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Norbreck Primary Academy

Pupil Premium

Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview

Detail

Data

Norbreck Primary Academy

 

Number of pupils in school

604

Proportion (%) of pupil premium eligible pupils

22%

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)

3 years

Date this statement was published

March 2022

Date on which it will be reviewed

March 2023

Statement authorised by

Trustees

Pupil Premium lead

K. McCarter

Trustee lead

M. Warwick

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£143,915

Recovery premium funding allocation this academic year

£17,225

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£161,140

Part A: Pupil premium strategy plan

Statement of intent

All children at Norbreck Primary Academy are given the opportunity to reach their full potential both academically and socially.

Our Pupil Premium strategy is to close gaps between disadvantaged and non-disadvantaged children removing obstacles in the way of success.

We ensure that children in receipt of Pupil Premium Funding will have access to Quality First teaching and to a breadth of opportunities through the wider school community. Where necessary, additional curriculum support, access to the pastoral team and increased home/ school support will be provided.

Our ultimate objectives are to:

  • remove barriers to learning created by poverty, family circumstance and background.
  • narrow the attainment gaps between disadvantaged pupils and their non-disadvantaged counterparts both within school and nationally.
  • ensure all pupils are able to read fluently and with good understanding to enable them to access the breadth of the curriculum
  • develop confidence in their ability to communicate effectively in a wide range of contexts.
  • enable pupils to look after their social and emotional wellbeing and to develop resilience.
  • access a wide range of opportunities to develop their knowledge and understanding of the world.

Achieving our objectives:


In order to achieve our objectives and overcome identified barriers to learning we will:

  • provide all teachers with high quality CPD to ensure that pupils access effective quality first teaching.
  • provide targeted intervention and support to quickly address identified gaps in learning including the use of small group work and 1:1 tuition.
  • target funding to ensure that all pupils have access to trips, residentials and first-hand learning experiences.
  • provide opportunities for all pupils to participate in enrichment activities including sport and music.
  • provide appropriate nurture support to enable pupils to access learning within and beyond the classroom.

This is not an exhaustive list and strategies will change and develop based on the needs of individuals.

Key Principals:

We will ensure that effective teaching, learning and assessment meets the needs of all pupils through the rigorous analysis of data. Class teachers will identify through the class pupil premium plan, specific intervention and support for individual pupils which will be reviewed at least termly. Alongside academic support, we will ensure that those pupils who have social, emotional and mental health needs will access high quality provision from appropriately trained adults.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Low self-esteem, confidence, social skills and resilience

2

Gaps in reading, writing, maths and phonics

3

Delayed acquisition of speech, language and communication skills

4

Attendance and punctuality not in line with non-disadvantaged peers

5

Reduced access to wider opportunities

6   

Families with complex needs

7

Pupils arrive at school unprepared for learning

8

School starters not school ready

 

 

 

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved

 

Intended outcome

Success Criteria

Sustaining high quality-first teaching in writing, to improve outcomes for children

  1. and KS2 outcomes continue to improve and at least meet national standards.

Embedding a consistent and progressive approach to the teaching of reading and phonics in Early Years and Key Stage 1

  1. and KS1 outcomes remain high and continue to improve following the introduction of Little Wandle Phonics and Reading programme.

Embedding a consistent and progressive approach to the teaching of reading and spelling in Key Stage 2

  1. outcomes remain high and continue to improve following the introduction of Accelerated Reader and Jane Considine’s ‘The Spelling Book’ approach.

Improving the teaching and acquisition of vocabulary across all subject areas, so that all children can access the ambitious school curriculum.

  1. moderation shows an increase in ambitious vocabulary used in writing. Subject leaders identify key vocabulary is taught effectively.

Developing a consistent approach to feedback and response across school.

  1. teachers effectively plan for next steps and children can articulate how to improve and have the opportunity to do so.

Sustaining improvements to the outdoor learning environment in the Early Years Foundation Stage.

  1. have a wider range of opportunities to progress through the ambitious EYFS curriculum, supported by effective interactions from adults.
  1. effective, purposeful wider opportunities across the curriculum, in order to further develop children’s knowledge and breadth of vocabulary.
  1. are exposed to a range of wider experiences.
  1. requiring additional support and intervention receive intervention to embed learning.
  1. ensure gaps are closing.
  1. additional support for identified families so that all PP pupils continue to attend school in line with their peers.
  1. gaps between PP and non-PP pupils close. The number of PP pupils who are PA reduces.
  1. additional support for identified families with strategies for parenting, behaviour management, and safeguarding.
  1. pupils are ready for learning, able to access academic work and make good or accelerated progress.
  1. additional social and emotional support for PP pupils to improve learning behaviours, social skills, confidence and independence.
  1. pupils are ready for learning, able to access academic work and make good or accelerated progress.

 

 

 

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ 51,091

Activity

Evidence that supports this approach

Challenge number(s) addressed

Introduction of Little Wandle Phonics and Reading Scheme

 

Little Wandle Letters and Sounds Revised ensures that when follow with fidelity will support Norbreck to meet all current national expectations for the teaching of phonics.

 

https://www.littlewandlelettersandsounds.org.uk/wp-content/uploads/2021/05/LS-KEY-GUIDANCE-WHY-REVISE-FINAL.pdf

 

1, 2, 3

Introduction of Jane Considine’s Spelling Book approach

 

The Spelling Book System is based on strong phonics teaching with a focus on teaching pupils the connections between words, their sound associations, etymology and patterns.

 

https://www.janeconsidine.com/the-spelling-book

 

1, 2, 3

Developing a consistent approach to feedback and response across school

See EEF Toolkit : High Quality Teaching

 

https://educationendowmentfoundation.org.uk/support-for-schools/school-improvement-planning/1-high-quality-teaching

 

‘The best available evidence indicates that great teaching is the most important lever schools have to improve pupil attainment. Ensuring every teacher is supported in delivering high- quality teaching is essential to achieving the best outcomes for all pupils, particularly the most disadvantaged among them.’

 

1, 2, 3

Work with Maths Hub to take part in ‘Mastering Number Fluency programme’ across EFYS and Key Stage 1

 

See EEF research guidance report: ‘Improving Mathematics in the Early Years and Key Stage 1’ published January 2020

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/early-maths

 

1, 2, 3

Speech and Language Therapist to screen children displaying deployed language development on entry and bespoke programmes are put in place.

Communicate Speech and Language Support (£11,544)

 

Weak Language and Communication skills. Children working in the 22–36-month age band are unlikely to have the breadth of vocabulary that reflects their experiences on entry to Reception. In KS1 and KS2, children are unlikely to use talk to connect ideas and explain what is happening coherently

 

3, 7, 8

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 44,934

Activity

Evidence that supports this approach

Challenge number(s) addressed

Maths 1:1 and small group interventions

EEF Toolkit guidance:

https://educationendowmentfoundation.org.uk/support-for-schools/school-improvement-planning/2-targeted-academic-support

 

‘These interventions should be targeted specific pupils using information gathered from assessments and their effectiveness and intensity should be continually monitored. Some pupils may have made quick gains once they returned to school full time, so assessment needs to ongoing, but manageable.’

 

Pupils make accelerated progress.

Pupils are at least in-line with all other pupils nationally

Gaps are filled

 

1, 2, 3,

Reading and phonics 1:1 and small group interventions

EEF Toolkit guidance:

https://educationendowmentfoundation.org.uk/support-for-schools/school-improvement-planning/2-targeted-academic-support

‘Some pupils may require additional support alongside high-quality teaching in order to make good progress. The evidence indicates that small group and one to one interventions can be a powerful tool for supporting these pupils when they are used carefully.’

 

Pupils make accelerated progress.

Pupils are at least in-line with all other pupils nationally

Gaps are filled

 

1, 2, 3

  1. school booster groups

 

  1. make accelerated progress.
  2. are at least in-line with all other pupils nationally
  1. are filled

1, 2, 3, 5

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ 65,115

Activity

Evidence that supports this approach

Challenge number(s) addressed

  1. with PWO Initiatives and rewards
  2. meetings and formal improvement plan

 

Rewards for good attendance and punctuality ensures

pupils are safe and are confident in themselves and can manage their emotions effectively.

Strengthened partnership with parents/ carers ensures

children are  regularly support at home.

 

4, 6, 7

  1. Team to proactively manage the offer of support to parents and carers and monitor the impact
  1. procedures to identify and support key families
  2. with outside agencies in order to signpost support

 

EEF Guidance about Wider strategies focusing on : SEL, Well-being and Mental Health.

https://educationendowmentfoundation.org.uk/support-for-schools/school-improvement-planning/3-wider-strategies

 

4, 5, 6, 7, 8

  1. Support Worker and Learning mentor interventions and support

 

Linked to above target:

 

Demonstrated through sustained high levels of wellbeing, resilience and self-esteem including

  • Data from pupil questionnaires and parent questionnaires showing 96%+ positive responses from parent surveys.
  • Support records show long-term trends.
  • Reduction in challenging behaviour of individual pupils 
  • Participation in enrichment activities proactively offered by the school, including positive selection for clubs, leadership roles, sports teams and other opportunities

 

4, 5, 6, 7, 8

  1. curriculum opportunities

 

Pupils have access to a wide range of activities within and beyond the curriculum experience to enhance their cultural capital.

 

 

 

Total budgeted cost: £ 161,140

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.

  • 2020 Autumn Term Phonics screening test results 79.8% all pupils (National 78.3%), 100% PP pupils achieved the pass mark.
  • 2021 Year 2 Phonics screening teacher assessment 70.1% Autumn 2022. Currently 75% (National 78.3%)

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme

Provider

TT Rockstars

https://ttrockstars.com

Seesaw (online Platform)

https://web.seesaw.me

Accelerated Reader

https://www.renaissance.com/products/accelerated-reader/

Ed Shed

https://www.edshed.com/en-gb

My Maths

https://www.mymaths.co.uk

Test Base

https://www.testbase.co.uk

Wandle Teaching School Alliance

https://www.littlewandlelettersandsounds.org.uk

SPAG.Com

https://www.spag.com

Tapestry

https://tapestryjournal.com

Charanga

https://charanga.com/site/

Education City

https://www.educationcity.com

 

Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

 

Detail

Data

Norbreck Primary Academy

 

Number of pupils in school

604

Proportion (%) of pupil premium eligible pupils

22%

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)

3 years

Date this statement was published

March 2022

Date on which it will be reviewed

March 2023

Statement authorised by

Trustees

Pupil Premium lead

K. McCarter

Trustee lead

M. Warwick

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