School Overview
School Name: Paddock Wood Primary Academy
Pupils in school: 611
Proportion of disadvantaged pupils: 21% (128 Pupils)
Academic year/years that our current pupil premium strategy plan covers: 2022 – 2025
Date this statement was published: September 2023
Date on which it will be reviewed: September 2024
Statement Authorised By: Mrs Alice Early
Pupil Premium Lead: Mr Simon Page
Governor / Trustee Lead: Anne Barritte
Pupil Premium allocation this academic year: £185,990
Recovery premium funding allocation this academic year: £15,370
Total budget for this academic year: £201,360
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.
Our aim is to address educational disadvantages within our own education setting. A research based approach guides our rationale and implementation. Marc Rowland identifies key areas that we focus on:
- Relationships
- Metacognition and self-regulated learning
- Social, emotional and mental health (SEMH)
- Language development and comprehension
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. At Paddock Wood Primary Academy we have set out a structured way to address educational inequality, with the ambition that every pupil, irrespective of background, feels like they belong.
Based on this understanding, our intent is to:
- ensure disadvantaged pupils are challenged in the work that they’re set with the same ambition in what they can achieve
- Ensure disadvantaged pupils have support in speech and language through early identification and assessment
- Ensure disadvantaged pupils develop a love of reading and become fluent readers.
- Ensure all disadvantaged pupils have the same opportunities and take up the personal development and enrichment offer
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 pupils enter school with lower acquisition of language than their peers
4
Our disadvantaged children lack cultural capital experiences which limits their ability to reference wider world ideas for their imagination and curiosity.
5
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
For pupils to undergo early identification of need with specific emphasis on speech and language
All pupils will be assessed using a speech and language screener on entry to KS1. All pupils will have appropriate support in place for their speech and language development.
For pupils to develop a love of reading and access to a wide range of engaging and suitable reading texts.
Reading attainment for disadvantaged pupils to improve at KS1 and KS2.
Disadvantaged pupils to be able to talk about books they have read and demonstrate a love of reading.
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 70%.
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 and ambition is that their attendance is in line with the rest of the school (above 95%). 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: £ 57,500
Activity
Evidence that supports this approach
Challenge number(s) addressed
Pre-Teaching
Pupil premium pupils to benefit from pre-teaching key vocabulary in the wider curriculum, e.g. science, history and geography. Pre-teaching to be delivered by teachers and/or TAs.
4
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
Spelling Focus
including practical multisensory practice and retrieval practice
Evidence shows that children are more likely to recall and retain information when taught in a multi-sensory way.
1, 2 & 3
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.
Ensure pupil premium pupils read daily to an adult.
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: £ 78,060
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.
3
Speech and Language Therapy
Increased pupils with language delay requiring specialist support from speech and language therapists.
3
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: £ 65,800
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
Reviewed
*unvalidated date
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%.
Combined achieved in 22-23 was 63% although we have 2 children who may achieve this and we would then be at 65%
Those children reaching ARE (not including those at GDS – see following table)
Reading and Maths across the school (except Y1) is showing a positive comparison between PPG and All children achieving the expected standard. Writing is the one subject where progress to close the gap is slower, but by the end of KS2 the PPG children are showing a positive difference.
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.
Teacher Assessment Data 22-23 comparing %of children at GDS
Year 1, Year 2 and Year 5 pupils are demonstrating that the difference is less than 15% between PPG and All children. further work is needed in Year 3 (although it’s important to note that many of the PPG children also have complex SEN), and in Year 6. The impact of changes to the way in which Maths and Reading have been taught is having a positive impact on the progress of these groups of children.
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.
Children in receipt of PPG make either expected or accelerated progress across their time in school.
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.
Whole School attendance 94.3% PPG Attendance is 93% so broadly in line. Attendance tracked every 3 weeks and action taken to address concerns. Worry boxes introduced into classes and Breakfast Buddies for those children that need support during transition. Zones of Regulation now used to support the language around social and emotional need.
Externally provided programmes
Programme
Provider
Times Table Rockstars / Numbots
Maths Circle
Mathletics
3P Learning
Phonics International
Debbie Hepplewhite
Literacy Shed
EdShed
Spelling Shed
EdShed