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.

School
overview

Detail

Data

School
name

Norbury
Hall Primary School

Number
of pupils in school

455

Proportion
(%) of pupil premium eligible pupils

4.2%

Academic year/years that our current pupil
premium strategy plan covers (3 year plans are recommended)

2021
– 2023

Date this statement was published

October
2022

Date on which it will be reviewed

October
2023

Statement
authorised by

Jacqui
Ames

Pupil
premium lead

Becky
Wood

Governor
/ Trustee lead

Nicola
Jordan

Funding
overview

Detail

Amount

Pupil premium funding allocation this academic year

£34,972

Recovery premium funding allocation this academic year

£2,940

Pupil premium funding carried forward from previous years
(enter £0 if not applicable)

£0

Total budget for
this academic year

£37, 912

Part A: Pupil premium strategy plan

Statement of intent

·
Our intention
is that all of our children, irrespective of their background or the
challenges they may face, make good progress from their starting points and
achieve well across the curriculum.
The focus of our pupil premium strategy is to support disadvantaged
pupils to achieve these goals, including progress for those who are already
high attainers.

·
We
consider the needs faced by all our vulnerable children and actively seek an
open and honest dialogue with our families who may need support. The activity outlined in this statement is
intended to support their needs, regardless of whether they are disadvantaged
or not.

·
Quality
first teaching is at the heart of our approach, with a focus on areas in
which disadvantaged learners require the most support. This has proven to have the greatest impact
on closing the disadvantage attainment gap and at the same time will benefit
the non-disadvantaged learners in our school.

·
Our
pupil premium cohort is small and a bespoke and personalised approach is used
to ensure the right learners receive the right support at the right
time. Targeted academic support is
offered through classroom intervention, tutoring sessions and bespoke home
learning offers. Wider strategies
support the well-being of the pupil premium learner in terms of social,
emotional and behavioural needs.

·
Our
approach is responsive to common challenges and individual needs, rooted in
robust diagnostic assessment, not assumptions about the impact of
disadvantage.

·
Our
strategy is also integral to wider school plans for educational recovery.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Approximately
half of our pupil premium children have a lower prior attainment, compared to
non PPG.

2

Some pupil premium children find the basic skills
within reading (phonic knowledge and a love of reading), writing and maths
difficult to acquire. They make
progress but at a slower rate when to compared to non PPG.

3

Eight of our pupil premium learners also have
additional needs including those being supported as SEND

4

Ensuring
access to the necessary resources e.g. uniform, remote learning, wider
opportunities outside of the school day.

5

Our
discussions with children and families have identified social and emotional
issues for our pupil premium children.
This has an impact on the children, including their attainment.

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

Higher levels of attainment for our pupil premium children

At least expected progress measure achieved for all
of our pupil premium children achieved.
Where appropriate our pupil premium children meet age related
expectations or better.

Quality first teaching, bespoke home learning and
school led tutoring work in unison to maximise the progress made.

Parent partnership to support learning is strong
with attendance at parent teacher meetings, support for bespoke home learning
and regular dialogue with estranged parents.

Pupil premium children are
supported with any additional needs, including SEND, social and emotional
needs and well-being.

Maximised academic progress for children with additional
needs supported by relevant agencies and school based SEMH interventions.

Impact through SDQ scores showing our pupil premium
children targeted through play therapy, ELSA or Forest School programmes have
developed more healthy minds.

Pupil premium children are
supported to access wider curriculum opportunities.

Pupil premium children attend residentials, school
trips and extra-curricular activities where a cost is involved. Children and families are supported to
provide the relevant equipment for activates.

Improved confidence when
acquiring basic skills in relation to the core basic skills in reading,
writing and maths

Pupil premium children achieve the pass threshold in
Year 1 phonics screening.

Pupil premium children successfully apply their
phonic skills for reading to their writing (spelling).

Pupil premium children acquire the appropriate maths
milestones for their age.

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: £14,000

Activity

Evidence that
supports this approach

Challenge number(s)
addressed

Deploy
funds to the teacher and TA budget to enable support for pupil premium
children above and beyond the normal staffing levels.

The EEF promote and
encourage effective use of teaching assistant time whereby in class support
and intervention complement each other and work in tandem.

Additional adults within
the classroom enables teachers to be able to support more learners in the
moment and to create more effective groupings to target learners.

1, 2 and 3

A
high-quality programme of phonics teaching for all children who need this as
part of their curriculum.

Schools are expected to
teach phonics using a systematic, synthetic approach which is based on a
scheme which has been approved by the DfE.

An online subscription
enables our children to be able to access decodable books both within phonics
teaching and as part of home learning.

1, 2 and 3

To support ease of parental support at home by
providing access to online teaching software e.g. Times Table Rockstars, My
Maths and Bug Club

Use of online resources
often motivates our learners and supports parents in terms of the pitch of
learning. Platforms enable teachers to
monitor activity and progress.

1 and 2

Targeted academic support (for example, tutoring, one-to-one
support structured interventions)

Budgeted cost: £10,000

Activity

Evidence that
supports this approach

Challenge number(s)
addressed

One to one or small group intervention to support closing
the gap (Write Away Together, SERI, Numberstacks, Inference)

Intervention outside of the school day or core learning
time.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

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

Evidence from the EEF
cites progress made as +4 – 5 months

1, 2 and 3

Tutoring
programme specifically targeted at pupil premium children

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

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

Evidence from the EEF
cites progress made as +4 – 5 months

1, 2 and 3

CPD to deliver named interventions (external
provider and English lead to deliver)

Reputable and proven interventions. Some English intervention training to be
led by EY2P.

1, 2 and 3

Wider strategies (for
example, related to attendance, behaviour, wellbeing)

Budgeted cost: £14,000

Activity

Evidence that
supports this approach

Challenge number(s)
addressed

Access
to high quality SEMH provision for all children – pupil premium learners are
prioritised within this.

The school has a proven
track record of a mindfulness approach with a resident play therapist on site
two days a week to support as needed.

Resident forest school
leaders again have a proven track record of impact on the well being and
healthy mind status of our learners.
Outdoor learning is proven to have a positive impact in this way.

The recently introduced
ELSA programme is a national programme proven to support the well-being of
children.

SDQ data shows that targeted children are developing more
healthy minds.

5

Financial
support for residentials / school trips and wider opportunities.

Wider opportunities allow
for an inclusive learning environment for all where access to opportunity
doesn’t become a factor.

Outdoor learning is proven
to have a positive impact on a child’s well-being and consequently their
engagement with learning in school.

4 and 5

Total budgeted cost: £38,000

Pupil premium strategy statement

School overview

Metric Data
School name Norbury Hall Primary School
Pupils in school 460
Proportion of disadvantaged pupils 5.9%
Pupil premium allocation this academic year £43,591
Academic year or years covered by statement 2020 – 2022
Publish date October 2021
Review date October 2022
Statement authorised by Jacqui Ames
Pupil premium lead Becky Wood
Governor lead Nicola Jordan

Disadvantaged pupil progress scores for last academic year

Measure Score
Reading 100% made expected progress from KS1 (based on teacher assessment)
Writing 100% made expected progress from KS1 (based on teacher assessment)
Maths 75% made expected progress from KS1 (based on teacher assessment)

Strategy aims for disadvantaged pupils

Measure Score
Meeting expected standard at KS2 Reading – 50%; Writing – 75% and Mathematics – 75%
Achieving high standard at KS2 0%
Measure Activity
Priority 1

Ensure that the progress of pupil premium learners is carefully planned for and closely monitored particularly within the context of the national pandemic and the potential interruption of face to face schooling.
  • Have a clear understanding of each PP child’s attendance pattern in school since March 2020.
  • Encourage attendance at school by identifying PP children as vulnerable learners.
  • Where families choose for their children to stay at home develop a bespoke home learning offer to support these learners – this may include intervention work.
  • Where PP children are in school ensure quality first teaching meets the needs of learners and identify children who will receive specific interventions to enhance and develop progress.
Priority 2

Ensure that teachers and the wider team work alongside the senior team to accurately assess and subsequently facilitate a personalised approach to learning for identified pupils
  • Develop and refine assessment processes to ensure that progress is captured for all learners, including PP children.
  • Set expectation that we maintain progress measures for all children, including PP learners by the end of the summer term 2021. Instigate a programme of “catch up” for those children who may be falling short of this target – this may be face to face or remote intervention programmes.
Barriers to learning these priorities address
  • Quality first teaching meeting the needs of learners through skilful differentiation both face to face and remotely as required.
  • Relevant intervention in place – both face to face and remote as required e.g. phonics intervention, SERI, SALT programmes, tutoring
  • Mental health support in school facilitated through play therapy (JM)
Projected spending £43,500

Teaching priorities for current academic year

Aim Target Target date
Progress in Reading Achieve projected expectations or better for each child based on robust baseline assessments at the end of the EYFS or at the end of KS1 Summer 2021
Progress in Writing Achieve projected expectations or better for each child based on robust baseline assessments at the end of the EYFS or at the end of KS1 Summer 2021
Progress in Mathematics Achieve projected expectations or better for each child based on robust baseline assessments at the end of the EYFS or at the end of KS1 Summer 2021
Phonics Internal assessment using PSC at Y1 – achieve in line with national average for 2019 and reflect school’s high historic performance in this check. Summer 2021

Targeted academic support for current academic year

Measure Activity
Priority 1

Carefully planned and executed personalised learning approach for PP children to ensure their progress measures are met.
  • Accurate assessment of PP learners at key assessment points with clearly identified next steps to ensure progress.
  • Strategic discussion with members of SLT to ensure interventions / tutoring where needed are provided – this could be face to face or accessed remotely.
  • Discussion with parents and carers regarding additional home learning support – using a personalised approach to make this highly effective.
  • Progress of PP children monitored by PP lead teacher.
Priority 2

Ensure that staff are offering a carefully differentiated programme of learning for PP children as part of the quality first teaching offer
  • Use of accurate assessment to ensure next steps are identified and met through careful planning constructed by class teachers.
  • Phase team leaders and other members of the senior team to support staff to ensure planning plans for next steps for all.
  • A range of methods of differentiation used to support learners.
  • Additional adult support given to learners when needed.
  • A level of achievable challenge within learning for all.
Barriers to learning these priorities address Ensure assessments are accurate and inform next steps in learning. Ensure that interventions are carefully chosen and timely.
Projected spending £15,500

Wider strategies for current academic year

Measure Activity
Priority 1

Continuing the school’s philosophy of embedding mindfulness as a strategy for well being
  • Ensure new members of staff understand and embrace this integral element of school philosophy.
  • Ensure this philosophy is used consistently throughout the school, starting with our youngest learners.
  • School’s play therapist to model good practice for staff and children alike.
  • All learners to be encouraged to use these strategies beyond the school day.
Priority 2

Play therapist on site for four days each week
  • Play therapist’s programme of individual clients (PP children prioritised within this), group work, rolling programme of circles sessions with each class, support for teachers and parent community.
Barriers to learning these priorities address Developing and maintaining the resilience of learners particularly within the context of the pandemic.

Ensuring readiness to learn for our most disadvantaged learners.
Projected spending £28,000

Monitoring and Implementation

Area Challenge Mitigating action
Teaching Ensuring quality first teaching meets the needs of PP learners. Senior staff to support the teaching team with a differentiated approach to learning where personalisation is evident for PP learners. Use of staff training time to support this measure.
Targeted support Ensuring the right children get the right intervention at the right time. Ensuring the intervention is delivered by well trained colleagues. Regular dialogue through pupil progress monitoring to ensure PP children are identified and prioritised for interventions. Further training for members of the teaching assistant team to ensure capacity to deliver a range of needed interventions.
Wider strategies Engaging the families facing the most challenges. Regular dialogue with parents / carers from HT / DHT and AHTs as well as class teachers. This is in addition to the usual communication streams for all families. Involvement of other professionals and agencies if required.

Review: last year’s aims and outcomes

Aim Outcome
Progress in reading and writing Good improvement in disadvantaged pupil progress from 2019 – 2020 (At Year 6 100% of children made expected progress and 25% made more than expected progress)
Progress in mathematics 75% of Year 6 learners made expected progress across KS2. This progress measure was impacted by national lockdown measures.
Other All identified learners accessed play therapy sessions. Mindful strategies formed the basis of work in school for all learners during all phases of lockdown using Zoom as a medium to allow this to continue.

Pupil premium strategy statement

Download the Pupil Premium Report Norbury Hall Primary School  PDF