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        £125,960
A. 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 6
B. 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.
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