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.
Progress is tracked from their Key stage 1 assessments using progress grids and termly
using the LEAD data pack.

 

  Reading
PP
Reading Non
PP
Writing
PP

Writing Non PP

Maths
PP
Maths Non
PP
GPVS PP GPVS Non
PP
ARE 65% 72% 62% 65% 85% 79% 81% 74%
GD 35% 32% 315 34% 43% 44% 62% 54%


Evaluation of the strategy:

Pupil Premium pupils are in line with or exceeding the outcomes of their Non-Pupil
Premium counterparts. The largest difference is in reading where 7% of Pupil
Premium pupils performed less favourably. The difference is therefore diminishing in
all subjects in Y3 and there is a positive difference in maths and GVPS.

  • Allocate trained
    support staff to
    deliver BWRP
    strategy across Y3
    to low attaining PP
    pupils.
  • Develop strategies
    across Y3 to
    improve resilience
    in PP pupils to
    support improved
    outcomes.
  • Improve
    attendance figures
    for PP pupils
    across Y3 so they
    are in line with
    their non-PP
    counterparts.
  • Develop strategies
    to improve
    communication for
    all PP pupils to improve outcomes
    in all core subjects.
  • Ensure that
    combined results
    for reading, writing
    and maths are in
    line with non-PP
    counterparts.
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.
Progress is tracked from their Key stage 1 assessments using progress grids and termly
using the LEAD data pack.

 

  Reading
PP
Reading Non PP Writing
PP
Writing Non
PP
Maths
PP
Maths Non
PP
GPVS
PP
GPVS Non
PP
ARE ^%% 70% 72% 63% 74% 75% 83% 74%
GD 39% 31% 36% 13% 44% 40% 61% 47%


Evaluation of the strategy:

Pupil premium are exceeding the outcomes of their Non-Pupil Premium counterparts
in reading, writing and GVPS. There is only a 1% difference in maths. They are
exceeding the outcomes in all subjects at greater depth of their non-pupil premium
counterparts.

  • Allocate trained
    support staff to
    deliver BWRP
    strategy across Y4
    to low attaining PP
    pupils.
  • Develop strategies
    to improve
    communication for
    all PP pupils to
    improve outcomes
    in all core subjects.
  • Develop strategies
    across Y4 to
    improve resilience
    in PP pupils to
    support improved
    outcomes.
  • Improve
    attendance figures
    for PP pupils
    across Y4 so they
    are in line with their non-PP
    counterparts.
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.
Progress is tracked from their Key stage 1 assessments using progress grids and termly
using the LEAD data pack.

 

  Reading
PP
Reading Non
PP
Writing
PP
Writing Non
PP
Maths
PP
Maths Non
PP
GPVS
PP
GPVS Non
PP
ARE 66% 75% 63% 82% 77% 78% 86% 82%
GD 23% 33% 17% 32% 23% 47% 43% 52%


Evaluation of the strategy:

Y5 pupil premium pupils are not performing as well as other PP pupils in school. They
exceed the outcomes of their counterparts in GVPS and are in line in maths. There is a
significant gap in reading and writing.

  • Provide extra
    support for staff to
    deliver high quality
    writing sessions
    including more
    opportunities to
    write at length.
  • Allocate trained
    support staff to
    deliver BWRP
    strategy across Y5
    to low attaining PP
    pupils.
  • Improve
    attendance figures
    for PP pupils
    across Y5 so they
    are in line with
    their non-PP
    counterparts.
  • Develop strategies
    to improve
    communication for
    all PP pupils to
    improve outcomes
    in all core subjects.
  • Develop strategies
    across Y5 to
    improve resilience in PP pupils to
    support improved
    outcomes.
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,
Grammar, punctuation and spelling. Writing remains a teacher assessment which if
moderated, often by the Local Authority.

 

  Reading
PP
Reading Non PP Writing
PP
Writing Non PP Maths
PP
Maths Non
PP
GPVS
PP
GPVS Non
PP
ARE 85% 83% 85% 90% 82% 93% 85% 86%
GD 42% 48% 42% 45% 42% 49% 48% 57%

 

Evaluation of the strategy:
The difference has been diminished in all subjects except maths. Pupil premium pupils
achieving greater depth is in line with their counterparts except in GVPS where there
is a 9% difference.

  • Allocate trained
    support staff to
    deliver BWRP
    strategy across Y6
    to low attaining PP
    pupils.
  • Improve
    attendance figures
    for PP pupils
    across Y6 so they
    are in line with
    their non-PP
    counterparts.
  • Develop strategies
    to improve
    communication for
    all PP pupils to
    improve outcomes
    in all core subjects.
  • Develop strategies
    across Y6 to
    improve resilience
    in PP pupils to
    support improved
    outcomes.

 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

 

 

 

 

£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

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