Evaluation of Key Stage 2 Progress
READING
Cohort
no.
Wansdyke
PP
National
PP
Wansdyke
PP
NOT SEN
Wansdyke
PP
SEN
Level 4 or
above
Achieved
their
expected
progress
across KS2
WRITING
Exceeded
their
expected
progress
Cohort
no.
Level 4
or
above
Achieved
their
expected
progress
across KS2
MATHS
Exceeded
their
expected
progress
Cohort no.
Level 4 or
above
Achieved
their
expected
progress
across KS2
Exceeded
their
expected
progress
Evaluation of Key stage 1 Progress From Beginning of KS1 To End Of KS1
READING
Cohort
no.
Level 2B
or above
Achieved
their
expected
progress
across KS1
WRITING
Exceeded
their
expected
progress
across KS1
Cohort
no.
Level 2B
or
above
Achieved
their
expected
progress
across KS1
MATHS
Exceeded
their
expected
progress
across KS1
Cohort no.
Level 2B or
above
Achieved
their
expected
progress
across KS1
Exceeded their
expected
progress across
KS1
PP
NOT
SEN
PP
SEN
Impact On The Progress Of Pupil Premium Children From KS1 to KS2
Number of PP
non SEN at
Wansdyke
Reading
Writing
Maths
Number of PP
with SEN at
Wansdyke
Number of PP
(inc SEN)
achieving
expected
progress or
above
Number of non
PP non SEN at
Wansdyke
Number of non PP
with SEN at
Wansdyke
% of non PP
achieving expected
progress at
Wansdyke or
above
% of non PP
children with SEN
making expected
progress
Pupil Premium is allocated in the financial year from April to April and amendments may be made throughout the year. Our current allocation is
£57,300
Total amount of PPG received 2014-2015 £57,300 April to April
Action/Strategy
Cost
Evaluation (How?)
Impact
Small group and individual intervention for pupils at risk of
£37,000
Termly pupil progress
As a result of the actions implemented at
underachieving, these include: RAPID Writer intervention; a
data
Wansdyke;
multisensory phonics intervention delivered to Early Years
100% of Key Stage 1 children entitled to
and Year 1 children, and numeracy interventions such as
End of term SATs
pupil premium funding made good
Numbers Count.
progress and attained at least level 2 or
A specialist teacher provides 2.5 days a week targeted
above in reading, writing and maths.
intervention as well as a qualified teacher who provides
intervention for 2 days a week.
100% of PP children in Year 6 made good
T.A. intervention to support the interventions put in place by
progress and attained at least level 4 or
the PP Intervention teacher
above in reading, writing and maths.
Year 3 and 4 PP children did not make the
expected progress in some subjects (see
below for priority areas for 2015-2016)
Sandwell Numeracy
Assessment
100% of children who had Numbers Count
intervention attained a Level 2 in numeracy
in the Key Stage 1 SATs
A three term intensive numeracy intervention delivered to a
targeted group in Y2
Included in
the above
cost
Termly pupil progress
data
End of Key Stage SATs
100% of Pupil Premium children achieved
above national average for numeracy
A three term intensive phonics intervention delivered to a
targeted group in Y1
Included in
the above
cost
Termly pupil progress
Letters and Sounds
phonics assessments
100% of Pupil Premium children passed the
Year 1 Phonics assessment out -performing
the children not in receipt of pupil
premium funding
Learning enrichment activities- to help to raise self-esteem,
promote the importance of working together as a team, to
increase concentration levels and to encourage creativity.
£11,000
My bespoke attitude
survey for PP children
and their class teachers
completed before and
after enrichment activity
to assess the child’s
confidence and
accessibility to learning
and their learning
behaviour.
Equality of opportunity-happier and more
motivated children. Greater independence
in class and greater self-esteem.
Enriched life skills.
Individual or paired tuition delivered to targeted children in
Y6 to help support their needs before KS2 SATs
£500
Key Stage 2 SATs
ELSA groups to enable targeted children to become more
self-aware and help children to become better learners
£2,500
Termly pupil progress
100% of Pupil Premium children achieved
Level 4 or above in reading, writing and
maths, out-performing children not in
receipt of pupil premium funding
Children feel more secure in the school
environment and are able to access
learning more readily
These activities include:
 an opportunity to be part of The Wansdyke Steel
Band; a steel drum band that was formed primarily
to include as many Pupil Premium pupils as possible

Forest Schools in partnership with the Wiltshire
Wildlife Trust

Jack and Maddie's Cookery School course for upper
Key Stage 2 children

Greatwood Farm experiences

Ceramic artist program

Y6 Residential

Instrumental lessons

Circus Skills Workshop
Parent Liaison Officer
£420
Purchase of ‘PROJECT X ‘ a structured reading
£900
comprehension intervention which aims to accelerate
struggling readers progress, so that the children reach
expected reading levels
Administration/ buying of IPad for individual child/ replacing £5,000
broken steel drums
Priority areas for 2015-16
Year 3 PP children did not make expected progress in reading, writing or
maths last year so this is a priority
Year 4 PP children did not make expected progress in reading or writing
last year so this is a priority
Termly pupil progress
Termly pupil progress
data
Support has been provided for the PP
children who were experiencing problems
within school or at home. Our PSA has
been available for the children and their
families providing support so that the
children are able to are access learning
more readily
This intervention will be implemented next
year
Actions
 I will plan numeracy and literacy lessons in line with what the class
teacher is covering and I will teach these children in a quiet
environment with little distractions. These will be small group
interventions where I can focus on each child individually. I will
increase the time I will see these children per week and liaise
closely with the class teacher as to their progress.
 I have a parent who will hear these PP children read and assess
their comprehension skills.
 I will implement ‘PROJECT X ‘ a structured reading comprehension
intervention programme which aims to accelerate struggling
readers progress, so that the children reach expected reading
levels
 I will plan numeracy and literacy lessons in line with what the class
teacher is covering and I will teach these children in a quiet


environment with little distractions. These will be small group
interventions where I can focus on each child individually. I will
increase the time I will see these children per week and liaise
closely with the class teacher as to their progress.
I have a parent who will hear these PP children read and assess
their comprehension skills.
I will teach comprehension skills to these children so that they can
fully engage in the reading process and help them to explore and
make sense of a range of texts
The school’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, ensuring that we quickly identify any
dips and develop strategies and interventions to promote improvement.
•A wide range of data is used –achievement data, pupils’ work, observations, learning walks, attitude surveys, and staff, parent and pupil voice
•Assessment data is collected termly so that the impact of interventions can be monitored regularly
Interventions are reviewed if they are not working
•Regular feedback about performance is given to children and parents
•Raise Online, LEA analysis and whole school data to evaluate impact in terms of attainment and progress
•Attitude surveys from the pupil and teacher are used to evaluate the impact of pastoral interventions, such as ceramics