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 |
Norbury |
Number |
455 |
Proportion |
4.2% |
Academic year/years that our current pupil |
2021 |
Date this statement was published |
October |
Date on which it will be reviewed |
October |
Statement |
Jacqui |
Pupil |
Becky |
Governor |
Nicola |
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 |
£0 |
Total budget for |
£37, 912 |
Part A: Pupil premium strategy plan
Statement of intent
· · · · · · |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number |
Detail of challenge |
1 |
Approximately |
2 |
Some pupil premium children find the basic skills |
3 |
Eight of our pupil premium learners also have |
4 |
Ensuring |
5 |
Our |
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 Quality first teaching, bespoke home learning and Parent partnership to support learning is strong |
Pupil premium children are |
Maximised academic progress for children with additional Impact through SDQ scores showing our pupil premium |
Pupil premium children are |
Pupil premium children attend residentials, school |
Improved confidence when |
Pupil premium children achieve the pass threshold in Pupil premium children successfully apply their Pupil premium children acquire the appropriate maths |
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 |
Challenge number(s) |
Deploy |
The EEF promote and Additional adults within |
1, 2 and 3 |
A |
Schools are expected to An online subscription |
1, 2 and 3 |
To support ease of parental support at home by |
Use of online resources |
1 and 2 |
Targeted academic support (for example, tutoring, one-to-one
support structured interventions)
Budgeted cost: £10,000
Activity |
Evidence that |
Challenge number(s) |
One to one or small group intervention to support closing Intervention outside of the school day or core learning |
Evidence from the EEF |
1, 2 and 3 |
Tutoring |
Evidence from the EEF |
1, 2 and 3 |
CPD to deliver named interventions (external |
Reputable and proven interventions. Some English intervention training to be |
1, 2 and 3 |
Wider strategies (for
example, related to attendance, behaviour, wellbeing)
Budgeted cost: £14,000
Activity |
Evidence that |
Challenge number(s) |
Access |
The school has a proven
Resident forest school
The recently introduced
SDQ data shows that targeted children are developing more |
5 |
Financial |
Wider opportunities allow
Outdoor learning is proven |
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. |
|
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 |
|
Barriers to learning these priorities address |
|
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. |
|
Priority 2
Ensure that staff are offering a carefully differentiated programme of learning for PP children as part of the quality first teaching offer |
|
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 |
|
Priority 2
Play therapist on site for four days each week |
|
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. |