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Pupil Premium Strategy Statement 2019-2020

Pupil Premium Strategy Statement 2019-2020

Summary Information
School	Leigh Beck Infant and Nursery Academy, Point Road, Canvey Island, Essex, SS8 7TD
Academic Year	2019-2020	Total PP budget	£39,200	Date of most recent PP Review
Total No. of Pupils	225	Number of pupils eligible for PP	28	Date of next internal review of this strategy	09/2020

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.	Delayed oral and language skills.
D.	Low attendance/poor punctuality because of issues arising from home.
E.	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. 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/resilience/independence. 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.
Planned expenditure
Academic year			2019 – 2020
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 Trained LSA’s enable phonics and maths in KS1 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.		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 LSA in year group. Targetted inter-vention for PP pupils. Budget £1,000		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 number of PP pupils passing Year One Phonic screening.	LSA Interventions Diminishing differ-ences 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.	SLT.	½ termly through data scrutiny and progress meetings.
Identify pupils in YR with very low level of language development for Intervention.	Trained LSA to screen all YR PP pupils Budget cost £200 Trained LSA to implement speech and language inter-vention to PP pupils. Budget £1,000	Poor language development is effecting progress and number of pupils achieving ARE.	Training for staff. Analysis of screening data to inform intervention planning. Care plans and intervention imple-mented by speech and language trained LSA.	F/S manager + Inclusion Lead.	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?
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.	SLT	Termly.
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.	Annually.
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.	IM	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.	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 £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.	DHT.	Annually.
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.		DHT.	Annually.

Pupil Premium Strategy Statement LB Oct 19 to 2020