Our Pupil Premium Strategy has been updated in the autumn term 2022 to take into account the aims of the over-arching 3 year plan, together with information gained over the course of the pandemic. The previous year plan (2021-2022) is reviewed below, and much of its content has been retained in the revised plan.
Pupil premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
Old Priory Junior Academy
Number of pupils in school
Proportion (%) of pupil premium eligible pupils
Academic year/years that our current pupil premium strategy plan covers
Date this statement was published
Date on which it will be reviewed
Statement authorised by (headteacher)
Pupil premium lead
Governor / Trustee lead
Pupil premium funding allocation this academic year
Recovery premium funding allocation this academic year
Pupil premium funding carried forward from previous years (enter £0 if not applicable)
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
Part A: Pupil premium strategy plan
Statement of intent
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:
We aim to do this through:
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Detail of challenge
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.
|Reading - Assessments, observations and discussions indicate that Reading outcomes are generally below that of non- disadvantaged pupils. Reading records indicate that disadvantaged pupils do not read as often at home as non-disadvantaged pupils and therefore cannot apply reading skill as consistently as others.|
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.
|Wellbeing – The education and wellbeing of many of our pupils was negatively impacted by school closures, resulting in knowledge gaps which led to the gap widening, particularly for our disadvantaged pupils in Maths. The cost of living crisis is now impacting on many families, with an increase in application for free school meals, negative impact on parents’ mental health and some impact on attendance. All these issues have impacted on the social and enrichment opportunities families are able to offer their children, which has for some, had a negative impact on their mental health. As a result, it is imperative that all children feel that they are safe and belong in our school community.|
|5||Attendance: Data shows that attendance for disadvantaged pupils nationally is lower than that of non-disadvantaged pupils. Our data reflects a similar picture (between 1.5% and 3% difference). The attendance of our disadvantaged pupils historically dips in the summer term and our level of persistent absence increases for a small number of disadvantaged pupils at this time of year. Whilst the gap narrowed significantly in 2021-2022, the attendance data for our non-disadvantaged pupils was impacted by Covid.|
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.
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.
|Improve reading progress and attainment amongst disadvantaged pupils.||Pupils demonstrate increased levels of fluency in their core reading skills and in their enjoyment for reading. Attainment in reading improves by 10% in Years 3 and 4. The good outcomes for our disadvantaged group in Years 5 and 6 are maintained.|
|Improve progress and attainment in maths for the disadvantaged group.|
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:
Reduce the attendance gap between disadvantaged and non disadvantaged pupils.Reduce the number of pupils who are persistently absent.
Good attendance for all pupils is achieved by 2022/3:
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: £42,962.06
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.https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/maths-ks-2-3
|Sustaining an Oracy approach to support communication and language gaps.|
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.https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions
|Teacher PP Surgeries||Providing regular surgeries a year with the PP lead for each teacher to gain bespoke support for individual children to help them remove barrier to learning. This takes place in October with planned follow ups across the year. Individualised targets will be set. The PP Lead will support setting up interventions, modelling pre/post teach, etc for teachers and/or TAs where a need has been identified or requested.||1,2,3,4,5|
|Recruitment – Additional support (Teacher and TA) for directed teaching and support.||Working with Teachers and Teaching Assistants can lead to improvements in pupil attitudes and which is fundamental for development in relationships. In our setting, Year 3 and 4 pupils have been most affected academically by school closures and therefore we have recruited an additional teacher to enable us to deliver core learning to specific year groups.||1,2,3,4|
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £10,965.54
Evidence that supports this approach
Challenge number(s) addressed
|Additional phonics sessions targeted at disadvantaged pupils who require further support with their application of phonics. To be delivered in collaboration with Babcock.|
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.
Communication and language screening for identified pupils.Junior Language Link used for targeted pupils.
On average, oral language approaches have a high impact on pupil outcomes of 6 months additional progress.https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions
|Reading fluency intervention -– pupils demonstrate increased levels of fluency in their core reading skills and in their enjoyment for reading using YARC assessments to screen.|
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/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies
|Engaging with the National Tutoring Programme to provide a blend of tuition, mentoring and school-led tutoring for pupils whose education has been most impacted.|
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/small-group-tuition
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £5,343.00
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.
Embedding principles of good practice set out in the DFE’s Improving School Attendance advice.Our attendance lead will have release time to develop and implement additional procedures to support good attendance.
|The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence. https://www.gov.uk/government/publications/working-together-to-improve-school-attendance||4,5|
|Provide enrichment activities across the curriculum, including forest school, and subsidise additional activities, such as residentials, trips and clubs.|
Enriching education has intrinsic benefits. We think all children, including those from disadvantaged backgrounds, deserve a well-rounded, culturally rich, education.
|Provide support for individuals and families and CPD for staff from the Multi-Agency Support Team (MAST).|
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.https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/parental-engagement
Total budgeted cost: £59,270.00
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
Reading outcomes at the end of KS2 (67%) show that levels of disadvantaged children meeting the expected standard were above the national level (62%).
|Vocabulary acquisition and the application of taught vocabulary is evident through book looks and pupil conferencing. Evidence of written outcomes demonstrates that disadvantaged pupils apply a wider bank of vocabulary in their speech, demonstrate understanding in their reading, and use varied vocabulary in their writing. End of KS2 data shows that disadvantaged pupils meeting the expected standard (83%) were above the national average (55%).|
|The return of a normal structure to the school day (post-Covid) has ensured that same day interventions can be better facilitated. Engagement and participation develop when children have early exposure to learning concepts. End of KS2 data in Maths (58%) shows that it is in line with national (56%) but verbal feedback and precision in teaching is a focus for the next academic year to ensure gaps are plugged and that the gap is consistently narrowed.|
In 2021-2022, the overall absence rate for all pupils was 6.34% (impact of Covid). The
The percentage of all pupils who are persistently absent is below 10% and the figure among disadvantaged pupils is below 12%.
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
Read Write Inc
Pupil Attitudes to Self and School
|Reading Wise||Reading Wise|
|Junior Language Link||Speech Link|
Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information:
|How did you spend your service pupil premium allocation last academic year?|
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).
|What was the impact of that spending on service pupil premium eligible pupils?||Intervention and other assessments showed progress in relevant subject areas. Wellbeing improved when children felt they had an outlet.|