Pupil Premium Strategy Statement 2020-2021
Pupil Premium Strategy Statement
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School |
Northwick Park Primary and Nursery Academy, Third Avenue, Canvey Island, Essex SS8 9SU |
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Academic Year |
2020-21 |
Total PP budget |
£312,000 |
Date of most recent PP Review |
09/19 |
Total No. of Pupils YR-Y6 |
568 |
Number of pupils eligible for PP/PP+ |
227 |
Date of next internal review of this strategy |
09/21 |
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There is no date for 2019 - 2020 |
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In-school barriers |
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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. |
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B. |
Social/emotional issues as a results of bereavement or safeguarding concerns to support with self-regulation, independence and self-esteem. |
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External barriers |
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C. |
At every measurable stage, children’s attainment is below National expectation. |
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D. |
Delayed oral and language skills. |
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E. |
Low attendance/poor punctuality because of issues arising from home. |
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F. |
High levels of mobility. |
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G. |
Maintaining the enthusiasm for learning outside of school e.g., reading regularly at home, visiting places of interest linked to curriculum. |
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H. |
Pupils who did not engage with home learning during lockdown. |
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Success Criteria |
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A. |
Pupils make better than expected progress. Progress is at least in line with National Performance. |
Pupil Progress meetings identify barriers and how differences are 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. |
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Academic year |
2020 - 21 |
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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. |
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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? |
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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 £102,000
Additional Learning Support Assistants in all lower ability sets. Budget £41,000
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Pupils make better progress if their teaching is targeted at their ability level. |
Impact evidenced in books. Observations of delivery and progress data. |
SLT Subject leaders. |
½ termly data scrutiny and pupil progress meetings.
Regular book scrutiny. |
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Accelerated progress of EYFS pupils. Attainment in EYFS exceeds previous year GLD. |
EYFS specific interventions led by additional LSA in class.
Budget £51,000 |
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.
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Observation at delivery – data analysis of impact. |
EY leader. |
½ termly. |
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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? |
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Increase in number of PPG pupils passing Year One phonics screening. |
LSA Interventions Diminishing differences through timely intervention.
Daily reading for all Year One pupil premium pupils not at ARE.
Tailored 1:1 phonics intervention.
Budget £17,000
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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.
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H.T. + 1M |
½ termly through data scrutiny and progress meetings. |
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Increase in progress of pupils in receipt of PPG. |
Teacher lead inter-ventions 1:1 tutoring. Budget £25,000
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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. |
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Identify pupils with very low level of language development for Intervention. |
Trained LSA to screen all pupils using WELLCOMM Budget £2,000
Deliver Neli 20 weeks programme to 10 YR pupils. |
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/ 1M |
Annually. |
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To meet the individual needs of pupils in Nurture base.
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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 graduate LSA. |
Half termly. |
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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. |
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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? |
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Improved attendance/ punctuality. |
Full time Attendance Officer/Family Support Worker to support families to improve attendance and punctuality. Budget £5,000.
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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.
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H.T. Attendance officer. |
½ termly. |
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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. |
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Decrease children’s anxiety about returning to school |
Staff available to support children at the beginning of the day. Budget £5,000 |
If we can remove/improve anxiety about returning to school, attainment will improve. |
Pupils will be identified by parents/carers/staff. |
Bonnie. |
Annually. |
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Behaviour social and emotional support for vulnerable pupils. |
2 LSA’s dedicated time to support individual pupils. Budget £13,500 |
Immediate response will prevent escalation of issues. |
Pupils will be identified by staff and monitored through CAS meetings. |
Bonnie. |
Annually. |
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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. |
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Children have quality reading books to choose. |
Restock book boxes. Budget £6,500 |
Children will be encouraged to engage with reading materials. |
Pupil perception surveys. Reading data. |
Reading lead. |
Annually. |
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Pupils access breakfast clubs before school. |
£100 credit for all YR, Y1+Y2 pupils to attend breakfast club. Budget £6,000 |
Pupils will learn better if they have had breakfast. |
Monitor uptake/impact on learning behaviours. |
BB manager. |
Annually. |