1.   Summary Information

School

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

Academic Year

2016-17

Total PP budget

£337,920

Date of most recent PP Review

Total No. of

Pupils

470

Number of pupils

eligible for PP

256

Date of next internal review of this

strategy

09/17

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 (40)

Pupils not eligible

for PP (21)

% reaching the expected standard in reading, writing and maths

28%

60%

% reading the higher standard

0%

7%

% reaching the expected standard in reading

36%

68%

% reaching the expected standard in writing

56%

86%

% reaching the expected standard in mathematics

49%

77%

% making at least expected progress in reading

-2.4

0.3

% making at least expected progress in writing

-0.4

0.1

% making at least expected progress in mathematics

0.4

0.2

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.

Attainment 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

2016 – 2017

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 for English and Maths.

Budget cost £110,000

Additional Learning Support Assistants in all lower ability sets.

Budget cost £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 cost £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 attain-ment of pupils in receipt of PPG.

LSA Interventions

Diminishing differences through timely intervention e.g., Daily reading for all KS1 pupils.

Maths Top Up.

Speech/language.

Social skills, lego therapy.

Budget £60,000

Pupils do not read regularly at home and will not make progress.

Observations of delivery.

Progress and data scrutiny.

H.T. + 1M

½ termly through data scrutiny and progress meetings.

Increase in attainment of pupils in receipt of PPG.

Teacher lead inter-ventions

1:1 tutoring.   Budget £40,000

●2 Music Teacher Budget £8,000

Known impact from timely and targeted intervention boosters.

Engagement of pupils.

Historical impact.

DHT to lead Maths/ Reading boosters.

Weekly liaison with Yr.6 teachers.

DHT/Subject leaders.

Half termly through the PPM process.

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

Trained LSA to screen all pupils using welkomm

Budget cost £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.

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.

Attendance officer to support families to improve attendance and punctuality.

Budget cost £12,000

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.

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 Y6 pupils.

LSA dedicated time to support individual pupils.

Budget cost £10,000

Immediate response will prevent escalation of issues.

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

Bonnie.

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 £5,000

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 £7,920

Children will be encouraged to engage with reading materials.

Pupil perception surveys.  Reading data.

Reading lead.

Annually.