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Pupil Premium Review 2018-2019

Review of Pupil Premium Strategy 2018-2019


When making decisions about using pupil premium funding, it is important to consider the context of the school and the subsequent challenges faced.  Common barriers for FSM children can be less supported at home, have weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues.  There may also be complex family situations that prevent children from flourishing.  The challenges are varied and there is no “one size fits all”.  Our key objective in using the Pupil Premium Grant is to minimise the differences between pupil groups.  Through Quality First Teaching and targeted interventions, we are working to eliminate barriers to learning and progress.  For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach at least age related expectations as they move through the school.

The Government initiative to improve the outcomes for disadvantaged pupils provide schools with additional funding for each child who is entitled to, or ever has been entitled to, Free School Meals (FSM) over the last 6 years.

From April 2014, maintained schools (funded by the local education authority), non-maintained special schools (not funded by the local education authority) will also attract the Pupil Premium for children:

  • that were adopted from care on or after 30th December 2005 (under the Adoption and Children Act 2002);
  • that left care under a Special Guardianship Order on or after 30th December 2005 (under the Children Act 1989);
  • that left care under a Residential Order on or after 14th October 1991 (under the Children Act 1989);
  • where the parent self-declares their child’s status to the school, providing supporting evidence (e.g., an adoption order);
  • where the school records on the January School Census that it has a child on roll who meets the above criteria; and
  • where their parents are currently serving in the armed forces.

Children who are currently in care will be allocated funding through Virtual Schools accessible following the first PEP (Personal Education Plan) meeting, via an application form.  All schools have an obligation to report on how the money has been spent and the impact that it has had on the achievement of the pupils.



  1.   Summary Information


Northwick Park Primary and Nursery Academy, Third Avenue, Canvey Island, Essex SS8 9SU


Academic Year


Total PP budget


Date of most recent PP Review

September 2019

Total No. of



Number of pupils

eligible for PP


Date of next PP Review is September 2020



  1.   Current attainment at end of Key Stage 2

(The following show the new testing arrangement outcomes

 for the 2014 national curriculum change)

Pupils eligible

for PP (51)

All pupils


% reaching the expected standard in reading, writing and maths



% reading the higher standard



% reaching the expected standard in reading



% reaching the expected standard in writing



% reaching the expected standard in mathematics



% making at least expected progress in reading



KS1 – KS2 progress in writing



KS1 – KS2 progress in mathematics







Actual Outcome/Impact


Quality Teaching for all pupils at the level to maximise progress.




Additional LSA Support for PP pupils in lower sets to accelerate progress.





Accelerate the progress of PP pupils who have lower than entry attainment leading to more PP pupils achieving GLD.





Improve the early language development for pupils.







Increase the percentage of PP pupils passing the Year 1 phonics test.





Increase the number of PP pupils achieving the expected level in RWM by the end of KS2.







Improve attainment in maths for PP+ pupils in years 2, 3, 4, 5 + 6.




Improve pupils wellbeing and remove/improve emotional barriers to learning attainment will improve.










All PP pupils have access to school visits and external visitors which enhance the curriculum.



Promote the children’s interests by attending extra curriculum activities.




PP pupils are not disadvantaged by lack of support/equipment to complete homework activities.




All PP pupils have access to enhanced musical opportunities and all PP+ pupils and PP pupils identified as potentially being GT in music have extra-curricular 1 to 1 music lessons.


Pupils will engage in reading activities.





Pupils will attend school regularly and punctually.




















































































●5 Teacher in KS2 Year groups.  By the end of KS2 PP pupils have made similar progress compared to non PP pupils.



There are proportionally more PP than non PP pupils in lower sets.  Additional LSA supports these pupils.




January to July LSA targeted interventions led to 50% PP pupils achieving GLD: of the 12 who did not achieve GLD 10 are on the SEND and 2 have very poor attendance. 



The % of PP pupils below ARE reduced.







Daily reading 1 to 1 tailored support for all PP pupils led to improved outcomes.  70% of PP pupils passed the phonics test of the 7 PP pupils who did not pass 6 are SEND.



PP 1 to 1 teacher led interventions.  Pupils make progress in line with non PP pupils.


Easter revision classes targeted cusp PP pupils 10/13 who attended achieved the expected standard in RWM



1 to 1 teacher led maths tuition for all PP+ pupils led to all making accelerated progress.




Trained LSAs and school councillor support vulnerable pupils through daily mentoring and individual counselling 31/51 Year 6 PP pupils accessed support during KS2.  There were zero exclusions for these pupils and all successfully transferred to secondary provision.






All PP pupils were able to access all trips and visitors.



Attendance at all clubs is monitored to ensure the percentage of PP pupils allocated places is proportionally correct.  PP+ pupils have priority to attend clubs.


The percentage of PP pupils completing homework tasks is in proportion.  All Year 5/6 PP pupils have access to out of school hours IT interventions.


At least 50% of pupils attending choirs and music ensembles are PP.



Pupil perception surveys and numbers of children engaging in lunchtime reading activities supports better engagement and enjoyment.


Attendance of PP pupils remained below non PP – mainly due to number of PAs.