The Federation of North WalshamInfant and Junior Schools
Pupil Premium
Our philosophy
We believe in maximising the use of the pupil premium grant (PPG) by utilising a long-term strategy aligned to the School Improvement and Development Plan. 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% 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
|
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:
- Excellence in Teaching and Learning
- Targeted academic support; High Expectations for All
- Wider support
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.Wider Support
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.
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.
North Walsham Infant School Pupil Premium Plan 2022-23
North Walsham Junior School Pupil Premium Plan 2022-2023
North Walsham Infant School Pupil Premium Plan 2021-2022
North Walsham Junior School Pupil Premium Plan 2021-2022