Pupil Premium

Detail

Data

School name

Old Priory Junior Academy

Number of pupils in school

202

Proportion (%) of pupil premium eligible pupils

34 (17%)

Academic year/years that our current pupil premium strategy plan covers

2022-2023

Date this statement was published

September 2022

Date on which it will be reviewed

July 2023

Statement authorised by (headteacher)

Suzie Ottewell

Pupil premium lead

Yasmin Atkinson

Governor / Trustee lead

Ray Nair

Detail

Amount

Pupil premium funding allocation this academic year

£59,270

Recovery premium funding allocation this academic year

£5,220

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

£64,490

Our intention is that all pupils, regardless of their background and challenges they face, made good progress and attain well across all subject areas. The focus of this strategy is to ensure that all disadvantaged pupils achieve this goal, narrowing the attainment gap between disadvantaged and non-disadvantaged pupils.

High quality teaching is at the heart of our approach with a focus on reading, writing and mathematics. Ensuring that all pupils are taught well and challenged in their learning will improve the progress and attainment of all pupils in the school.

Our approach will be responsive to common challenges and individual needs, rooted in accurate assessment and our understanding of the whole child. We know that children’s attendance in school is paramount, enabling them to build relationships, make progress academically and have a sense of belonging within a supportive community.

Our ultimate objectives are:

• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
• For all disadvantaged pupils to make nationally expected progress in reading, writing and maths.
• To raise the aspirations, engagement and attendance of disadvantaged pupils.
•  

We aim to do this through:

• Ensuring that teaching and learning opportunities meet the needs of all pupils through robust assessment of the next steps in learning, which enables personalised feedback for each child.
• Ensuring that provision is precise and appropriate through targeted support (interventions and additional support).

• Promoting Oracy and collaborative approaches across the curriculum to enhance participation and engagement, particularly in maths.
• Developing strong home-school links and relationships to support pupils and families, improve attendance, wellbeing and aspirations.

Challenge number

Detail of challenge

1

Language & Communication – Assessments, observations and discussions with pupils indicate gaps in sentence composition and vocabulary acquisition. Pupils show evidence of some speaking and listening skills but require further support with the physical, cognitive, linguistic and social and emotional strands of Oracy.

2

3

Maths – Maths attainment among disadvantaged pupils is below that of non-disadvantaged pupils across the school. Observations demonstrate that some disadvantaged pupils are reluctant to show their understanding through fear of failure which can reduce their engagement and participation in lessons.

4

Intended outcome

Success criteria

Improve language and communication skills among disadvantaged pupils.

Assessments and observations show improved sentence composition and vocabulary acquisition. Learning walks and discussions with pupils and staff show that all pupils are able to articulate their needs and learning. Disadvantaged pupils apply taught vocabulary and apply a depth of skills when speaking and listening, in line with the Oracy model to teaching and learning.  

Progress and attainment of disadvantaged pupils increases by 10% in each year group.

Improve wellbeing and self-esteem for all pupils, particularly those who are disadvantaged.

An improvement in wellbeing by the end of 2022/23 is evidenced by:  

• Improved self-perception in pupil surveys and pupil voice.
• A reduction in incidences of pupils needing referrals to outside agencies for support because need is well managed in-house.
• All pupils talk about a breadth of enrichment opportunities available to them through school and increasing numbers of disadvantaged pupils take part in these activities.

Reduce the attendance gap between disadvantaged and non disadvantaged pupils.

Good attendance for all pupils is achieved by 2022/3: 

• Overall absence rate for all pupils is no more than 3.5%, and the attendance gap between disadvantaged and
  non-disadvantaged pupils is no more than 1.5%.
• The percentage of all pupils who are persistently absent is below 10% and the figure among disadvantaged pupils is

Activity

Evidence that supports this approach

Challenge number(s) addressed

Teachers and TAs supported and coached to ensure accurate assessment of gaps for all PP pupils below ARE in Maths.

Assessment should be used not only to track pupils’ learning but also to provide teachers with information about what pupils do and do not know. This should inform the planning of future lessons and the focus of targeted support. Effective feedback will be an important element of teachers’ response to assessment. Feedback should be specific and clear, encourage and support further effort, and be given sparingly. Teachers not only have to address misconceptions but also understand why pupils may persist with errors. Knowledge of common misconceptions can be invaluable in planning lessons to address errors before they arise. CPD around Ready to Progress; Children as evidence and the effective use QLA from NFER provided to support teaching and learning.

3,4

There is a strong evidence base that suggests that oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impact. On average, oral language approaches have a high impact on pupil outcomes of 6 months additional progress.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period of up to 12 weeks.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/phonics

1,2,4

Communication and language screening for identified pupils.

On average, oral language approaches have a high impact on pupil outcomes of 6 months additional progress.

A focus on the learners’ understanding of written text. Pupils learn a range of techniques which enable them to comprehend the meaning of what they read using each of the six reading skills. Effective diagnosis of reading difficulties is important in identifying possible solutions, particularly for older struggling readers. Pupils can struggle with decoding words, understanding the structure of the language used, or understanding particular vocabulary, which may be subject-specific.

https://educationendowmentfoundation.org.uk/news/eef-blog-shining-a-spotlight-on-reading-fluency

Tuition has been shown to be effective where it takes place 1:1 or in small groups and directly targets pupils with low prior attainment or who are struggling in particular areas. Tuition is effective when additional to but explicitly linked to existing lessons.  

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition

Activity

Evidence that supports this approach

Challenge number(s) addressed

Monitor disadvantaged pupils’ wellbeing through the use of surveys focusing on how a pupil feels about themselves, their engagement with the curriculum and their feelings about school – CPD links for staff on how to support the wellbeing of pupils.

Evidence from the EEF’s Teaching and Learning Toolkit suggests that effective SEL can lead to learning gains of +4 months over the course of a year. Teachers require support on how to develop these skills in their everyday teaching practice. This is particularly important at a time when schools are reviewing their core vision and curriculum offer, and planning to implement statutory Relationships and Health education.

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/primary-sel

4,5

Embedding principles of good practice set out in the DFE’s Improving School Attendance advice.

Enriching education has intrinsic benefits. We think all children, including those from disadvantaged backgrounds, deserve a well-rounded, culturally rich, education.

https://educationendowmentfoundation.org.uk/guidance-for-teachers/life-skills-enrichment

https://www.forestresearch.gov.uk/research/forest-schools-impact-on-young-children-in-england-and-wales/

Parental engagement has a positive impact on average of 4 months’ additional progress. It is crucial to consider how to engage with all parents to avoid widening attainment gaps.

Reading outcomes at the end of KS2 (67%) show that levels of disadvantaged children meeting the expected standard were above the national level (62%).

In 2021-2022, the overall absence rate for all pupils was 6.34% (impact of Covid). The
attendance gap between disadvantaged and non-disadvantaged pupils was 1.76% (2.33% in 2021).

Programme

Provider

Accelerated Reader

Renaissance 

Read Write Inc

Oxford  

Pupil Attitudes to Self and School

Reading Fluency

YARC

Measure

Details

We spent service pupil premium on providing interventions and support in-house. Some of the funding was spent on academic intervention to address gaps in reading/writing/maths. In addition, we were able to fund 1:1 support around wellbeing and emotions for families experiencing difficulties due to separation (due to the pandemic or deployment).