Pupil Premium Strategy Statement - Normanton ...
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Pupil Premium Strategy Statement
Summary information
School Normanton Junior Academy
Academic Year 2019-2020 Total PP budget £110,880 Date of most recent PP Review Jun 2019
Total number of pupils 355 Number of pupils eligible for PP 84 Date for next internal review of this strategy Jan 2020
(84 at census)
School context
Normanton Junior Academy is a larger than average sized junior school. The school currently has 354 pupils on roll, an increase of 6 from the previous academic year and
almost to the full capacity of 360. This includes 7 (4 of whom are classed as disadvantaged) pupils who joined after the start of this academic year (as of 16.10.19). NJA has
many more boys (198 - 56%) than girls (156 - 44%). This is particularly pronounced in Years 3 and 4 (60% vs 40%; 64% vs 36%), with only Year 5 bucking this trend (45% vs
55%). As a result, the school uses the curriculum to engage the boy-heavy cohorts with their learning. Leaders have adapted the curriculum in the following ways: using
boy-friendly whole-class texts/topics and longitudinal studies; a wide range of afterschool learning activities; changing the structure of the Maths lesson (to incorporate
short bursts of learning followed by their independent tasks), and the introduction of an OAK forest school curriculum.
The vast majority of pupils enter NJA from Normanton All Saints C of E Infant School. However, an increasing number of pupils have joined from Newlands Primary across
the four different year groups, with 22 current pupils having previously gone there.
The school is of strongly White British heritage, with a very small (but increasing) proportion of children from a range of different ethnic backgrounds; there is no single
large ethnic group. A small minority of children have English as an additional language (32/355 pupils = 9%). Overall, the proportion of EAL speakers has increased over
time, almost doubling over the last three years.
An above average proportion of children are eligible for the Pupil Premium grant (84/355 pupils = 24%), but there were a significant decrease in disadvantaged pupils in
the current Year 5 (20%) and Year 6 (18%) cohorts. School believe this is not an accurate reflection of entitlement - a result of the impact of Universal Free School Meals
offered in KS1 – as there are relatively high levels of deprivation in the local area.
• 17% (61/355) of pupils currently receive FSMs.
• School has 0 children from a service family.
• School has 2 LAC/LAP and 1 Adopted from care in school. However, a small minority of our pupils are looked after by other family members due to Special
Guardianship Orders. As a result, they often need greater help in their learning through pastoral support and CAF. However, these children do not fall into the LAC
category.
Persistent Absence is now broadly in line with national figures. Overall attendance is now broadly in line with national levels, which is a significant improvement compared
to previous years. Attendance of disadvantaged pupils shows an improving trend and is higher than for disadvantaged pupils nationally for the 2018-2019 academic year.
Persistent Absence for disadvantaged pupils shows a decreasing trend but is currently higher than for disadvantaged pupils nationally.With 16% (56/354) of pupils at NJA on the SEND register, school is broadly in line with the national figure for SEND pupils on roll. 51 children (14%) have SEN support (SEND K), and 5 children are in receipt of an EHCP. The level of SEN is relatively consistent across year groups apart from a lower number in Year 5. However, many pupils in Year 3 currently classified as SEND K have complex needs and could be referred for statutory assessment in the future. The Headteacher and the Deputy are well established, having been at the school since January 2015 and September 2014 respectively. An Assistant Head post was created in September 2019 to further increase capacity. The impact of this is the school is in strong position to improve provision and outcomes for the pupils at Normanton Juniors. Based on End of KS1 results, prior attainment into KS2 has considerably risen over the last few years, and is now significantly above average from the main feeder school following steep rises in 2013 and 2014. The profile for entry into KS2 shows that the proportion of those with low prior attainment has fallen, again with a steep fall for the current Year 6 cohort. The proportion of those with high levels of prior attainment shows a similar pattern, again with a steep rise in numbers in 2013 and 2014. However, the school’s own baseline assessments (on entry to Year 3) and pupils’ scores in the KS1 SATs do not support this picture. The Governing Body has been reviewed as part of the MAT governance review and a new scheme of delegation is now in place. As of September 2018, the previous GB is now known as the Academic Standards Committee (ASC), with MAT directors now taking full responsibility for ‘governance’.
Current attainment KS2
Total number of pupils 88 Number of pupils eligible for PP 29 Pupils eligible for PP (your school) Pupils not eligible for PP (national average 2018)
% achieving ARE in reading, writing and maths 41% 70%
Progress score in reading 48% 80%
Progress score in writing 69% 83%
Progress score in maths 55% 81%
Quality First Teaching (Issues such as teaching initiatives, professional development, recruitment/retention, support for early careers teaching)
£15,610 Person/Team Responsible Cost
A A high quality CPD package for all teachers with additional support as required. Trudie Southward (HT) £9,000
B Pupil progress meetings to prioritise the progress of and provision for disadvantaged pupils. Michael Berry (DHT) £3,700
C Improvements in curriculum design to include the sequential teaching of key vocabulary. Michael Berry (DHT) £0
Michael Berry (DHT)
D Improved preparation of pupils for SATs.
Year 6 teachers
£2,800
E Improve the teaching of times tables with a focus on Years 3 and 4. Katie Jones (Maths Leader) £110
Targeted Academic Support (Structured interventions - small group tuition, one-to-one support)
£15,750 Person/Team Responsible Cost
Jenna Houghton
F Phonics interventions. Megan Black (AHT) £1,200
Adam Potter (English Leader)
G Initiatives are put in place to improve pupils’ reading fluency. Adam Potter (English Leader) £14,550
Wider Strategies (issues which also require action such as low attendance, behaviour, parental engagement)
£94,600 Person/Team Responsible Cost
H Teaching and support staff are sufficiently skilled and numerous to meet the needs of the Year 3 cohort. Trudie Southward (HT) £36,000
I Improve attendance for disadvantaged pupils. Michael Berry (DHT) £3,600
Cathryn Reynolds-Browne
J High quality pastoral support is in place.
(Pastoral Support Manager)
£55,000
Total £125,960A. A high quality CPD package for all teachers with additional support as required.
Intervention
Barrier/Problem Description Implementation Activities Implementation Outcomes Pupil Outcomes
(What are the active
ingredients?)
The quality of education Active Ingredient 1 (TIME: 39 x 1 hour release for 12 teachers Short term Short term
pupils receive is not Whole school Staff COST: £9,000) • Staff will have a clear • Pupil books show progress
consistent across all Development Meeting (SDM) CPD hour (led and supported by the understanding of where their and high expectations.
classes. and INSET timetable will be SLT as appropriate) strengths and areas for
EEF: Quality of teaching established and shared with • Joint book looks for core subjects. development lie. Medium term
is the single most
all staff early in the academic • Joint planning looks for core subjects. • Standards in books will improve • Attainment for disadvantaged
year. • Opportunities to observe good practice. and be high across school. pupils will improve on end of
important driver of pupil
attainment and a range of Active Ingredient 2 • Opportunities to mentor another member previous year results in
of staff who is less confident in one’s area Medium term reading, writing and maths:
other positive outcomes. The introduction of a CPD
hour prior to PPA time for all of strength (team teaching). • Assessments are consistently
teachers. • Time to read and discuss research about marked accurately by each ➢ Year 3: 38%; 31%; 31%
Staff areas identified by the SLT to be key to teacher, leading to more accurate ➢ Year 4: 45%; 38%; 45%
• Triangulation suggests Active Ingredient 3 improving the quality of education at NJA. teacher assessment judgements. ➢ Year 5: 67%; 62%; 38%
that a very small number Regular training put in place • Moderation focusing on the accuracy and • Teachers identified as not yet ➢ Year 6: 53%; 41%; 59%
of teachers are not yet for all support staff, bespoke consistency of the marking of tests. consistently delivering high quality
delivering a consistently to individual needs and roles • Moderation of challenge and expectation of education for all of their pupils Long term
high quality of education show clear and sustained
as appropriate. in reading, writing and maths lessons. • Attainment will closely match
for all of their pupils. improvement. or exceed end of KS1 results
• Some teachers are not Active Ingredient 4 • Teaching across the wider
The performance
Training in reading, writing and maths
confident teaching curriculum shows an appropriate
across the wider management process will • (TIME: Fortnightly 2 hour SDM sessions) (current in brackets):
focusing on areas outlined in the AIP. and consistent level of challenge.
curriculum. include an audit of teachers’ • Teachers’ understanding of the
• (TIME: Fortnightly 2 hour support staff ➢ Year 3:
• Good and better and teaching assistants’ pedagogy of teaching a wide range
training) focusing on pedagogy, 50% (38%); 50% (31%); 50%
practice across school is strengths and areas to be of subjects increases.
expectations and impact. (31%)
not being shared as developed.
• Teachers are able to speak with ➢ Year 4:
effectively as possible to authority about standards within
Active Ingredient 5 Monitoring & Evaluation 62% (45%); 55% (38%); 52%
improve the quality of books and outcomes for pupils.
Teachers will attend MAT • Allocated leadership release to quality (45%)
education.
disaggregated INSET control the CPD hour. • Year 5:
• Some teachers and
sessions on the moderation • SLT to monitor paperwork generated Long term 76% (67%); 52% (62%); 62%
teaching assistants are
of core subjects. during the CPD hour. • Teaching throughout school is of (38%)
not self-reflective
• Feedback to all leaders during half-termly a consistently high standard. • Year 6:
enough to continue Active Ingredient 6
improving their strategic leadership meetings to ensure • Reading skills are reinforced 59% (53%); 53% (41%); 59%
Academy CPD overview to across the wider curriculum. (59%)
performance. be completed. there is a shared understanding of
strengths and weaknesses throughout the
school.Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
Evidence across all classes in each year group of Performance Management meetings for teaching Lockdown continued to disrupt the delivery of
teachers sharing good practice, evaluating their own assistants did not take place as planned due to the lack effective CPD. End of year assessments have not taken
teaching and reading and considering research. of capacity to release them during school hours. CPD place due to lockdown.
Further evidence will be required of research being for teachers and teaching assistants significantly
put into practice. Standards in books are at least good disrupted due to the COVID-19 lockdown. Quality of
or are improving in all classes. teaching cannot be assessed accurately at this time due
Data shows the following improvements in %ARE: to lockdown.
• All subjects in Year 3
• All subjects in Year 4
• Maths in Year 5
• Reading and writing in Year 6
Key focus areas:
• English in Year 5
• Maths in Year 6B. Pupil progress meetings to prioritise the progress of and provision for disadvantaged pupils.
Barrier/Problem Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes
(What are the active ingredients?)
The progress of disadvantaged Active Ingredient 1 Changes Short term Short term
pupils is not always sufficiently Pupil progress meetings will focus • Pupil progress meetings to • All teachers are prioritising • Disadvantaged pupils make
prioritised by teachers. on disadvantaged pupils before take place 4 times a year key disadvantaged pupils in consistently good progress
non-disadvantaged pupils. (September, November, lessons on a daily basis. during lessons.
Staff January, April).
Active Ingredient 2
• Teachers are focused their The timetable will be changed to
(TIME: 1 day HLTA cover x 3 terms
Medium term Medium term
whole class making good for 12 classes
allow teachers to deliver COST: £3,700) • Progress of disadvantaged • The attainment gap
progress and therefore may not interventions during assemblies. • Assertive Mentoring meetings pupils is prioritised by between disadvantaged
give additional support beyond
what is available to all pupils. moved from assembly times to teachers and leaders in pupils in school and non-
Active Ingredient 3
Opportunities to be put in place for allow teachers to lead lesson observations, pupil disadvantaged pupils (both
Pupils teachers to meet with pupils on a interventions. progress meetings, book in school and nationally)
• The attainment gap between one-to-one basis. • Disadvantaged pupils will be scrutinies and assertive closes in all year groups in
disadvantaged pupils and their the first to have their assertive mentoring meetings. all core subjects.
peers is greater than 20% in mentoring meetings with
each subject in Years 3 & 4. additional time given to these Long term Long term
• The attainment gap between pupils if required.
• The impact on • Attainment for
disadvantaged pupils and their disadvantaged pupils is at disadvantaged pupils is
peers is greater than 15% in Monitoring & Evaluation
• Attainment of disadvantaged
the forefront of strategic consistently in line or better
each subject in Years 5 & 6
with the exception of reading in pupils tracked separately and planning in all areas of than attainment at KS1
Year 5. compared to non- school life. (ARE+).
disadvantaged pupils. • The attainment gap
Resources • Pupil Premium governor to between disadvantaged
• There is very little scope for scrutinise disadvantaged data. pupils at NJA and non-
interventions to take place • Progress investigated during disadvantaged pupils
during the school day. pupil progress meetings. nationally shows a
• Formal lesson observations decreasing trend.
throughout the year to include
a focus on provision for
disadvantaged pupils.
Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
Disadvantaged pupils have been given a clear priority in Lockdown has prevented effective evaluation of Lockdown has prevented effective evaluation of
pupil progress meetings. Book scrutinies show that spring term progress. summer term progress.
disadvantaged pupils are making good progress in the
majority of classes. However, drop-ins and lesson
observations show the greatest focus during lessons is on
SEND pupils in lower school (Years 3 and 4) due to the high
number of high needs pupils in these year groups. English
in Year 5 is the greatest focus for improvement.
C. Improvements in curriculum design to include the sequential teaching of key vocabulary.Barrier/Problem Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes
(What are the active ingredients?)
A high percentage of Active Ingredient 1 Creating resources Short term Short term
disadvantaged pupils lack a Pupils must have regular access to • In depth curriculum plans will • All classes will be taught the • Pupils have regular access to
wide vocabulary with some all curriculum areas. be in place by the end of the full range of curriculum areas the full range of curriculum
having a very limited Autumn term (MB). on a regular basis. subjects.
Active Ingredient 2 • Curriculum plans will be in
vocabulary. This is evident from The NJA curriculum will detail all
Training place to inform planning. Medium term
the language pupils use on their key vocabulary that teachers must
• (TIME: 4 x 2 hour SDM) focus • Pupils use a wider range of
writing and their understanding teach and reinforce across the subject specific vocabulary
curriculum, building sequentially on on how to use the curriculum Medium term
of certain words when reading.
prior learning. plans and progression • Planning will include subject during lessons.
documents to plan effectively specific vocabulary for all non- • Pupils use a wider vocabulary
Staff in their writing in different
Active Ingredient 3 for non-core subjects (21.11.19 core lessons for all classes.
• Teachers do not always plan
Monitoring of the wider curriculum / 19.12.19 09.01.19 / 24.04.19). • Teachers will consistently use subjects
effectively for the use of
will include a focus on the expected the specified vocabulary and
subject-specific vocabulary Long term
vocabulary being used consistently Monitoring & Evaluation continually reinforce this.
beyond core subjects. • Pupils confidently use a wide
• Not all subjects have sufficient
across year groups and classes. • Termly planning scrutinies Long term
focusing on curriculum range of vocabulary, drawing
teaching time allotted to them. • All specified vocabulary is upon vocabulary from a wide
coverage and the level of
taught consistently throughout range of curriculum areas in all
Pupils challenge.
school and teachers make subjects.
• A high percentage of • Formal lesson observations links between subjects to
disadvantaged pupils lack a throughout the year in non-core reinforce this.
wide vocabulary with some subjects (including monitoring
having a very limited weeks) focus on the use of
vocabulary. vocabulary.
• Many pupils are not exposed to • Regular drop-ins to take place
a wide range of spoken or during afternoon sessions to
written vocabulary at home or establish which subjects are
at school. being taught when.
Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
All pupils across school have regular access to the full Evidence of impact in lessons cannot be evaluated due Evidence of impact in lessons cannot be evaluated due
range of curriculum subjects. Curriculum plans are in to lockdown. to lockdown.
place and progression documents have been started in
line with the expected timeline.D. Improved preparation of pupils for SATs.
Barrier/Problem Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes
(What are the active ingredients?)
14% fewer disadvantaged Active Ingredient 1 Practice SATs Short term Short term
pupils achieved age-related Regular SATs practice to take place • SATs practice weeks to take • Year 6 teachers all mark the • Year 6 pupils become familiar
expectations in the KS2 reading to prepare pupils for the final place 4 times prior to the SATs SATs practice papers with the format and routine of
SAT compared to past papers. assessments. themselves. accurately, giving an accurate the SATs.
• From November onwards, picture of pupils’ current
Active Ingredient 2 SATs practice weeks to run as attainment. Medium term
Staff SATs practice conditions to be as closely as possible to the SATs • Selection for booster groups • Fewer Year 6 are in the
• Not all teachers mark closely aligned as possible to those themselves with access takes place and boosters begin borderline ARE group, leading
assessments (especially of the final assessments. arrangements in place. at the start of Autumn 2. to improved SATs scores.
reading) as stringently as in the
Active Ingredient 3 • Moderation of practice SAT • Year 6 pupils core in line with
end of key stage SATs.
Additional support to be put in place marking to take place during Medium term their potential shown on
Pupils for pupils in danger of not reaching the CPD hour (already costed). • Year 6 SATs practice weeks practice papers in the end of
• A large group of pupils targets. run with the same access key stage SATs.
expected to achieve age- Booster sessions arrangements as the official
Active Ingredient 4 (TIME: 25 x 1 hour for 5 teachers SAT week with adjustments Long term
related expectations are not Moderation of the marking of • Assessment practices are as
securely there each year, and 1 HLTA made as required.
practice papers to take place. COST: £2,800) • Booster groups are monitored consistent as possible in all
leaving them vulnerable to not year groups, including access
scoring high enough on any • Using internal data and pupils’ for progress and adjusted to
targets, identify pupils to take best meet the needs of the arrangements.
given day. • Pupils consistently score
• Some pupils perform below part in afterschool boosters. cohort.
• Arrangements to be made for according to their potential in
their potential due to the Long term end of key stage assessments.
pressure of the SATs. booster lessons to begin at the
start of Autumn 2. • Assessment practices are as
consistent as possible in all
• Staff leading booster groups to
year groups, including access
liaise with Year 6 teachers to
arrangements.
ensure work is accurately
targeted.
Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
Moderation of SAT paper marking has ensured Not applicable due to lockdown. Not applicable due to lockdown.
accuracy in Year 6 and allowed for accurate
identification of target pupils. SLT decision for boosters
to begin after Christmas to prevent ‘burnout’. Access
arrangements have been put in place where possible
across school. However, there is not sufficient capacity
for all possible access arrangements to be put in place
in every class.E. Improve the teaching of times tables with a focus on Years 3 and 4.
Barrier/Problem Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes
(What are the active ingredients?)
Disadvantaged pupils entering Active Ingredient 1 Teaching Short term Short term
Year 4 score an average of 9 Establish an accurate picture of • A ‘daily 10’ times tables starter • Daily times tables practice • All pupils know what Times
out of 25 in the times tables pupils’ times tables knowledge in to take place in lower school. takes place in all Year 3 and 4 Tables Rockstars is and how to
recall test. Years 3 and 4. • Year 4 classes to have one maths groups. log in to their account.
session every 3 weeks in the • All pupils have a login for • Pupils are enthusiastic about
Active Ingredient 2 ICT suite practising times Times Tables Rockstars. learning their times tables with
Staff Incorporate times tables practice
• Teachers sometimes assume
tables. • All Year 4 pupils have had a many practising at home.
into daily practice in lower school.
baseline assessment by the
that pupils know their times
tables when they do not. Active Ingredient 3 Tracking end of Autumn 1. Medium term
• Teachers do not spend enough Accurately track pupils’ progress in • MB to establish a baseline • Year 3 and 4 pupils show
time teaching times tables times tables recall throughout lower before the end of October for Medium term clear progress in times tables
explicitly, often testing rather school. all Year 4 pupils during • Progress of Year 3 and 4 recall over time.
than teaching. assemblies. pupils is tracked over the • Year 4 pupils score in line with
Active Ingredient 4 • KJ to track Year 3 and 4 pupils’ course of the year and the national average of better
Give pupils greater incentive to progress throughout the course adjustments are made to in the Year 4 times tables
Pupils practice their times tables out of
• Many pupils do not practice of the year with disadvantaged provision accordingly. check.
school. pupils tracked as a distinct
their times tables at home. Long term Long term
• Pupils have very poor times group.
• Times tables recall is a key • The vast majority of pupils
tables recall on entry in Year 3. driver for the teaching of maths enter Year 5 with good times
Resources in Years 3 and 4. tables recall to 12 x 12,
Attainment (COST: £110) allowing them to access the
• Scores in the pilot for the Year • A subscription to Times Tables rest of the maths curriculum
4 times tables check were Rockstars to be purchased. more easily, leading to
significantly below the national • KJ to setup Times Tables improved outcomes in end of
average and in the bottom 10% Rockstars for all pupils in KS2 SATs.
of schools that took part school and arrange frequent
(average of 14.9 vs 18.5). battles between classes.
• Disadvantaged pupils entering
Year 4 score an average of 9
out of 25 in the times tables
recall test.
Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
Daily times tables practice is taking place. Baseline of Not applicable due to lockdown. Not applicable due to lockdown.
all Year 4 pupils took place as planned. Tracking shows
clear progress evident for Year 4 pupils with averages
now above the national average for 2019. All pupils
are able to login to Times Tables Rockstars. Year 3
baselines not yet completed.F. Phonics interventions.
Barrier/Problem Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes
(What are the active ingredients?)
A high percentage of Active Ingredient 1 Assessment Short term Short term
disadvantaged pupils enter Pupils’ phonics knowledge to be • JH to carry out a baseline • An accurate picture of Year 3 • Year 3 pupils requiring extra
school with poor phonics assessed on entry at the beginning assessment for all Year 3 pupils’ phonics knowledge is phonics support receive this.
knowledge (30% in current Year of Year 3. pupils during Autumn 1. established and pupils are • Identified Year 5 and 6 pupils
3). • MBl to track identified pupils targeted for support. access small group provision
Active Ingredient 2 progress in phonics throughout • All interventions are in place. appropriate to their current
Systematic approach to supporting the year. • ‘Phonics buddies’ are in place level of understanding.
Staff
pupils with weak phonological for all classes.
• Many teachers do not have a understanding. Systematic approach • Phonics resources have been Medium term
strong understanding of
• JH to train teachers to teach distributed to all classes. • The vast majority of Year 3
teaching phonics.
Active Ingredient 3 pupils to be ‘phonics buddies’ pupils sufficiently improve their
• There are few opportunities for
Phonics interventions in place for in Autumn 1. Medium term phonics knowledge to no
phonics catch-up, due to
current staffing levels
Year 3 pupils with poor phonics • JH to distribute phonics • Progress of pupils in the longer require intervention.
knowledge. resources to be used by phonics intervention group • The vast majority of Year 6
compared to pupil need.
identified pupils in all classes are tracked with pupils leaving pupils access end of key stage
Pupils
Active Ingredient 4 whenever they are writing. the group when sufficiently SATs.
Phonics skills to be reinforced for proficient.
• A high percentage of Long term
pupils in Years 5 and 6 with poor Interventions
disadvantaged pupils enter Long term • No more than a small minority
phonics knowledge. (TIME: AHT x 3 sessions/week
school with poor phonics • Phonics interventions are not of pupils leave Year 3 without a
knowledge (30% in current COST: £1,200) solid foundation in phonics.
required beyond Year 3 other
Year 3). • MBl to lead a phonics than for a very small minority. • Non-phonics-based
intervention for identified Year
• Phonics systems are well alternatives are put in place
Attainment 3 pupils during assemblies. after Year 3 for pupils for whom
established and resources are
• Scores in the KS1 phonics (Costed for G)
used consistently throughout phonics has not worked.
check do not accurately reflect • Small group English sessions school.
pupils’ knowledge on entry to to take place with identified
Year 3. Year 5 pupils every day with a
phonics-trained teacher/TA
(change at Autumn 1) to
reinforce phonics learning.
Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
Baselines completed for all Year 3 pupils. Phonics Intervention groups ran until lockdown. No further Not applicable due to lockdown.
interventions in place in Year 3 and Year 5/6 as evaluation possible.
planned. All Year 3 classes have access to phonics
resources. Evidence of Year 3 pupils showing the
required improvement and no longer requiring
intervention. However, large numbers of Year 3 pupils
still require significant input.G. Initiatives are put in place to improve pupils’ reading fluency.
Barrier/Problem Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes
(What are the active ingredients?)
EEF: Active Ingredient 1 Provision Short term Short term
Peer mentoring +5 months. • Whole school timetables to be (TIME: 11 teachers x 3 • Baseline assessment is • Year 5 and 6 pupils access
Small group tuition +4 months. reviewed to allow more sessions/week completed. interventions that meet their
opportunities for teachers to COST: £8,250) • Reading interventions in place needs.
Staff listen to pupils read. • Teachers to lead reading during assemblies for identified • All disadvantaged pupils have
• Teachers do not listen to interventions for identified pupils pupils. access to the homework club if
pupils read often enough Active Ingredient 2 during assembly times. • Peer mentoring in place in they so wish.
to improve reading • Target pupils to have more • Peer Mentoring of reading to be Years 5 and 6.
fluency. opportunities to read to more introduced during assemblies - • Small group provision is in place Medium term
confident readers. highest ability pupils to mentor for target pupils in Years 5 and • There is an increase in the
Pupils lower-middle ability pupils. 6. number of Year 6 pupils
• 38% of disadvantaged Active Ingredient 3 (TIME: 1 TA x 4 hours/week • The homework club is in place reading at 90 words/minute or
pupils in the last Year 6 • More focused provision to be put COST: £2,000) for all disadvantaged pupils. faster.
cohort could not decode in place for target pupils in • Small group English provision to • The majority of Year 6 pupils
age-appropriate texts at Years 5 and 6 who struggle to be put in place for target pupils Medium term can access the end of key stage
90 words/minute. This is a access the age-appropriate who struggle to access the age- • Interventions are monitored to reading SAT without needing
recurring problem through curriculum. appropriate curriculum in Years ensure provision is having the additional time and reach the
school. 5 and 6. desired impact with different end of the paper.
• Disadvantaged pupils (on Active Ingredient 4 (TIME: HLTA + TA x 4 hours/week pupils targeted as and when
average) receive less COST: £4,300) Long term
• Dedicated time outside of lesson necessary.
support at home than their • A homework club specifically for • The percentage of
times for disadvantaged pupils
peers (e.g. reading, help disadvantaged pupils will run disadvantaged pupils achieving
to read to an adult in school. Long term
with homework). every day after school. ARE in end of key stage reading
• Peer mentoring to be introduced SATs shows an increasing trend
Attainment in Years 3 and 4. over time.
Tracking
• A number of pupils with • A baseline is taken in Year 6 to • Attainment in reading for
age-appropriate establish which pupils cannot disadvantaged pupils (ARE+) is
comprehension skills fail read 90 words/minute. consistently in line with or
to achieve ARE in end of • Year 6 pupils are reassessed greater than that at KS1.
key stage SATs due to throughout the year to track
their lack of reading improvements in reading
fluency. fluency.
Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
Year 6 baseline completed. Target pupils have been No further progress prior to lockdown. Not applicable due to lockdown.
identified in pupil progress meetings. Small group provision
is in place in Years 5 and 6 and interventions are taking
place during assemblies. Evidence of impact in Years 3, 4
and 6. All disadvantaged pupils have access to homework
club; however, take up is very low. Peer Mentoring is not
yet in place.
H. Teaching and support staff are sufficiently skilled and numerous to meet the needs of the Year 3 cohort
Barrier/Problem Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes(What are the active ingredients?)
Staff Active Ingredient 1 Staffing Short term Short term
• Current staffing levels are • The staffing structure • Support staff previously • Sufficient staff are in place to meet the • All pupils in school are kept
not sufficient to adequately reflects the working in Years 5 and 6 to be immediate needs of the Year 3 cohort safe in crisis situations.
adequately meet the needs of the Year 3 cohort. redeployed to Year 3. and to reduce the impact of disruptions
needs of the new Year 3 (COST: £36,000) on quality first teaching. Medium term
cohort without having a Active Ingredient 2 • 3 additional TAs to be • Timetables for interventions and • The behaviour of more
significant negative impact • Support staff working in employed to support pupils in monitoring will be in place. challenging pupils in Year 3 will
on quality first teaching. Year 3 are sufficiently Year 3. • The skills audit will have been improve.
skilled to meet the needs of completed and areas for development • The number of Team Teach
Pupils the pupils. established. incidents and exclusions for
Training
• Behaviour of nine Year 3 • Teachers and TAs will be meeting
• A training package for TAs to Year 3 pupils reduces over
pupils (new to school), weekly to make expectations of the time.
be established, with training
four of whom are TAs role for the week clear. • Pupils who cannot access an
sessions taking place on
disadvantaged, was very age-appropriate curriculum will
Wednesday afternoons.
disruptive at their previous Medium term
• Opportunities for TAs to have appropriate provision and
schools, disrupting their • All Year 3 pupils will be able to interventions in place.
observe the good practice of
learning and the learning access the curriculum.
other TAs in school.
of others. 4 of these have
• Online training to be accessed • TAs will have a clearer understanding Long term
exclusions on their record
where appropriate as identified of the expectations of their role and • Pupils’ pastoral and academic
from KS1.
through the skills audit. increasingly meeting these. needs will be met to a high
• Online courses will have been standard.
Timetables completed as appropriate and learning
• Weekly meetings between from these will be transferred into daily
teachers and TAs to take place practice
during Monday assemblies to • TAs will be clearer about teachers’
ensure TAs are clear as to their expectations for them during lessons
role over the week. and have an increased impact on
• The intervention timetables to pupils as a result of this.
be reviewed on a weekly basis
by the class teacher and TA. Long term
These to be monitored by the • Less support is required for the cohort
SENDCo. to access the curriculum effectively.
Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
3 members of supply staff (teaching assistants) are in place No further progress prior to lockdown. Not applicable due to lockdown.
to help meet the needs of the Year 3 cohort. This is
enabling the majority of lessons to go ahead without
learning being disrupted. The TA skills audit has been
updated. TA training and interventions delivered by TAs
often cannot take place due to needs of high needs pupils.
I. Improve attendance for disadvantaged pupils.
Barrier/Problem Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes
(What are the active ingredients?)
Parents/carers Active Ingredient 1 Staffing Short term Short term
• Robust attendance systems • The deputy headteacher will take the • Attendance is closely monitored
are in place to ensure all lead on attendance, monitoring it on a on a daily basis and• Some parents/carers do pupils are accounted for daily basis and coordinating safeguarding concerns followed • The location of all pupils is
not see good attendance each day. responses to poor attendance and up immediately (e.g. home known each day and they are
as important. when a pupil’s whereabouts are visits, contact with social kept safe.
• There are few Active Ingredient 2 unknown. workers). • Pupils want to come to school
opportunities for phonics • There is sufficient capacity (COST: £3,000) • Fines are issued for term time and do so whenever possible.
catch-up, due to current to make home visits for • NJA will pay to have access to the holidays.
staffing levels compared vulnerable pupils whose MAT EWO. • Attendance is a regular feature Medium term
to pupil need. whereabouts are unknown. of weekly newsletters. • Attendance of disadvantaged
Actions pupils over the course of the
Pupils Active Ingredient 3 • The EWO to make home visits as Medium term year is 95% or better (school
• Attendance for • Attendance is tracked directed by the deputy headteacher. • Parents/carers whose children’s target).
disadvantaged pupils in effectively for the whole • Weekly meetings to take place to attendance is a concern are • Fewer than 15% of
2018-2019 was 94.3% school, disadvantaged monitor the attendance of individual aware of this and are aware of disadvantaged pupils are
compared to 96.6% for pupils and individual pupils. pupils and to decide on strategies for the consequences of further classed as persistent
their peers. improving the attendance of persistent absences. absentees (school target).
• 17.4% of disadvantaged Active Ingredient 4 absentees. • Fast Track is used where
pupils were classed as • Incentives are in place to • Fast Track procedures to be used as deemed appropriate. Long term
persistent absentees in encourage good deemed appropriate. • All listed incentives have been • The gap between the
the last academic year, attendance. • Fines to be issued for holidays taken put in place. attendance of disadvantaged
significantly above the in term time. pupils at NJA and non-
figure for non-
disadvantaged pupils nationally
disadvantaged pupils
Incentives continues to close over time.
nationally.
• Safeguarding concerns • An additional school trip to take place • The gap between the
around some pupils mean for the class that hits its weekly target percentage of disadvantaged
the close monitoring of most often. pupils at NJA and non-
attendance is essential. (COST: £600) disadvantaged pupils nationally
• £100 Xscape voucher for winners of classed as persistent
the attendance draw each half term. absentees continues to close
over time.
Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
Attendance is closely monitored down to the pupil level. Not applicable due to lockdown. Not applicable due to lockdown.
The location of pupils is known each day and safeguarding
concerns are followed up rigorously. Attendance of
disadvantaged pupils is currently not as strong as last year.
However, this reflects attendance nationally due to the
impact of the norovirus that struck nationally in November,
with Yorkshire affected particularly badly.J. High quality pastoral support is in place.
Barrier/Problem Intervention Description Implementation Activities Implementation Outcomes Pupil Outcomes
(What are the active ingredients?)
Families Active Ingredient 1 Staffing Short term Short term
• Many families need • A strong dedicated pastoral (COST: £25,000) • Safeguarding concerns are • Disadvantaged pupils
additional support and team to be in place. • NJA will employ a Pastoral Support Manager acted upon promptly with any and their families are
struggle to find this to oversee pastoral support throughout necessary referrals or aware of the Breakfast
outside of school, often Active Ingredient 2 school. communication with other Club and afterschool
due to services being cut. • A program of nurture work (COST: £15,000) services taking place. club opportunities
is in place to help to help • NJA will employ a learning mentor to lead • Free Breakfast Club and available to them.
Pupils pupils develop their social nurture work with identified pupils. afterschool club places • All pupils are kept safe
• A relatively high number interaction, confidence and available for disadvantaged in school and plans are
of disadvantaged pupils self-esteem. pupils. in place for outside of
have high-level additional Actions • School have a representative at school for those it
pastoral needs (7 CFH; 4 Active Ingredient 3 • The learning mentor will plan and deliver all CFH, CIN and CP meetings. deemed appropriate for.
CIN; 3CP at beginning of • An effective RSE curriculum nurture group sessions. They are well prepared for
academic year). is in place. • The RSE leader will create an RSE these meetings and make Medium term
• The number of MASH curriculum map and share this with all active contributions to the plans • All pupils have an
referrals for pupils at NJA teaching staff. in place increased understanding
Active Ingredient 4
continues to increase. • HLTAs will deliver RSE lessons to each class about healthy
• Disadvantaged pupils have
• There continues to be a 1 day each term. Medium term relationships and what is
access to free wrap-around
high number of Operation
care. • Pastoral support continues to not acceptable.
Encompass notifications. Resources be strong for any pupils and • Disadvantaged pupils
Active Ingredient 5 (COST: £2,000) families requiring it. have access to a wide
• Disadvantaged pupils have • Disadvantaged pupils will have access to 2 • All pupils have taken part in range of extracurricular
free afterschool club places each half term. RSE lessons. activities.
access to extra-curricular
learning experiences that (COST: £10,000 - % of total cost in line with no. of
they may not have access disadvantaged)
to at home. • Oak Schools provision for each class with
additional Oak Schools provision for selected
pupils on a weekly basis.
(COST: £3,000)
• Free Breakfast Club and Cool Kids
afterschool club place for disadvantaged
pupils.
Review Progress at the end of the autumn term Review Progress at the end of the spring term Review Progress at the end of the summer term
Safeguarding procedures continue to be acted upon The PSM moved to another school and interviews have New PSM could not take up role at Easter as
rapidly with effective communication with external taken place to replace her. The deputy head has had planned. The deputy head continued to carry out
services. Free places at Breakfast Club and Cool Kids responsibility for all safeguarding matters during safeguarding duties, including CIN, CP and CIC
offered to target pupils and other afterschool clubs lockdown. The LA safeguarding tracker has been meetings. The deputy head ensured key
offered to all disadvantaged pupils. The learning mentor consistently updated as required. Vulnerable pupils have information on vulnerable and SEND pupils was
provides effective pastoral support where possible. been contacted regularly (frequency depending on need), shared with high schools.
However, this often involves supporting specific pupils with home visits and police welfare checks taking place
in class so that they can access learning. RSE lessons when contact cannot be made. Weekly food hampers have
have taken place consistently during PPA sessions. been provided for disadvantaged pupils.You can also read
