Pupil Premium Report and Strategy Statement
In Uplands Junior academy we endeavour to fulfill the Pupil Premium Policy set out by the L.E.A.D Academy Trust by deploying the following Trust strategies to diminish the difference in attainment for pupils in receipt of the Pupil Premium funding.
- clear, responsive leadership
- having a whole-school ethos of attainment for all
- addressing behaviours for learning and conduct behaviours that prevent pupils form learning
- monitoring and addressing low attendance
- facilitating high quality teaching for all through continued professional development of staff.
- meeting individual learning needs including those pupils who are the most-able and seemingly need no support
- deploying staff effectively, both teaching and support staff
- using pupil progress data to inform the planning of interventions and provision.
Each Academy reviews the barriers and outcomes for the pupils in receipt of Pupil Premium to understand the strategies that they use to raise attainment. Each Academy explains their rationale for choosing the strategies and provides a cost breakdown. If you wish this statement to be explained, then please ask to speak with the Pupil Premium Leader via the main office.
If you wish to find out more about the DfE policy for Pupil Premium then follow this link:
https://www.gov.uk/guidance/pupil-premium-information-for-schools-and-alternative-provision-settings
| 1. Summary information 2017-18 | |||||
| Academy | Uplands Junior LEAD Academy | ||||
| Pupil Premium Leader | Danny Bullock | ||||
| Academic Year | 17-18 | Total PP budget | £188.760 | Date of most recent PP Review | July 2016 |
| Total number of pupils | 480 | Number of pupils eligible for PP | 117 | Date for next internal review of this strategy | July 2018 |
Pupil Premium Report Academic Year 2017-18 End of Summer Term
Review of impact of Quality First Teaching and Interventions
| Year Group |
Numbers of Pupils eligible for Pupil Premium/ percentage |
Cost of initiatives/ projects |
Achievement Review and Evaluation of Impact | Next Steps | |||||||||||||||||||||||||||
| 3 | 26 22% |
£912.00 £912.00 £37.498.00 £912.00 Total cost - £40.225.00 |
In Year 3 pupils are given teacher assessments and NFER standardised tests termly.
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| 4 | 23 | £912.00 £912.00 £37.498.00 £912.00 Total cost - £40.225.00 |
In Year 4 pupils are given teacher assessments and NFER standardised tests termly.
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| 5 | 35 | £912.00 £912.00 £37.498.00 £912.00 Total cost - £40.225.00 |
In Year 5 pupils are given teacher assessments and NFER standardised tests termly.
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| 6 | 33 | £912.00 £912.00 £37.498.00 £912.00 Total cost - £40.225.00 |
In Year 6 the pupils take tests that are externally marked in Reading and Mathematics,
Evaluation of the strategy: |
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Summary: how well are eligible pupils doing? Is the difference diminishing?
- The difference is diminishing and there is no difference in Maths and GVPS
- Y6 outcomes show that there is little or no difference in all subjects
- Data set Spring 2018 shows that the difference is diminishing in all year groups
Summary of Proposed Actions for the 2018/19
- Develop resilience and well-being across the school
- Develop language and communication skills through partner work with Voice 21
- Support Y6 pupils with intervention teacher
Strategy for 2018-19
Based upon the evaluation of the outcomes from the previous academic year, research of projects for raising attainment and our own knowledge of what has worked well in our own academy the following strategy has been agreed:
| 1. Summary information 2018-19 | |||||
| Academy | Uplands Junior LEAD Academy | ||||
| Pupil Premium Leader | Danny Bullock | ||||
| Academic Year | 2018-19 | Total PP budget | £157.000.00 | Date of most recent PP Review | July 2018 |
| Total number of pupils | 480 | Number of pupils eligible for PP | 117 | Date for next internal review of this strategy | July 2019 |
| 2. Barriers to future attainment (for pupils eligible for PP including high ability) | |||||
| In-school barriers (issues to be addressed in school, such as weak teaching, low attainment of whole cohort, etc) | External barriers (issues which also require action outside school, such as low attendance rates, high new EAL, mobility, social care and safeguarding) | ||||
| Pupils are passive in nature impacting on pupil participation | High percentage of EAL pupils | ||||
| High attainment on entry | Life experiences outside of school | ||||
| Subject knowledge in foundation subjects | High percentage of children new to English | ||||
| Term time holidays | |||||
| 3. Outcomes – separate for each year group as each cohort has its own profile and needs | ||||||
| What do we want to achieve? | How? | What is the rationale for this chosen strategy? | How will it be monitored | Cost? | ||
| Year Group | What do you want to achieve and how they will be measured | Success criteria | How will the intervention or provision be delivered? | Refer to research from EEF or other research to justify the choice of strategy. | Provide simple breakdown of proportionate or full costs. | |
| Year 3 | Provide gardening club for Y3 pupils. Success will be measured by level of attendance and the effect on pupil attendance in Y3. | Pupils involved in the gardening club will have continued or improving attendance that is above 95% | Site Manager and member of support staff to deliver weekly club at lunchtime/after school | +4 Outdoor learning including exposure to problem solving can improve progress by 4 months. Pupils will be responsible for a gardening project in the school garden as well as working toward the LA gardening award. |
attendance | £642.00 |
| Year 4 | Music lessons to promote a love for singing | The number of pupils participating in musical events will increase from last year in Y4 | Kaine Management will deliver weekly choir sessions and prepare pupils for musical events outside of school. | +2 Extended arts or sports participation impacts positively on academic achievement but impact is low at. Pupils have limited opportunities to engage in extra-curricular activities due to commitments to attending madrasa after school. The Prince William Award builds character and resilience which will impact positively on pupil outcomes as they will be more resilient when facing challenges in the classroom. |
Music Co-Ordinator to track participation, numbers attending choir sessions and engagement at singing events outside of school. | £3,800.00 |
| Year 5 | Swimming lessons delivered weekly. Measured by the number of children accessing swimming lessons that weren’t previously doing so. The number of pupils who swim outside of school hours and the number of children able to swim a range of distances |
The number of pupils able to swim 25 metres will increase by 50% | Blocks of swimming lessons for 18 weeks | +2 Extended arts or sports participation impacts positively on academic achievement but impact is low at. Pupils have limited opportunities to engage in extra-curricular activities due to commitments to attending madrasa after school. The Prince William Award builds character and resilience which will impact positively on pupil outcomes as they will be more resilient when facing challenges in the classroom. |
PE teacher to track progress of children | £4,644.00 |
| Year 6 | Improve outcomes on 2017-18 for disadvantaged pupils | Outcomes for Y6 2018-19: To raise attainment so that progress is above average or improving over the previous 2 years At least 87% of pupils achieve ARE in reading & 35% achieve GD At least 89% of pupils will achieve ARE in writing & 34% achieve GD At least 90% of pupils will achieve ARE in maths & 39% GD At least 90% of pupils will achieve ARE in GVPS & 40% GD Pupils will achieve 83% combined for Reading, writing and maths Disadvantaged pupils progress is similar or improving in relation to other pupils nationally |
Intervention teacher for Y6 Targeted group for English and maths in the mornings Supporting 1-1 in the afternoons |
One to one tuition provides high impact measures delivering up to 5 months’ progress on average +5. Reducing class size impacts on average by 3 months’ progress +3 |
Termly standardised tests Termly pupil progress meetings |
£22,403.00 |
| Whole School Initiatives | How? | What is the rationale for this chosen strategy? | How will it be monitored | Cost? |
| Improve awareness of the importance of living a healthy lifestyle and the impact it can have on a range of factors including performance in the classroom |
100% of PP pupils will take part in extra fitness activities include skipping and fundamental movement skills 60 PP pupils will participate in the Prince William Award for one academic year |
+2 Extended arts or sports participation impacts positively on academic achievement but impact is low at. Pupils have limited opportunities to engage in extra-curricular activities due to commitments to attending madrasa after school. The Prince William Award builds character and resilience which will impact positively on pupil outcomes as they will be more resilient when facing challenges in the classroom. |
Levels of participation from PE lead. Impact in the classroom regarding showing more resilience and participation on the participation ladder. |
£20,440.00 |
| BWRP intervention to increase the percentage of low attaining PP/SEND pupils achieving ARE or making good or better progress |
A proportion of low attaining PP pupils will receive 1-1 support in BWRP over a termly period |
+5 One to one tuition provides high impact measures delivering up to 5 months’ progress on average. Staff have received high quality training from a SLE and the intervention is targeted at low attaining PP and SEND pupils |
Monitored by support staff and SENDCO. Progress measures recorded in support staff BWRP folders |
£52,120.00 – support staff |
| Provide EAL support via English in a Flash programme |
Daily intervention with HLTA |
+4 Research shows that digital technology increases progress by an average of four months +4. This progress measure will also impact on classroom based outcomes as children will be able to access the wider curriculum. |
Data collected by HLTA and SENDCO
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£890.00 – support from HLTA |
| Develop communication and language skills to impact on outcomes across all subject areas by becoming a partner school of Voice 21. |
Teachers will have strategies to support language development in the classroom. All PP pupils will be exposed to language enrichment programme |
+5 Research shows that explicitly extending pupils’ spoken vocabulary will impact on progress by 5 months +5. |
Outcomes measured by class teachers and assessment co-ordinator |
£3,460.00 |
| Provide uniform for disadvantaged pupils |
School provides funding |
0 Research suggests little or no impact. Rationale behind the strategy is that by providing uniform for disadvantaged pupils parents and carers will have funding for producing pupils with other out of school experiences which is currently an issue. |
£3,245.00 | |
| Provide reading and maths cafes to promote parental engagement |
Deliver reading and maths cafes to targeted children including disadvantaged pupils twice each half term |
+3 Research suggests that increasing parental engagement in school and homework activities increases progress by 2/3 months. |
Engagement of parents and carers measured in relation to attendance and outcomes for their children. | £1000 |
| Provide pastoral care for pupils including art therapy, yoga and mental health awareness programmes |
Daily therapy sessions provided. Daily meet and greet for parents and carers. Home visits as required. |
+4 SEL interventions on average provide four months’ progress. The pastoral manager will provide a range of support including art therapy, liaising with parents and carers over SEL issues. |
Attendance of vulnerable pupils in receipt of pupil premium | |
| Accreditation for Well-Being Award through NCB |
Take part in NCB programme and gain accreditation for the national recognised Well-Being Award. |
+4 Provide training for all staff to develop awareness and strategies for supporting well-being in school. |
Monitored by HT to analyse pupil and staff strategies developed to promote well-being in school. | £3,250.00 |
| Partner work with EWO |
Fortnightly meetings. |
0 Attendance of pupil premium pupils is lower than their counterparts. Support from the EWO with a focus on this group of pupils will increase attendance and in turn, outcomes for PP pupils. |
DH to work with EWO, Deputy Attendance officer to analyse attendance date fortnightly | £5,358.00 |
| Provide a breakfast club |
Breakfast provided daily along with sports activities in the summer and ICT maths/reading challenges in the winter months. |
£11,760.00 | ||
| Total | £165,713.36 | |||