Pupil premium strategy statement
Detail | Data |
Norbreck Primary Academy |
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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
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:
Achieving our objectives:
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. |
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 |
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 |
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Embedding a consistent and progressive approach to the teaching of reading and phonics in Early Years and Key Stage 1 |
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Embedding a consistent and progressive approach to the teaching of reading and spelling in Key Stage 2 |
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Improving the teaching and acquisition of vocabulary across all subject areas, so that all children can access the ambitious school curriculum. |
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Developing a consistent approach to feedback and response across school. |
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Sustaining improvements to the outdoor learning environment in the Early Years Foundation Stage. |
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This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
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.
| 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
‘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:
‘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: ‘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 |
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| 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 |
| 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 |
| EEF Guidance about Wider strategies focusing on : SEL, Well-being and Mental Health.
| 4, 5, 6, 7, 8 |
| Linked to above target:
Demonstrated through sustained high levels of wellbeing, resilience and self-esteem including
| 4, 5, 6, 7, 8 |
| Pupils have access to a wide range of activities within and beyond the curriculum experience to enhance their cultural capital.
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Total budgeted cost: £ 161,140
Part B: Review of outcomes in the previous academic year
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.
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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
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 |