Pupil Premium Strategy Statement 2020-2021
Pupil Premium Strategy Statement
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School |
Leigh Beck Infant and Nursery Academy, Point Road, Canvey Island, Essex, SS8 7TD |
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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 |
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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. |
B. |
Social/emotional issues as a results of bereavement or safeguarding concerns to support with self-regulation, independence and self-esteem. |
External barriers |
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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. |
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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. |
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B. |
Pupils demonstrate improved learning behaviours/resilience/independence. Increase in attainment. Accelerated progress. |
Impact on attainment and progress. |
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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. |
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D. |
Improved language development. |
Impact on attainment and progress. |
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Academic year |
2020 – 2021 |
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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? |
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
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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.
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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? |
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. |
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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? |
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
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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. |
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. |
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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. |