Pupil Premium Strategy Statement 2016-2017

Pupil Premium Strategy Statement

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

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
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.

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

Pupils demonstrate improved learning behaviours.

Increase in attainment.

Accelerated progress.

Impact on attainment and progress.

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.

Improved language development.

Impact on attainment and progress.

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.
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.

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.
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.

Pupil Premium Strategy Statement Northwick Jan 17