£11,760.00
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 2018-19 | |||||
| Academy | Uplands Junior LEAD Academy | ||||
| Pupil Premium Leader | Lucy Matthews | ||||
| Academic Year | 19-20 | Total PP budget | £188.760 | Date of most recent PP Review | July 2019 |
| Total number of pupils | 480 | Number of pupils eligible for PP | 117 | Date for next internal review of this strategy | July 2020 |
Pupil Premium Report Academic Year 2018-19 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.
Evaluation of the strategy:
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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.
Evaluation of the strategy:
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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: End of Key Stage 2 assessments show that Pupil premium pupils are achieving well in writing this is the result of having two Local Authority moderators working within the Year group. To maintain this Year five members of staff are attending a greater depth writing course and will be supported by Local Authority moderators. In Maths Pupil premium pupils are achieving slightly less when compared nationally, and a Year 6 Maths intervention teacher has been appointed to diminish this gap. Whilst Pupil premium pupils are not achieving as well in Reading this has been identified as a whole school issue. A Reading team has been established to lead new reading initiatives across the school. The library has been renovated and all classrooms will be given a range new reading material each term. A lunch time reading club is being utilised to promote reading for pleasure. Accelerated Reader has been purchased, allowing the school to take on a whole new approach to reading.
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Summary: how well are eligible pupils doing? Is the difference diminishing?
- The difference is diminishing for the number of pupil premium pupils achieving Age Related expectations
- In Maths there is a difference for the number of pupil premium pupils achieving Greater Depth
- Data shows that the difference is diminishing in the majority of groups
Summary of Proposed Actions for the 2019/20
- Develop resilience and well-being across the school
- Provide pupils with a range of enrichment programmes
- Develop language and communication skills through partner work with Voice 21
- Support Y6 pupils with intervention teacher
- Utilise Power Maths to increase the number of pupils achieving Greater Depth
Strategy for 2019-20
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 2019-20 | |||||
| Academy | Uplands Junior LEAD Academy | ||||
| Pupil Premium Leader | Lucy Matthews | ||||
| Academic Year | 2019-20 | Total PP budget | £154,480.00 | Date of most recent PP Review | July 2019 |
| Total number of pupils | 480 | Number of pupils eligible for PP | 118 | Date for next internal review of this strategy | Jan 2020 |
| 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 | Time pupils have to complete home learning tasks due to religious commitments | ||||
| 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 a range of enrichment programmes to support pupil transition and improve outcomes for learning
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+2 Extended art or sports participation impacts positively on academic achievement but impact is low at. Pupils have limited opportunities to engage in extra-curricula activities due to commitments to attend madrassa after school |
Data / attendance of clubs / school attendance | £1000 |
| Year 4 |
Provide daily access to Times Table Rock Stars and the Spelling Shed to improve pupil outcomes for learning and engagement in Home Learning tasks
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+4 Access to Digital technology has moderate impact Evidence suggests that technology approaches when used to supplement other teaching can increase progress up to 4 months. Pupils have limited opportunities to engage in extra-curricular activities due to commitments to attending madrasa after school. |
Maths Lead and English Lead to track participation, numbers accessing school apps outside of school. School attendance should improve. |
£1000 |
| 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. |
PE teacher to track progress of children | £4,644.00 |
| Year 6 | Improve outcomes on 2019-20 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
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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
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+2 Extended arts or sports participation impacts positively on academic achievement but impact is low. Pupils have limited opportunities to engage in extra-curricular activities due to commitments to attending madrasa after school.
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Levels of participation from PE lead. Impact in the classroom regarding showing more resilience and participation on the participation ladder. |
£20,440.00 |
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Provide an enrichment programme for all pupils |
100% of pupils will have access to attend school trips, clubs and topic days.
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+5 Activities outside of the classroom environment provide significant opportunities for pupils to embark on collaborative approaches to their learning. Research shows that this is consistently positive and that effective collaborative learning requires much more than just sitting pupils together and asking them to work in a group. Creating structured approaches with well-designed tasks can be utilised during school trips, leading to the greatest learning gains.
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Levels of attendance on school trips. Improved learning outcomes. Overall attendance improving. |
£2500 |
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Provide pupils with daily access to reading. |
100% of pupils will have access to the library, a range of reading material in class, and a book club.
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+6 Research shows reading comprehension approaches can deliver an additional six months’ progress. Supporting struggling readers requires a coordinated effort across the curriculum and a combination of approaches in order to be successful. A careful diagnosis of the reasons why an individual pupil is struggling should guide the choice of intervention strategies. Language barriers and limited 'free time' has resulted in a love of reading not being cultivated in the school and reading having the lowest outcomes. Increasing pupils engagement and enjoyment in reading in the first step to building a school with a prominent reading culture.
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Monitored by Reading Lead. Improved learning outcomes. Increased amount of children achieving 1000 reading miles by the end of the academic year.
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£595 |
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Power Maths scheme used to support mastery teaching
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All pupils will have daily access to power maths.
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+5 There are a number of meta-analyses which indicate that, on average, mastery learning approaches are effective, leading to an additional five months’ progress. Power Maths is a whole-class mastery programme designed to spark curiosity and excitement and help you nurture confidence in maths. Staff will receive high quality training in order to be confident in delivering mastery teaching.
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Monitored by Maths Leads. Improved learning outcomes for the number of pupils achieving greater depth.
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£5500 |
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BWRP intervention to increase the percentage of low attaining PP/SEND pupils achieving ARE or making good or better progress
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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
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Monitored by support staff and SENDCO. Progress measures recorded in support staff BWRP folders
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£52,120.00 – support staff |
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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 |
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Develop communication and language skills to impact on outcomes across all subject areas by becoming a partner school of Voice 21.
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Teachers will have strategies to support language development in the classroom. All PP pupils will be exposed to language enrichment programme
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+5 Research shows that explicitly extending pupils’ spoken vocabulary will impact on progress by 5 months +5.
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Outcomes measured by class teachers and assessment co-ordinator
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£3,460.00 |
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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 | |
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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. |
£500 |
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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 |
£15,815.50 |
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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 |
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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
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£5,358.00
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Provide a breakfast club |
Breakfast provided daily along with sports activities in the summer and ICT maths/reading challenges in the winter months.
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£11,760.00
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| Total | £154,480 | |||