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North Walsham Junior,Infant School and Nursery Federation

Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Our philosophy

We believe in maximising the use of the pupil premium grant (PPG) by utilising a long-term strategy aligned to the SDP. This enables us to implement a blend of short, medium and long-term interventions, and align pupil premium use with wider school improvements and improving readiness to learn.

Overcoming barriers to learning is at the heart of our PPG use. We understand that needs and costs will differ depending on the barriers to learning being addressed. As such, we do not automatically allocate personal budgets per pupil in receipt of the PPG. Instead, we identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly.

 

Our priorities

Setting priorities is key to maximising the use of the PPG. Our priorities are as follows:

  • Ensuring an ‘outstanding’ teacher is in every class
  • Closing the attainment gap between disadvantaged pupils and their peers
  • Providing targeted academic support for pupils who are not making the expected progress
  • Addressing non-academic barriers to attainment such as attendance, behaviour, mental health and adverse childhood experiences/trauma
  • Ensuring that the PPG reaches the pupils who need it most

 

Barriers to future attainment

North Walsham is a rural market town. Parts of North Walsham, especially the ward the school is located in, are among the 20-30% most deprived neighbourhoods in the country. The economic position of families is therefore mixed. The issues affecting the families suffering from some form of deprivation are the mixed economy of the area, rural isolation, poor academic achievement, low aspiration and poor access to support services, due to lack of transport.

 

Academic barriers to attainment

Non-academic barriers to attainment

Low levels of literacy

Poor attendance

Poor language and communication skills

Poor behaviour

‘Outstanding’ teaching not present in every classroom

Lack of parental engagement and skills to support children in their learning

Lack of school readiness

Arriving at school hungry and not ready to learn

 

Lack of focus and confidence due to poor mental health and wellbeing

 

Poor social skills and conflict resolution skills; lack of emotional literacy

 

Low parental aspiration

 

Rural isolation/lack of services

 

Adverse Childhood Experiences, such as

  • domestic violence
  • parental abandonment through separation or divorce
  • a parent with a mental health condition
  • being the victim of abuse (physical, sexual and/or emotional)
  • being the victim of neglect (physical and emotional)
  • a member of the household being in prison
  • growing up in a household in which there are adults experiencing alcohol and drug use problems.

 

Our implementation process

We believe in selecting a small number of priorities and giving them the best chance of success. We also believe in evidence-based interventions and learning from our experiences, which is why we utilise annual light-touch reviews to ensure our approach is effective and we can cease or amend interventions that are not having the intended impact.

We will:

Explore

  • Identify a key priority that we can address
  • Systematically explore appropriate programmes and practices
  • Examine the fit and feasibility with the school

Prepare

  • Develop a clear, logical and well-specified plan
  • Assess the readiness of the school to deliver the plan
  • Make practical preparations

Deliver

  • Support staff and solve any problems using a flexible leadership approach
  • Reinforce initial training with follow-on support
  • Drive faithful adoption and intelligent adaption

Sustain

  • Plan for sustaining and scaling the intervention from the outset
  • Continually acknowledge, support and reward good implementation practices
  • Treat scale-up as a new implementation process

 

Our tiered approach

To prioritise spending, we have adopted a tiered approach to define our priorities and ensure balance. Our tiered approach comprises three categories:

  1. Excellence in Teaching and Learning
  2. Targeted academic support; High Expectations for All
  3. Going the Extra Mile

1. Excellence in Teaching and Learning

1a.Assessment: Introducing new assessments and ensuring teachers use these wisely to help pupils embed and use knowledge fluently

1b. Professional development: a programme of support which develops teachers’ subject knowledge, pedagogical and pedagogical content knowledge

2.Targeted academic support; High Expectations for All

2a. Structured interventions: A variety of reading and phonics interventions which enable children to access the full curriculum offer. Same-day pre-teaching and re-teaching for core subjects. Small group tuition: Targeted group work in reading and writing. One-to-one support: Creating additional teaching and learning opportunities using TAs

3.Going the Extra Mile

3a. Parental engagement: Providing a school app for parents, Family Cafes, Open Classrooms, Adult Learning Courses

3b. Readiness to learn: Breakfast club to provide pupils with a nutritious breakfast before school

3c. Enriching the Curriculum: Subsidised residential trips for children on FSM, visits and visitors in school, priority booking for after-school clubs for disadvantaged children

3d. Mental Health Support: Pastoral Support Worker undertaking a Mental Health and Trauma- Informed Schools Diploma; SLT to attend ‘Leading a Mentally Healthy School’; Play Therapy for key children

3e. Relationships education: PATHS scheme to enable children to resolve conflict and manage their feelings and behaviour better

 

Full planning details for interventions are outlined in the report below.

 

Our review process

Annually reviewing a one-year pupil premium plan and creating a new plan each year is time-costly and ineffective. This three-year approach allows us to dedicate more time up-front and introduce light-touch reviews annually.

During a light-touch review, we will review the success of each intervention, based on evidence, and determine the most effective approach moving forwards – adapting, expanding or ceasing the intervention as required.

Individual targets are set for each pupil in receipt of the PPG and their progress towards achieving these targets is analysed at the end of interventions.

The progress of pupils in receipt of the PPG is regularly discussed with subject teachers.

Once the three-year term has been completed, a new three-year strategy will be created in light of the lessons learned during the execution of the previous strategy, and with regard to any new guidance and evidence of best practice that becomes available. The Executive Headteacher and Executive Deputy Headteacher are responsible for ensuring a pupil premium strategy is always in effect.

 

Accountability

Ofsted inspections will report on the attainment and progress of disadvantaged pupils in receipt of the PPG.

The school is held to account for the spending of the PPG through the focus in Ofsted inspections on the progress and attainment of the wider pupil premium eligible cohort; however, they will not look for evidence of the grant’s impact on individual pupils, or on precise interventions.

The school publishes its strategy for using the pupil premium on the school website.

The school publishes a link to the school and college performance tables and the schools’ performance tables page on the school website.

 

Our funding in North Walsham Junior School

Funding summary: Year 1

Total number of pupils

292

Number of pupils eligible for PPG

93

Indicative PPG as advised in School Budget Statement

£ 128,480

Funding estimate: Year 2

Estimated pupil numbers

280

Estimated number of pupils eligible for PPG

90

Estimated funding

£124,520

Funding estimate: Year 3

Estimated pupil numbers

305

Estimated number of pupils eligible for PPG

90

Estimated funding

£122,720

Our funding in North Walsham Infant School

Funding summary: Year 1

Total number of pupils

240

Number of pupils eligible for PPG

75

Indicative PPG as advised in School Budget Statement

£ 101,900

Funding estimate: Year 2

Estimated pupil numbers

240

Estimated number of pupils eligible for PPG

70

Estimated funding

£101,000

Funding estimate: Year 3

Estimated pupil numbers

240

Estimated number of pupils eligible for PPG

70

Estimated funding

£101,000

North Walsham Infant School Pupil Premium Three Year Plan September 2019

North Walsham Junior School Pupil Premium Three Year Plan September 2019

North Walsham Infant School reviewed Pupil Premium Expenditure 2018-2019

North Walsham Junior School review of Pupil Premium Expenditure 2018-2019

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