2016 Key Stage 2 Joint National Winner - Edward Pauling
Use of interventions during lessons to secure deepening of knowledge, skills and understanding.
Edward Pauling Primary School is located in Feltham, London. It is a larger than average sized primary school where the proportion of pupils from ethnic minority backgrounds is above that found nationally. The proportion of disadvantaged pupils is now slightly above the national average, however for the 2015-16 cohort this proportion was higher. Through the use of our pupil premium grant, we have developed a range of strategies to provide for our disadvantaged pupils, both in terms of supporting them academically and pastorally so that they benefit from the opportunities provided. Although all disadvantaged pupils are targeted through the strategy detailed below, within this White British and new to school pupils are focus groups identified through analysis of data.
Through the end of year Pupil Progress Meetings in July 2016, disadvantaged pupils were identified who would benefit from a range of interventions within lessons to firstly secure basic skills and then deepen their knowledge, skills and understanding in writing and mathematics. In particular, those who achieved at age related expectations at the end of the previous phase of education are a focus to move to greater depth during 2016-17. In the first two weeks of term, the Assessment Leader met with all staff to identify the disadvantaged cohort who would benefit from the use of teaching interventions that would lead to substantial progress for the identified pupils to be reviewed at the end of the first half of the Autumn Term. Each intervention had a clear and measurable focus to ensure that progress would be achieved within the timescale, with subsequent steps identified to be addressed once the initial knowledge, skills or understanding are secured. This is a cycle that we repeat every half term to ensure that our disadvantaged pupils achieve as well as their peers over time, making substantial progress where needed to do this. We evaluate the impact and then make adjustments where required.
The use of this strategy has ensured that at Key Stage 1 and Key Stage 2, 100% of disadvantaged pupils achieved the expected standard. At Key Stage 1, the percentage of disadvantaged pupils achieving greater depth was 88% for Reading and Maths (0.9% below the other pupil cohort) and 81% for Writing (0.4% below the other pupil cohort). At Key Stage 2, the percentage of disadvantaged pupils achieving the high scaled score was 91% in Reading, 59% in Maths and 59% in Grammar, Punctuation and Spelling. In Writing at KS2, 64% of disadvantaged pupils achieved the greater depth standard. This strategy has had similar impact across the school for disadvantaged pupils. For the pupils themselves, their confidence in approaching learning is greater and they are more independent which parents regularly remark on.
All members of the school community are extremely proud of the achievement of winning the Pupil Premium Awards and are excited about the prizes that have been won. In particular, we are hoping to use the prizes related to Shakespeare as a springboard for a creative week in February and we know that this will benefit our pupils immensely!