Performance

Ofsted Report

Please click here to download the school’s most recent OFSTED report or visit the Ofsted website to view all reports related to Lyminster Primary School.

Quick Links

Ofsted Parent View

Whilst we hope that our School Information page answers a lot of your questions about our school, we hope that you will find this area helpful by providing details of other aspects associated with children, schools and parenthood.

Please use Parent View to add to the views. You will need to register, but it is a quick process. Your views and feedback are so important to us, and we’d love to have everyone’s contribution!

Achievement Data

For information regarding school performance tables please visit www.education.gov.uk/schools/performance/. For a more detailed report, please click here.

As a result of the disruption caused by the pandemic, schools have not published recent achievement data due to the caution that is required when analysing this data.

Pupil Premium Funding

What is Pupil Premium funding?

Pupil Premium (PP) was introduced by the Government in April 2011. The aim of the Pupil Premium Grant is to raise achievement among disadvantaged pupils.

The Pupil Premium Grant Conditions state the Pupil Premium is allocated as follows:

– children known to be eligible for free school meals in any of the previous six years, £1,480.

– looked after children and those who have been looked after, defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority, £2,350.

– children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order, £2,350.

– families with parents in the armed forces in any of the previous five years, £335.

Schools have the freedom to spend the budget in a way they think will best support the raising of attainment for these pupils. We utilise research from the Sutton Trust EEF toolkit, the Teaching and Learning Toolkit, Ofsted’s reports on pupil premium progress to inform our decisions when allocating this money.

We have also signed up to the Everybody Achieves initiative to ensure we are up to date with the latest research and developments to enable us to do all we can to narrow the achievement gap for disadvantaged pupils.

Our Principles

We ensure that teaching and learning opportunities meet the needs of all of the pupils. The funding is used to ‘diminish the differences’ between the achievement of these pupils and their peers.
We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed. In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
We acknowledge that not all pupils who qualify for free school meals are at risk of underachieving academically: provision for such pupils may take the form of academic or cultural enrichment.
We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals.
We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
Limited funding and resources means that not all children receiving free school meals will be in receipt of Pupil Premium interventions at one time.
We strive to identify the barriers to learning for disadvantaged children and then to decide how to overcome these barriers in order to achieve the desired outcomes:

– Improving FSM attainment

– Reducing gaps

– Improving attendance

– Accelerate progress (this should be at least good progress)

– Reducing exclusions

– Improving engagement with families

– Developing skills and personal qualities in disadvantaged children

– Extending opportunities

We ensure that all staff have an awareness of children in receipt of Pupil Premium funding and their barriers to learning.

Provision Research has shown that the most effective strategies for improving pupil performance do not lie in simply reducing class sizes or hiring more teaching assistants. There is a wide range of provision that Governors may consider making for this group of children. Some strategies would be employed on a daily basis within the classroom, and others would be identified as support appropriate for specific children:

➢ Feedback – information given to the children about their performance through marking, next steps/targets etc.

➢ Meta-cognition and self-regulation – how we learn and knowing which strategies to use to apply to a task to be successful in it.

➢ Peer tutoring – learners working in pairs or small groups to provide each other with teaching support.

➢ Behaviour interventions – improving attainment by reducing challenging behaviour.

➢ Collaborative learning – learning activities where children can work together in a group small enough for everyone to participate on a collective task, that has been clearly assigned so that everyone has a role.

➢ Mastery learning – this strategy breaks learning into discreet units with very defined objectives which are pursued until they are achieved

➢ Outdoor learning

➢ Parental involvement

➢ Phonics – consistently found to be effective and more effective on average than other approaches to early reading, e.g. whole word or alphabetic approaches

➢ Small group tuition – more sustained engagement with work that is closely matched to learners’ needs – often used for lower or under achieving children.

➢ Social and emotional learning – enhances attendance, positive behaviour and emotional well-being, e.g. social skills groups, Play Therapy. All individual and group provision is monitored on a termly basis and adjusted as appropriate to the needs of the children.

The success criteria against which we will evaluate these interventions is:

– Improved % of attainment

– Reduced % of differences

– Improved % of attendance

– Improved % of progress

– Reduction in % of exclusions

– Increased engagement of/with families

– Development of skills and personal qualities

– Extended opportunities.

The success criteria will be monitored on a half termly basis / termly basis. The progress, attainment and gaps will be monitored at individual, class and year group levels in order to ensure that the needs of children in receipt of the Pupil Premium are fully met.

Our key objective is to use the Pupil Premium funding to ‘diminish the difference’ between groups of learners. Our vulnerable groups, who are at risk of not ‘achieving well’, are clearly and early identified.

We treat all our children as individuals and have robust systems in place to identify personalised need and support.

If you have any questions regarding Pupil Premium Funding please come and speak to Mrs Jodie Jobbings, our Pupil Premium Champion.

If you think your child might be eligible for this additional funding then please speak to a member of staff, or you check if your child can get free school meals, please click here.

Schools have to report annually to parents and governors about how they have used the Pupil Premium funding. You will find our annual reports below.

Pupil Premium Grant Strategy Statement

PE & Sports Premium

The Sports premium must be used to fund additional and sustainable improvements to the provision of PE and sport, for the benefit of primary-aged pupils, to encourage the development of healthy, active lifestyles. Funding should be used to:

Develop or add to the PE and sport activities that your school already offers
Build capacity and capability within your school, to ensure that improvements made now will benefit pupils joining the school in future years.

Sports Premium Grant Action Plan

Staff Information 2021-2022

Union officials – no union officials took time off for duties

Earnings over £100, 000

Number of staff members earning over £100,000 (2021-2022) – Nil

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