School Overview
School Name: Paddock Wood Primary Academy
Pupils in school: 590
Proportion of disadvantaged pupils: 18%
Academic year/years that our current pupil premium strategy plan covers: 2022 – 2025
Date this statement was published: September 2022
Date on which it will be reviewed: September 2023
Pupil Premium Lead: Mrs Libby Fidock
Governor / Trustee Lead: Anne Barritte
Pupil Premium allocation this academic year: £169,885
Recovery premium funding allocation this academic year: £15,515
Total budget for this academic year: £185,400
Part A: Pupil Premium Strategy Plan
Statement of Intent
At Paddock Wood Primary Academy, we strive to develop students who are internationally-minded, through: collaboration, communication, inquiry, respect and creativity. Nurturing a passion for life-long academic learning through a broad and balanced curriculum is a priority; through agency we will develop individuals to reach their potential academically, emotionally, socially and physically. Our children will become an integral part of their community, understanding their place on a local and global platform; they will take responsibility for the small steps they take throughout their lives, which will create impact on a broader level. We will help them to aspire to be ambitious, for themselves, their families, their friends and for their community as a whole.
At Paddock Wood Primary Academy we recognise that disadvantaged children often face more challenges socially and academically and therefore our pupil premium strategy aims to counteract these challenges and narrow the gaps that these children face. High-effective quality first teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers. Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils. Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel.
To ensure they are effective we will:
- ensure disadvantaged pupils are challenged in the work that they’re set
- act early to intervene at the point need is identified
- adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes
- and raise expectations of what they can achieve.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge Number
Detail of Challenge
1
Limited exposure to high quality texts and reading as a whole which limits a child’s ability to progress in line with their peers and widen the vocabulary gap.
2
Home support and the necessary skills mean that our families are unable to provide on-going support for our children.
3
Our disadvantaged children lack cultural capital experiences which limits their ability to reference wider world ideas for their imagination and curiosity.
4
Attendance for some pupils which means they don’t have the regular and consistent contact with school which will ensure they make progress.
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
To narrow the gap in attainment at ‘expected standard’ between pupils in receipt of the Pupil Premium and those who are not (less than -10% in all areas) across the school.
Combined attainment at the end of Key Stage to be no less than 65%.
To narrow the gap in attainment at ‘higher standard’ between pupils in receipt of the Pupil Premium and those who are not (less than -15% in all areas) across the school.
All year groups will have children who achieve the higher standard in combined attainment.
To narrow the gap in progress between pupils in receipt of Pupil Premium and those who are not by the end of Key Stage 2.
Children in receipt of Pupil Premium will make accelerated progress in order to narrow the gap with their peers.
To ensure all children in receipt of Pupil Premium feel safe, happy and are ready to learn each day through support and wider strategies of engagement.
The majority of children in receipt of Pupil Premium will attend school regularly (above 90%) Children will show positive behaviours for learning and will demonstrate engagement in lessons through questioning. Children will be able to discuss what makes them feel happy at school and who keeps them safe.
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: £ 46,383
Activity
Evidence that supports this approach
Challenge number(s) addressed
Maths
Times Table Rockstars
Mathletics
Numbots
The implementation of Times Table Rockstar, Numbots and Mathletics has allowed children to engage with Maths both at home and school and learning is targeted so we can close gaps. Studies have shown that the use of digital technology can improve outcomes by 4 months.
Digital Technology | Toolkit Strand | EEF
2
Writing
Clicker 8
Feedback and Marking approaches to be used to help with the development of writing. The use of Clicker 8 will allow all children to develop their use of vocabulary particularly within their writing.
These strategies will be based around the needs of the children in our school, one key strategy is feedback which adds up to 6 months progression to a child’s learning. We also have a higher % of children with Speech and Language, so the use of Clicker 8 will ensure this is well supported across the curriculum and particularly in regards to writing
1 & 2
Writing / Reading
Literacy Shed
Assessment for Reading to be developed for all year groups to help identify gaps for intervention and next steps. Lexile levels to be used to strengthen this.
Increased access to a wider range of texts and support for staff to help with engagement.
The use of lexile scores will give a consistent approach and will help identify both those children that require further intervention.
1 & 2
Reading
New reading resources
Improved reading areas
Providing children with a range of engaging texts to develop a love of reading and learning. The use of Lexile levels will support and evidence progress for all children.
1
Recruitment / Staffing
Small group interventions for reading/ writing/ maths
Appointment of a Reading Lead teacher to oversee progress and attainment.
Utilising 4 TAs across the school – to support small intervention groups – has been shown to add up to 4 months impact on learning.
Teaching and Learning | Teaching Assistant Interventions | EEF
1 & 2
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 77,196
Activity
Evidence that supports this approach
Challenge number(s) addressed
Speech and Language interventions.
EYFS speech and language programme and allocated to an HLTA to run this.
Use of Widget to support speech and language / communication.
EAL support – Langauge Nut, pre-teaching of key words and technical language.
EEF notes a 5 month impact on learning for oral language interventions. It also adds that Early Years interventions, although expensive, have an impact of 5 months progression.
1
1:1 Phonics
Phonics is the foundation of the reading framework and is an essential element of ensuring children are able to access a broad and balanced curriculum. Phonic internations are proven to have an impact of 4 months on learning.
1
Tutoring 1:6 in KS2
Additional Teacher hours to support gaps in Reading, Writing and Maths within KS2.
Gaps can be actively assessed and responded to dynamically. The EEF states that small group tuition can add up to 4 months of learning.
1 & 2
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 61,821
Activity
Evidence that supports this approach
Challenge number(s) addressed
Pastoral / Inclusion Team
Pastoral / Inclusion Team to support both the needs of children with SEN but also those without SEN
Parents will have more trust in the school which will enable them to discuss their needs and the needs of their children so that they can be properly supported.
4
SEN Assistant
Additional capacity to support both the pastoral and inclusion team.
Helping children to self-regulate and to build their social and emotional resilience and understanding means that they are able to access the academic learning that is being taught to them. The EEF states that the teaching of metacognition and self-regulation has an impact of 7 months whilst social and emotional learning interventions add 4 months
Teaching and learning | Teaching Assistant interventions | EEF
Utilising both TAs to support small intervention groups – has been shown to add up to 4 months impact on learning.
Teaching and Learning | Teaching Assistant Interventions | EEF
4
ELSA
Run by an HLTA
Helping children to self-regulate and to build their social and emotional resilience and understanding means that they are able to access the academic learning that is being taught to them. The EEF states that the teaching of metacognition and self-regulation has an impact of 7 months whilst social and emotional learning interventions add 4 months.
Teaching and Learning | Metacognition and self-regulation | EEF
4
Nurture Group Network Training
Helping children to self-regulate and to build their social and emotional resilience and understanding means that they are able to access the academic learning that is being taught to them. The EEF states that the teaching of metacognition and self-regulation has an impact of 7 months whilst social and emotional learning interventions add 4 months.
Teaching and Learning | Metacognition and self-regulation | EEF
4
Uniform
Where needed uniform will be supplied so that no child is disadvantaged or perceived as different to their peers.
3
Cultural Capital
Funding of trips, experiences and clubs
e.g. music concerts
Children from disadvantaged backgrounds may not have the same opportunities socially and culturally as their non-disadvantaged peers. By enabling them to access the same opportunities we are able to open up a variety of experiences for them
3
School Clubs
A range of clubs are available, with spaces particularly targeted to children in receipt of Pupil Premium.
Children from disadvantaged backgrounds may not have the same opportunities socially and culturally as their non-disadvantaged peers. By enabling them to access the same opportunities we are able to open up a variety of experiences for them. This includes sports participation which is shown by the EEF to have a 1 month impact on learning.
3
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 2021 to 2022 academic year.
Aim
Target
Target date
Reviewed
*unvalidated date
Progress in Reading
To achieve 85% ARE in Reading
June 2022
Achieved 75% ARE*
Progress in Writing
To achieve 85% ARE in Writing
June 2022
Achieved 81% ARE*
Progress in Mathematics
To achieve 85% ARE in Maths
June 2022
Achieved 76% ARE *
Phonics
Increased the % of PPG students reaching the expected standard for phonics in June 2022.
June 2022
87% of the PPG Y1 pupils reached the expected standard. This is an increase of 16% from 20-21
General Comment
Phonics interventions have ensured that 83% of pupils achieved the expected standard in phonics in June despite the impact of covid. Where possible TA hours were extended across the school to ensure admin tasks could take place out of school hours when the children weren’t in the building. This enabled more time to be dedicated to 1:1 reading which improved fluency for these children.
This year our dedicated inclusion team ensured that sensory boxes, colour monsters and sensory circuits were able to be run specifically to meet the needs of these pupils.
ELSA interventions were significantly in demand this academic year due to the impact of covid. We saw a significant rise in a need for this within our Y5 and Y6 cohorts and will invest further next academic year.
This year we have developed our extra curricular and cultural capital opportunities, with a target of 100% of children with PPG attending at least one of these. Whilst we didn’t quite see 100% we did track this termly and proactively achieved 98% of pupils in receipt of Pupil Premium attended at least one of these across the academic year.
Externally provided programmes
Programme
Provider
Times Table Rockstars / Numbots
Maths Circle
Mathletics
3P Learning
Phonics International
Debbie Hepplewhite