • More helpful words up on walls – • Reading corner needs nicer cushions

19. Observations feedback • Children’s learning • There are some boys in this class who need to pay attention more – they need to sit next to good role models (Mentors / Interpreters) • Xxxxx needs to stop fiddling with pencils etc • Some children need to practice getting their letters the right way round and we will run a lunchtime club to help – M,W, F for 2 weeks • Why do we have to learn in groups so often – we (higher ability) prefer pairs or on our own.(Kagan)

20. Observation feedback – teaching • When teachers talk for a long time we get bored • You could have used equipment to help explain what you meant – we didn’t really understand • Sometimes you expect us to get on with things you haven’t told us about – then you get frustrated and say we didn’t listen!

22. 2 stars and a wish is a brilliant idea for the child to look at how well they did the work. It is also good that the teacher is putting their next steps and identify their mistakes. However, many comments maybe confusing for the child to understand. We know you might be marking late at night but marking wrong work is showing the child that is right, they can do it the same. Targets are not always in a child’s point of view so they can not reach target. Many children may take a lot of time writing the learning objective but it is important for them to know what they are learning. Presentation in year 2 could be better as they should not be drawing silly huge smiley faces that take up half a page. Overall- the work of the children is good, the self assessment is excellent. Year2 can develop on more spelling support, group feedback, do not tick if it is not right and if the numbers are the wrong way around!

23. Teachers commenting on the children’s work about presentation is not good at all- it means nothing to us so you are wasting your time. Good use of motivation and a good use of questions to help the children think more. Also the self assessment-marking ladders- the language can be confusing . Good feedback and challenges in many different ways however when the teacher says she/he will go over it with them- We need to see evidence. Lots of challenges are brilliant idea for an early morning start. You can vary your comments so the child does not get bored, also using stamps or stickers can help the child feel better and work harder in that subject. Overall year 6 have very good presentation, brilliant challenges but children should not scribble things out.

24. Whole school issue- how to show corrections- should there be a box for corrections . Presentation needs to be consistent throughout the school. Also layout needs to be the same too. Learning Objectives are important and should be written by the child in their book as it will help them to keep on task, also the LO needs to be in more detail for the older ones. A main point is decide who is having a pen and when they use it because in many books it is pencil then pen, pencil and pen. Thank you for your time and it really good that you listen to us as a team!

25. Mentors / Leaders • Every PP child has a mentor – an adult who is not their class teacher • Some children have a peer mentor too. • Every child has their own “Spotty Book” to celebrate success / achievements • We are tracking progress to see if this makes a difference to attainment / progress / attendance / behaviour.

26. ImpactCurrently 208 children at Pennine Way have entitlement to PP funding Behaviour – due to coloured jumpers etc • 97% of children’s behaviour has improved. Partnerships with parents have strongly developed through termly wellbeing meetings – judged outstanding during last OFSTED. No exclusions. • Attendance: Out of the 206 children, we now have no persistent absentees (previously 6) PP children at 97+% • Numeracy: 89% of children made rapid progress last year– every one had access to peer assisted learning / tutoring at some point over the year • English: 85% have made rapid progress last year – every child has had access to peer assisted learning / tutoring at some point over the year