Pupil Premium

 What is Pupil Premium?
Pupil Premium is extra money that comes into our budget to help us make a positive difference to the educational outcomes of disadvantaged pupils. All schools are entitled to Pupil Premium. It is calculated by the number of pupils we have who are or were eligible for free school meals in the last 6 years or who are identified as looked after by a Local Authority (children in care or foster care).
At Eastgate Academy, we have a high percentage of pupils entitled to free school meals compared to the national average.

Why Is Pupil Premium Important?
Nationally, there is a strong link between economic disadvantage and poor achievement in schools. Across the country there is a significant gap between the progress made by pupils eligible for free school meals and those who are not eligible. There are many reasons why this gap exists. Pupil Premium is given to schools to help us try to close this gap. It is important because it enables us to counteract the disadvantages that poverty imposes on children. It ensures we can put the support in place to help every child in our school thrive and fully master each stage of the curriculum.

How Can We Spend Pupil Premium?
Although our Pupil Premium grant is calculated in terms of specific pupils, we do not have to spend the money directly on them. We can use the money as we see fit. However, we have to demonstrate how we are using Pupil Premium to close the progress gap between less and more advantaged pupils.

Pupil premium strategy statement (primary) 

  1. Summary information 
School  Eastgate Academy 
Academic Year  2017/18  Total PP budget  £138,600  Date of most recent PP Review  11/17 
Total number of pupils  274  Number of pupils eligible for PP  72  Date for next internal review of this strategy  11/18 

 

  1. Current attainment  
Attainment for 2016-2017  Pupils eligible for PP (your school)  Pupils not eligible for PP (national average)  
% achieving expected standard or above in reading, writing and maths  80%  77% 
% achieving expected standard or above in reading   76%  76% 
% achieving expected standard or above in writing  53%  67% 
% achieving expected standard or above in maths   66%  60% 
  1. Barriers to future attainment (for pupils eligible for PP) 
In-school barriers 
  1.  
Poor oral language skills 
  1.  
Lack of resilience and Independent Learning 
C.  Lack of aspiration  
D.  Mental Health and Well Being 
E.  Speech and language development is below ARE 
External barriers  
A  Parental expectations and aspirations. 
B  Home learning environment. 
C  English as an additional language. 
   
  1. Desired outcomes 
Success criteria  
  1.  
Improve oral language skills for pupils eligible for PP.  Pupils eligible for PP make rapid progress by the end of the year so that all eligible for PP meet age related expectations. 

 

 

  1.  
Higher rates of progress across the school for high attaining pupils eligible for PP  Pupils eligible for PP identified as high ability make as much progress as ‘others’ pupils identified as high ability, across the school in Reading, Writing and Maths.  Measured in Yr 3, 4, 5 and 6 by teacher assessments and successful moderation  

 

  1.  
Improve aspirations   More children able to talk about their learning and know next steps and talk positively about their future. 

 

 

  1.  
Improve the mental health and well-being of all children across the school  More pupils are able to take risks in their learning, lead small groups and whole class activities and voice their opinions confidently.  Children have a calm focused mind set. 

 

  1. Planned expenditure  
  • Academic year 
2017/18 
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies 
  1. Quality of teaching for all 
Desired outcome  Chosen action / approach  What is the evidence and rationale for this choice?  How will you ensure it is implemented well?  Staff lead  When will you review implementation? 
Improve oral language  Staff training on high quality feedback and effective questioning.  Invest PP money in longer term changes which will help all pupils. Many different evidence sources EEF Toolkit suggests high quality feedback is an effective way to improve attainment.  Use staff training time to deliver training.  AP observations of attendees after the training to embed learning.  AW 

JR 

WD 

November 2017 
Improve progress for high attaining pupils.  CPD on providing stretch for high attainders.  High ability pupils are making less progress than other pupils.  We want to ensure all children can achieve high attainment instead of simply ARE.  Use INSET day to deliver training. 

Phase observations in classes after the course 

AW 

JR 

WD 

November 2017 
Improve Aspirations  Staff training using Assertive Mentoring   National research and evidence from 2013 Pupil Premium award winning school. All Teachers and TA’s are trained in Assertive mentoring skills.  Regular reviews by AP’s, half termly 15 minute meetings with each child.  Pupil progress meetings termly  LH 

AW 

JR 

WD 

January 2018 
Improve the Mental Health and well-being of pupils 

 

 

 

Extend training of Thrive practitioners. 

Specialist TA sought for EYFS and meditation. 

Children identified as needing mental health and social and emotional support. 

Cluster in the west researched and identified a regional, National, school need for social and emotional support.  

 

 

 

 

SENCO to monitor and observe key staff in their delivery of Thrive and meditation. 

 

 

 

 

 

RH Senco 

LH 

January 2018 
Total budgeted cost   

 

 

  1. Targeted support 
Desired outcome  Chosen action / approach  What is the evidence and rationale for this choice?  How will you ensure it is implemented well?  Staff lead  When will you review implementation? 
Improve oral language skills  Small group provision for Talk Boost and other language support   Baseline has assessed children and targeted support has been put in place to enable children to catch up. Programmes used are independently evaluated and shown to be effective in other schools.  Organise timetable to ensure staff delivering provision have sufficient time to deliver.  Consult local schools who use the programme to identify any potential barriers.  AW 

JR 

WD 

January 18 
Improved progress for high attaining pupils  Weekly small group sessions for high attaining pupils with 

Experienced teachers  

We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff has been shown to be effective as highlighted in the EEF Toolkit.  Extra teaching time and preparation time paid for out of PP budget. 

Impact oversee by AP’s 

Engage with parents and pupils to explain interventions 

AW 

JR 

WD 

January 18 
Improve aspirations for all pupils  15 minute meeting 121 each half term with class teacher. 

Regular assessment of their own targets. 

Timetable 15 minute per child each half term within the school day. 

Provide opportunities for children and parents to review their own learning. 

Responding to marking. 

Regular training for teachers and TA’s on Assertive mentoring, Observations and regular assessments from AW  AW  January 18 
Total budgeted cost   
  1. Other approaches 
Desired outcome  Chosen action / approach  What is the evidence and rationale for this choice?  How will you ensure it is implemented well?  Staff lead  When will you review implementation? 
           
Total budgeted cost   
  1. Review of expenditure  
Previous Academic Year  2016 / 2017 
  1. Quality of teaching for all 
Desired outcome  Chosen action / approach  Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.  Lessons learned  

(and whether you will continue with this approach) 

Cost 
Improve the mental health and well-being of all pupils  Mediation introduced to Years 5 and 6 with 4 starting September 17 

Develop a sensory room for EYFS. Extend Thrive practitioners. 

 

Year 5 and 6 to have 2 x 40 minutes per week to enable then to have a calm focused mind set.  

Another trained Thrive Practitioner enables more children receive Thrive practise. 

Identified the complex needs of the new children in EYFS in response to paediatric and nursery advice. 

Observations and regular feedback from children and Teachers.  

 

25,000 
Raise attainment in Lower attaining classrooms  Additional TA’s employed to work in EYFS, 3/ 4 Penguins 5/6 Magpies 

 

Additional hours for Infant TA’s and RWI groupings 

 

To help classes meet their targets of 70% of children to reach ELG  

75% of pupils reach ARE. 

 

 

TA’s in place at the beginning of the school day enables children to start work from 8.30 am and improve learning. 

This will continue, all classes met their targets Children have become more independent / positive about their learning. 

 

To continue as improvement in reading in KS1 and phonics in Year 1. Year 1 reached 83% Year 2 now have more children on Literacy than on phonics. 

42,000 
  1. Targeted support 
Desired outcome  Chosen action / approach  Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.  Lessons learned  

(and whether you will continue with this approach) 

Cost 

£ 

 Top up Teaching  Put intervention TA’s back into the classroom  70 % of the targeted children reached ARE / ARE+.  To continue with Top up teaching and keeping the intervention TA’s in the classroom  To continue.  Improvement in all classes, TA’s work with children either before or after lessons to enable children to secure their knowledge asap.  40,000 
More TA’s trained to enable more children to access Thrive.  Train one more TA and cover staff salary  To increase number of students who can access Thrive.   Children who access Thrive show increased concentration and helps children to understand the emotional and social world around them.  2000 
  1. Other approaches 
Desired outcome  Chosen action / approach  Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.  Lessons learned  

(and whether you will continue with this approach) 

Cost 
To ensure all children can concentrate.  Free breakfast trolley for all children.  No child comes into school hungry, no pre-school siblings leave school hungry.  To continue to fund.  20,000 
To enable PP children to attend school residential. 

To enable all children to attend school trips 

 

Pay towards pupils attending residential trips. 

No charge for school trips 

All children who wish to attend residential trip can do so. 

 

All children to attend school trips. 

Continue to fund residential for Years 4 – 6 on a three year rolling programme – 17 York, 18 Cumbria, 19 Cheddar Gorge. 

Continue to fund school trips to help to raise aspirations and allow all children to visit new places outside of Kings Lynn and Norfolk. 

 

2,000 

 

15,000 

 

Raise attendance  Attendance rewards weekly  The highest attendance of the week are rewarded by a non-uniform day and a choice of reward.  Through School Council and Learning Ambassadors rewards changed from September 16 so this will not continue.  4300 
Uniform  Support families with uniform  TA’s wash uniform during PE lessons, continue to replace uniform for children when theirs is worn out.  All children have clean comfortable uniform, PE kit and shoes, trainers, plimsolls.  500 

 

 

  1. Additional detail 
In this section you can annex or refer to additional information which you have used to support the sections above. 

Pupil premium strategy statement (primary)

 

 

 

1.   Summary information
School Eastgate Academy
Academic Year 16/ 17 Total PP budget 165,190 Date of most recent PP Review 4/10/16
Total number of pupils 270 Number of pupils eligible for PP 125 Date for next internal review of this strategy 7/2/17

 

2.   Current attainment
Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% of pupils at ARE in RWM 70 % 70 %
% of pupils ARE+ 30% 30%
% making at least 2 levels of progress in reading (or equivalent) 95% 95%
% making at least 2 levels of progress in writing (or equivalent) 95% 95%
% making at least 2 levels of progress in maths (or equivalent) 95% 95%
3.   Barriers to future attainment (for pupils eligible for PP)
In-school barriers
A.     Poor oral language skills
B.     Lack of resilience and Independent Learning
C. Lack of aspiration
D. Mental Health and Well Being
E.
External barriers
A Parental expectations and aspirations.
B Home learning environment.
C English as an additional language.
 
4.     Desired outcomes Success criteria
A.      Improve oral language skills for pupils eligible for PP. Pupils eligible for PP make rapid progress by the end of the year so that all eligible for PP meet age related expectations.

 

 

B.      Higher rates of progress across the school for high attaining pupils eligible for PP Pupils eligible for PP identified as high ability make as much progress as ‘others’ pupils identified as high ability, across the school in Reading, Writing and Maths. Measured in Yr 3, 4, 5 and 6 by teacher assessments and successful moderation

 

C.      Improve aspirations More children able to talk about their learning and know next steps and talk positively about their future.

 

 

D.      Improve the mental health and well-being of all children across the school More pupils are able to take risks in their learning, lead small groups and whole class activities and voice their opinions confidently. Children have a calm focused mind set.

 

 

 

 

 

 

 

 

 

 

 

 

5.   Planned expenditure
·       Academic year 2016/ 2017
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies
    i.    Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Improve oral language Staff training on high quality feedback and effective questioning. Invest PP money in longer term changes which will help all pupils. Many different evidence sources EEF Toolkit suggests high quality feedback is an effective way to improve attainment. Use staff training time to deliver training.   AP observations of attendees after the training to embed learning. PH

JR

WD

January 2017
Improve progress for high attaining pupils. CPD on providing stretch for high attainders. High ability pupils are making less progress than other pupils. We want to ensure all children can achieve high attainment instead of simply ARE. Use INSET day to deliver training.

Phase observations in classes after the course

PH

JR

WD

January 2017
Improve Aspirations Staff training using Assertive Mentoring National research and evidence from 2013 Pupil Premium award winning school. All Teachers and TA’s are trained in Assertive mentoring skills. Regular reviews by AP’s, half termly 15 minute meetings with each child. Pupil progress meetings termly LH

PH

JR

WD

January 2017
Improve the Mental Health and well-being of pupils

 

 

 

 

 

Extend training of Thrive practitioners.

Specialist TA sought for EYFS and meditation.

Children identified as needing mental health and social and emotional support.

Cluster in the west researched and identified a regional, National, school need for social and emotional support.

 

 

 

 

SENCO to monitor and observe key staff in their delivery of Thrive and meditation.

 

 

 

 

 

RH Senco

LH

January 17
Total budgeted cost
  ii.    Targeted support
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Improve oral language skills Small group provision for Talk Boost and other language support Baseline has assessed children and targeted support has been put in place to enable children to catch up. Programmes used are independently evaluated and shown to be effective in other schools. Organise timetable to ensure staff delivering provision have sufficient time to deliver. Consult local schools who use the programme to identify any potential barriers. PH

JR

WD

January 17
Improved progress for high attaining pupils Weekly small group sessions for high attaining pupils with

Experienced teachers

   We want to provide extra support to maintain high attainment. Small group interventions with highly qualified staff has been shown to be effective as highlighted in the EEF Toolkit. Extra teaching time and preparation time paid for out of PP budget.

Impact oversee by AP’s

Engage with parents and pupils to explain interventions

PH

JR

WD

January 17
Improve aspirations for all pupils 15 minute meeting 121 each half term with class teacher.

Regular assessment of their own targets.

Timetable 15 minute per child each half term within the school day.

Provide opportunities for children and parents to review their own learning.

Responding to marking.

Regular training for teachers and TA’s on Assertive mentoring, Observations and regular assessments from PH PH January 17
Improve the mental health and well-being of all pupils Introduce Mediation to Years 5 and 6.

Develop a sensory room for EYFS. Extend Thrive practitioners.

 

Year 5 and 6 to have 2 x 60 minutes per week to enable then to have a calm focused mind set.

Train another Thrive Practitioner to enable more children receive Thrive practise.

Identified the complex needs of the new children in EYFS in response to paediatric and nursery advice.

Observations and regular feedback from children and Teachers.

 

 

RH – Senco

LH

January 17
Total budgeted cost
iii.    Other approaches
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Total budgeted cost  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6.   Review of expenditure
Previous Academic Year 2015 / 2016
    i.    Quality of teaching for all
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
Monitoring RWI Release time for RWI Lead RWI release time, 1 week per half-term. 16% of teaching time.

To disbanded use of Literacy and Language (after Autumn half term) as teachers can teach literacy with sufficient pace and depth. More work on Genres identified and new writing action plan put in place.

100% of Year 6 achieved ARE.

 

Literacy Lead and RWI Lead need release time together to monitor the writing action plan.

Results show an improvement in writing throughout the school.

Literacy Lead can now take over RWI

 

 

8,500
Raise attainment in Lower attaining classrooms Additional TA’s employed to work in EYFS, 3/ 4 Penguins 5/6 Magpies

 

Additional hours for Infant TA’s and RWI groupings

 

To help classes meet their targets of 70% of children to reach ELG

75% of pupils reach ARE.

 

 

TA’s in place at the beginning of the school day enables children to start work from 8.30 am and improve learning.

This will continue, all classes met their targets Children have become more independent / positive about their learning.

 

To continue as improvement in reading in KS1 and phonics in Year 1. Year 1 reached 83% Year 2 now have more children on Literacy than on phonics.

38,435
Extra resources for each classroom Purchase of Numicon and RWI materials to support learning Impact on all pupils from EYFS to Year 6. Year 5 /6 pupils teaching year 3 /4 children times tables have made good progress. Resources to continue to be used in the classrooms. Times tables groups to start again after half term. 12,000
Enrichment activities Inspire children to learn new skills. Years 5 and 6 to have fencing lessons.

Year 4 to learn Archery

G and T sessions on film making

Instructor has stopped instructing, children’s mental health is high priority for next school year 16 – 17. 9,000
  ii.    Targeted support
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost

£

Top up Teaching Put intervention TA’s back into the classroom 70 % of the targeted children reached ARE / ARE+.   To continue with Top up teaching and keeping the intervention TA’s in the classroom To continue. Improvement in all classes, TA’s work with children either before or after lessons to enable children to secure their knowledge asap. 38,000
More TA’s trained to enable more children to access Thrive. Train 1 more TA To increase number of students who can access Thrive. Children who access Thrive show increased concentration and helps children to understand the emotional and social world around them. 2,000
iii.    Other approaches
Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned

(and whether you will continue with this approach)

Cost
To ensure all children can concentrate. Free breakfast trolley for all children. No child comes into school hungry, no pre-school siblings leave school hungry. To continue to fund. 20,000
To enable PP children to attend school residential.

To enable all children to attend school trips

 

Pay towards pupils attending residential trips.

No charge for school trips

All children who wish to attend residential trip can do so.

 

All children to attend school trips.

Continue to fund residential for Years 4 – 6 on a three year rolling programme – 17 York, 18 Cumbria, 19 Cheddar Gorge.

Continue to fund school trips to help to raise aspirations and allow all children to visit new places outside of Kings Lynn and Norfolk.

 

30,000
Raise attendance Attendance rewards weekly The highest attendance of the week are rewarded by a non-uniform day and a choice of reward. Through School Council and Learning Ambassadors rewards are changing from September 16 so this will not continue. 3,500
Uniform Support families with uniform TA’s wash uniform during PE lessons, continue to replace uniform for children when theirs is worn out. All children have clean comfortable uniform, PE kit and shoes, trainers, plimsolls. 150

 

7.     Additional detail
In this section you can annex or refer to additional information which you have used to support the sections above.

 

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