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Pupil Premium Statement 2017-2018

Pupil Premium Strategy Statement

 

  1.   Summary Information

School

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

Academic Year

2017-18

Total PP budget

£316,800

Date of most recent PP Review

 

Total No. of

Pupils

518

Number of pupils

eligible for PP

240

Date of next internal review of this

strategy

09/18

 

 

  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 (37)

Pupils not eligible

for PP (23)

% reaching the expected standard in reading, writing and maths

57%

83%

% reading the higher standard

3%

9%

% reaching the expected standard in reading

60%

83%

% reaching the expected standard in writing

76%

91%

% reaching the expected standard in mathematics

81%

100%

KS1 – KS2 progress in reading

-1.5

-1.9

KS1 – KS2 progress in writing

+1.6

0.0

KS1 – KS2 progress in mathematics

+3.5

+1.5

 

 

  1.   Barriers to future attainment (for pupils eligible for PP) 

In-school barriers

A.

The change in curriculum in 2014 means that we have worked hard to close gaps and diminish differences between pupil premium pupils and their peers.

B.

Social/emotional issues as a results of bereavement or safeguarding concerns to support with self-regulation, independence and self-esteem.

External barriers

C.

At every measurable stage, children’s attainment is below National expectation.

D.

Delayed oral and language skills.

E.

Low attendance/poor punctuality because of issues arising from home.

F.

High levels of mobility.

G.

Maintaining the enthusiasm for learning outside of school e.g., reading regularly at home, visiting places of interest linked to curriculum.

 

 

  1.  Desirable outcomes

      Success Criteria

A.

Pupils make better than expected progress.

 

Progress is at least in line with National Performance.

  • Pupil Progress meetings identify barriers and how differences diminished
  • Individual provision maps accelerate progress
  • Attainment and Progress monitoring and half termly discussed at Pupil Progress meetings

 

 

B.

Pupils demonstrate improved learning behaviours.

Increase in attainment.

Accelerated progress.

Impact on attainment and progress.

C.

Improved attendance of pupils.

Improved attainment/better than expected progress as a result of improved attendance.

Regular monitoring of attendance shows improved attendance.

Parent/carers engage with attendance officer at school and individual initiatives.

D.

Improved language development.

Impact on attainment and progress.

 

  1. Planned expenditure

Academic year

2017 – 2018

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

  1. Quality of teaching for all

Desired outcome

Chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Better than expected progress of Pupil Premium, including more able dis-advantaged.

Additional ●5 teacher in all year groups to enable pupils to be taught in smaller groups from 2 to 6 for English and Maths.

Budget £110,000

Additional Learning Support Assistants in all lower ability sets.

Budget £30,000

 

Pupils make better progress if their teaching is targeted at their ability level.

Impact evidenced in books.  Observations of delivery progress data.

SLT

Subject leaders.

½ termly data scrutiny and pupil progress meetings.

Accelerated progress of EYFS pupils. 

Attainment in EYFS exceeds previous year GLD.

EYFS specific interventions led by additional LSA in class.

 

Budget £25,000

Evidence from EET/Sutton Trust shows that EYFS intervention is one of the most impactful strategies.

 

In school data shows that pupils who have specific EYFS intervention make accelerated progress.

 

Observation at delivery – data analysis of impact.

EY leader.

½ termly.

             

 

 

 

  1.    ii.   Targeted support

Desired outcome

Chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Increase in number of PPG pupils passing Year One phonics screening.

LSA Interventions

Diminishing differences through timely intervention

 

Daily reading for all Year One pupils.

 

Tailored 1:1 phonics intervention.

 

Budget £10,000

Pupils who can read at RR Level 16 will pass the phonics test.

LSA training from reading recovery teacher.

 

Observations of delivery.

 

Progress and data scrutiny.

 

H.T. + 1M

½ termly through data scrutiny and progress meetings.

Increase in progress of pupils in receipt of PPG.

Teacher lead inter-ventions

1:1 tutoring.   Budget £40,000

 

 

Known impact from timely and targeted intervention boosters.

Historical impact data.

DHTs to lead Maths/ Reading boosters.

Weekly liaison with Yr.6 teachers.

DHT/English and Maths lead.

Half termly through data scrutiny.

Identify pupils with very low level of language development for Intervention.

Trained LSA to screen all pupils using WELLCOMM

Budget £2,000

Poor language development is effecting progress and number of pupils achieving GLD.

Training for staff.  Analysis of screening data to inform intervention planning.

F/S manager.

Annually.

 

 

To meet the individual needs of pupils in Nurture base.

 

Additional LSA to enable more personalised support.

£6,000

Pupils will make more progress if targets are individualised and smart.

Individual targets set from Boxall profile assessment.

I.M. and nurture base trained teacher.

Half termly.

Improve children’s social skills and ability to interact with their peers.

LSA led Lego therapy/social skills £10,000

National research shows that long term significant gains can be made in social development through Lego play.  School case studies support this.

Training, observation of sessions.

I.M.

Termly or as needed.

  1.    Other approaches

Desired outcome

Chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved attendance/ punctuality.

Full time Attendance Officer to support families to improve attendance and punctuality.

Budget £12,000.

 

Teacher mentor for all 2016/17 PA’s (55)

Pupils who do not attend school make less progress than pupils who do.

Analysis of dis-advantaged group attendance and punctuality.

Intervention of attendance officer to support families with attendance and punctuality.

Teacher release time to support child 1:1.

H.T. Attendance officer.

½ termly.

 

 

 

Improved pupil’s wellbeing.

School councillor to support all pupil’s wellbeing through a range of strategies and to work with individual pupils.

Budget £20,000

If we can remove/ improve some emotional barriers to learning, attainment will improve.

Pupils will be identified and monitored through CAS meetings.

Bonnie.

Annually.

Behaviour social and emotional support for vulnerable pupils.

LSA dedicated time to support individual pupils.

Budget £20,000

Immediate response will prevent escalation of issues.

Pupils will be identified by Y6 staff and monitored through CAS meetings.

Bonnie.

Annually.

All pupils have access to enhanced music opportunities.

Additional ●2 music Teacher.

Budget £8,000

School and National data supports that engagement in the arts leads to improved attainment.

Lesson observation and participation data.

AHT.

Annually.

All pupils to access school visits, activities and external visitors which enhance the curriculum.

All activities are either free or heavily subsidised.

Budget £5,000

Promote enthusiasm for learning by delivering an exciting and engaging curriculum.

Feedback from pupils and staff.  Work scrutiny following activity/event.

Year group leaders.

Annually.

 

 

Promote the children’s interests. All pupils access extra curriculum activities.

All pupils to be encouraged to attend extra curriculum activities and be actively participating in children’s initiatives.

Budget £5,000

Children who engage in out of schools learning achieve better in school.

Monitoring of activities.

Survey the children about activities they would like to see offered.

Children’s Universities co-ordinator.

½ termly.

Pupils engage in learning outside the classroom.

Daily homework club.  Early morning IT interventions.

Budget £3,000

Many children do not have the facilities to complete their homework at home or have internet access.

Ensure good staff ratios to support the children.

DHT.

Annually.

Children have quality reading books to choose.

Restock book boxes.

Budget £2,782

Children will be encouraged to engage with reading materials.

Pupil perception surveys.  Reading data.

Reading lead.

Annually.

Improved attainment for Y6 PPG pupils

 

Year 6.  Easter revision classes for RWM ‘cusp’ pupils.

Budget £3,000.

Historical school data shows impact of individualised focused revision sessions during school break.

Analysis of mock papers to enable personalised teaching.

DHT’s.

Annually.

Pupils access breakfast clubs before school.

£100 credit for all YR, Y1+Y2 pupils to attend breakfast club.

Budget £5,000

Pupils will learn better if they have had breakfast.

Monitor uptake/impact on learning behaviours.

BB manager.

Annually.