Pupil Premium Strategy Statement 2020-2021

Pupil Premium Strategy Statement

Summary Information
School	Leigh Beck Infant and Nursery Academy, Point Road, Canvey Island, Essex, SS8 7TD
Academic Year	2020-2021	Total PP budget	£58,000	Date of most recent PP Review	09/2019
Total No. of Pupils YR – Y2	230	Number of pupils eligible for PP/PP+	36	Date of next internal review of this strategy	09/2021

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.
F.	Pupils who did not engage with home learning during lockdown.

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		2020 – 2021
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 £17,000	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 not at ARE. 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.
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 achieving expected levels in KS1 SATs	Daily reading for PP pupils not at ARE. Budget £3,000	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 £2,000	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.

Children start school ready to learn.

All PP pupils have £100 credit at Little Bears.

Budget £3,600

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

DHT.

Annually.

Children have quality reading books to choose.

Restock book boxes.

Budget £4,400

Children will be encouraged to engage with reading materials.

Pupil perception surveys. Reading data.

Reading lead.

Annually.