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Pupil Premium Strategy Statement 2018-2019

Pupil Premium Strategy Statement

  1. Summary Information


Leigh Beck Infant and Nursery Academy, Point Road, Canvey Island, Essex, SS8 7TD

Academic Year


Total PP budget


Date of most recent PP Review


Total No. of



Number of pupils

eligible for PP


Date of next internal review of this




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

In-school barriers


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.


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

External barriers


Delayed oral and language skills.


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


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


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


Pupils demonstrate improved learning behaviours/resilience/independence.

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.

  1. Planned expenditure

Academic year

2018 – 2019

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 Trained LSA’s enable phonics and maths to be taught in smaller ability set groups.

Budget £17,000


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

Impact evidenced in books.  Observations of delivery, progress data.


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 trained LSA in class.

Budget £5,000

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 Phonic screening.

LSA Interventions

Diminishing differences through timely intervention


Daily reading for all Year One PP pupils.


Tailored 1:1 phonic intervention.


Budget £5,000

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

Observations of delivery.


Progress and data scrutiny.


½ termly through data scrutiny and progress meetings.

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

Trained LSA to screen all PP pupils Budget cost £200


Trained LSA to implement speech and language care plans.

Budget £3,000

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

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


Care plans implemented by speech and language trained LSA.

F/S manager + Inclusion Lead.




  1. Other approaches

Desired outcome

Chosen action/


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 number of PP pupils achieved.  Expected/Greater Depth in KS1 SATs

Daily reading for PP pupils.

Pupils who do not achieve ARE in Y2 are unlikely to achieve well in KS2.

Monthly assessment through Running Records.



Improved attendance/ punctuality.

Additional hours for Attendance Officer to support families to improve attendance and punctuality.

Budget £2,000



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.

Behaviour social and emotional support for pupils.

LSA dedicated time to support individual pupils.

Budget £2,000

Immediate response will prevent escalation of issues.

Pupils will be identified by staff and monitored by SLT.

Inclusion Manager.


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

LSA led Lego/play therapy, social skills.

Budget £2,000

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.


Termly or as needed.



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

All activities are either free or heavily subsidised.

Budget £1,000

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

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

Year group leaders.


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 £1,000

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.

Weekly homework club.  Early morning interventions.

Budget £1,000

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

Ensure good staff ratios to support the children.



Children start school ready to learn.

All PP pupils have £100 credit at Little Bears.

Children who have a calm organised start to the day enter the classroom ready to engage in their learning.