Pupil Premium 2018-19
Achievement For All
As of the 15th July 2019, we are delighted to announce that we have been awarded the Achievement for All Award. Feedback highlights the following strengths:
- I was very impressed by the thoughtful way you and the team work with families, young people, staff and governors. They have all made important contributions to the success of your school and your achievement of the Quality Mark. You have worked exceptionally well with your skilled coach Sue, and have utilised the highly effective coaching to develop very positive experiences for your pupils and families. Sandal Castle, clearly promotes a very strong, meaningful and integrated partnership approach to all its work.
- It was a privilege to be able to meet you and your staff and the accompanied tour of your school, showed first- hand how you have embedded the sustainable practice. We saw for ourselves how you have developed the target groups ability to be involved in structured conversations and communicate so effectively with families, raising expectations around the learning process and the impact this has had on their learning.
- The evidence you presented of the impact on the target group was clear and measurable, also everyone we spoke to was, overwhelmingly positive about the structured conversations, helping not only the targeted children, but the whole school approach.
- As we worked our way through the aspects of the award, it was clear that the school champion, and senior staff have worked closely to move forward on key priorities, and are seeing the benefits of all your hard work, as you share your expertise with other leaders.
- It was wonderful to speak to the children about their experience at your school, and how you maintain and value the wider learning opportunities. They were an absolute credit to your school, speaking confidently and enthusiasm about their time at Sandal Castle.
External Pupil Premium Review 1.2.18
We had our external pupil premium review on the 1st February 2018. A rigorous day of observation, scrutiny and discussion led to the following outcomes being made;
- The school has strong engagement with families from an early age, a good example being its strong practice in utilising ‘Families Enjoying Everything Together’ to work with pupils and families that have yet to formally begin their education. Staff continue to welcome families into school and engage closely with parents and carers throughout pupils’ time in school. As a result, there is a high level of trust from most families who generally work well in supporting school in pupils’ education.
- Leaders have a very thorough approach to following evidence-based approaches with particular attention paid to the Education Endowment Foundation’s Teaching Toolkit. This is strong practice which is accounted for in thorough and detailed documentation.
- School has established a positive, holistic and caring ethos which involves looking at pupils’ individual needs and which has excellent links to Bloom’s Taxonomy of Learning. This can be seen in the commitment and dedication staff show in ensuring that all pupils are appropriately cared for in relation to their basic physical and mental well-being and is a contributory factor in the school’s happy and friendly atmosphere and the pupils’ high standards of behaviour.
- Senior leaders have developed a strong, thorough monitoring cycle which has created a consistency of good practice in key areas such as adults’ marking, pupils’ responses to marking and the application of key skills in a range of contexts.
- The system of 2 reading exercise books is well embedded and is ensuring that pupils in Years 1 to 6 are developing a wide range of reading skills including developing higher order comprehension skills and a greater familiarity with technical vocabulary.
- There are some very strong examples of pupil voice and pupil ownership of their learning, especially in upper Key Stage 2, a good example is pupils creating their own libraries in some classrooms.
- The school provides an impressive and very wide range of early morning, lunchtime and after-school activities which are tracked by staff and which are very popular with disadvantaged pupils. This strong provision is evidence of school’s commitment to a holistic approach which engages pupils; furthermore, it is succeeding in broadening pupils’ experiences and helping them to overcome some of their barriers to learning.