Pupil Premium 2016-17

2016-2017: The expenditure of Pupil Premium funding and the impact to date
Funding: £129,360
The number of eligible pupils from reception to Year 4: £126/307 = 41%

Identified barriers to progress



Impact to date (25.2.17)

More disadvantaged pupils enter reception below age-related expectations compared to non-disadvantaged and therefore need to make rapid and sustained progress to close this gap with a focus on core curriculum areas: Reading, Writing and Maths.




LSAs work extensively with identified groups and/or individuals to support and extend them during in-class learning and as part of targeted intervention (Eg: Maths (First Class at Number, Pre-teaching), Reading (Read, Write, Inc.), Additional Learning Periods after school (ALPs), Reception (Fun with friends/fine motor control).



First Class at Number 1:

Year 3: In the autumn term, on average, disadvantaged pupils made 5 months progress (most improved 21 months) based on the WRAT assessment

Year 2: In the autumn term, on average, disadvantaged pupils made 10.8 months progress based on the WRAT assessment

First Class at Number 2:

Year 3: In 1.5 terms, on average, disadvantaged pupils have made 11.5 months progress based on the WRAT assessment


1:1 Phonics:

77% (10/13) pupils (excluding those with SEN/EAL/New to school) are on track to pass the year 1 phonics screening test

ALPs – Reading sessions:  

The after school learning periods are well supported by parents

The impact of this intervention strategy is measured by the increase in the number of words per minute pupils are able to read. For example, in Autumn 2 (6 weeks), the average increase in words per minute was 42 in year 4 and 18 in year 2 (pupils consolidating sounds knowledge)


The number of disadvantaged pupils working at age-related expectations and on track to achieve a Good Level of Development has increased from a baseline of 20% to 45% (Spring 1) and will continue to rise as pupils make rapid and sustained progress through high quality universal and targeted intervention

More disadvantaged pupils enter reception below age-related expectations compared to non-disadvantaged and therefore need to make rapid and sustained progress to secure a good understanding of phonics.  

Disadvantaged funding has been used to contribute towards LSA training for the Read, Write, Inc programme.


1:1 Phonics:

77% (10/13) pupils (excluding those with SEN/EAL/New to school) are on track to pass the year 1 phonics screening test

Some disadvantaged pupils come from families which are language and/or reading impoverished.

Our pupil and family ambassador is working in partnership with Thurrock Adult Community College to run family session with a reading focus developing speaking, listening, storytelling and wider reading skills. The disadvantaged fund has provided all families with 6 books to take home.

6 year 2 girls who needed motivation to read were taken to Waterstones book shop and given £10 each to choose a book of their choice


The programme is underway and 8 families are involved

The impact of these sessions will be monitored throughout and upon completion.

The identified pupils are demonstrating a renewed motivation to read during lunchtimes with the inclusion team and as part of home reading.

Approximately 40% of all pupils are identified as demonstrating a medium-high level of vulnerability which has the potential to be a barrier to good progress being made across the curriculum:

Personal conduct and responsibility



Family circumstances

Safeguarding concerns & social care involvement


The employment of a high skilled inclusion team comprising of:

1 x Inclusion Manager

2 x Inclusion Advocates/ Nurture Groups Leads

1 x Pupil & Family Ambassador

An overall strength of the inclusion team and Academy is that it has a very secure understanding of each and every pupil and their potential barriers to learning – refer to universal provision map.


The Academy has an effective nurture group grounded in ‘The Nurture Group Principles’ enabling identified pupils to develop the learning habits to be able to access the curriculum in their classroom for longer periods of time. 4 pupils were excited from the nurture group at the end of the last academic year (2015-2016) are now managing their feelings and behaviour effectively to enable them to access the curriculum and make good progress in class with their peers

The inclusion team work in partnership with parents to provide a balance of support and challenge to parents to break down barriers to learning supporting good pupil progress

Pupils’ behaviour in the Academy is judged to be good because pupils are well supported through various strategies and incentives to ‘make the right choices’ and avoid demonstrating behaviour interrupting their own and the learning of others. Term on term, there has been a reduction in the number of pupils visiting ‘yellow zone’ and ‘red zone’ linked to our behaviour management system

A number of targeted inclusion based interventions and strategies are operational to raise self-esteem, support pupils to make the right choices with their behaviour, control their emotions, etc. For example: Fun with friends, girls group (reading focus), seeing red (anger management programme), art therapy, positive progress programme. Refer to intervention trackers evidencing progress

Attendance for disadvantaged pupils has historically been below of non-disadvantaged pupils which will impact on their outcomes.  

The employment of Attendance Ambassadors who work for The GLC Central Team. Their role is to visit homes when pupils have not attended school. This acts as a safeguarding measure and provides a balance of support and challenge to ensure pupils who are not affected by significant health needs attend school.

There is an incentive currently operational in reception where pupils are collecting the contents of a pencil case week by week as an incentive to attend school every day on time.


The attendance ambassadors have undertaken 168 visits to pupils to ensure their safety and where appropriate and possible have brought them to school that day

The current (24.2.17) attendance for disadvantaged pupils is 95.1%. The attendance team have a number of strategies to provide a balance of support and challenge in place so that attendance improves for targeted/disadvantaged pupils

Disadvantaged pupils are less likely to participate in before and after school enrichment opportunities if they were required to pay to attend.

A range of after school learning, sport and social skills clubs are either funded or part funded so that disadvantaged pupils are able to attend.

In addition, there is a funded after school club for siblings of those attending clubs so that parents can collect pupils together as this was a barrier to pupils attending.


In the Spring term (24.2.17), 81% of disadvantaged  pupils (year 1 to 4) are attending at least 1 before or after school club enriching their school experience, building their self-esteem through a sense of self-worth and contributing to their academic progress – see increase in reading fluency.

The families of disadvantaged pupils are likely to have less disposable income for them to provide exposure to wider life experiences resulting in raised aspirations, fun and self-worth.

As part of the Academies’ creative curriculum, pupils are provided with a range of experiences and opportunities they would not ordinarily be given. Pupil premium funding has part funded these experiences and opportunities.


So far this academic year, pupils have experienced:

Nursery: Library

Reception: The Natural History Museum

Year 1: Barleylands, Toys in school, Zoo visit

Year 2: Flo on the Road

Year 3: Kidszania, Swimming  as part of the National Curriculum

Year 4: Royal Airforce Museum

A few disadvantaged pupils are at times at risk of receiving a fixed term exclusion for demonstrating behaviour that is not in line with the schools expectations as outlined in the code of conduct.

In the significant majority of cases pupils have been able to attend the Turnaround Centre instead of receiving a fixed term exclusion.


This has resulted in the small number of pupils identified attending alternative provision without receiving a fixed term exclusion

5 pupils have attended the Turnaround Centre – 2 for 1 day and 3 for longer periods of time

Identified disadvantaged pupils experience mental health difficulties affecting their ability to manage feelings effectively and resulting in a low self-esteem, both potential barriers to learning and progress.

The Academy has employed a fully trained councillor from ‘Thurrock Open Door Counselling’


Since the beginning of the academic year, the councillor has worked with a total of 10 vulnerable pupils

4 pupils have been exited from the counselling

Identified disadvantaged pupils demonstrate behaviour which has the potential to affect their learning and that of others. They either have poor levels of motivation and/or need to develop their personal responsibility and conduct.

The Academy formed a partnership with ‘Beyond Limits’ to work with the identified pupils:


11 pupils have been actively involved in the Beyond Limits Programme.

There has generally been a significant improvement in the pupils’ conduct and attitudes to learning evidenced anecdotally from their class teacher 

The pupils are motivated to attend the programme and value the opportunity

Pupils involved in the programme have made expected progress and in some cases above expected progress across the curriculum

At times, disadvantaged pupils experience times of hardship and may not be able to get to school, have the right equipment or uniform for school.

We want all pupils to feel valued, wear their uniform with pride and attend school every day.


During this academic year, we have supported pupils and families financially with uniform, PE kit, travel (bus pass/taxi) and resources so that they attend school, feel valued and a sense of pride in wearing their academy uniform

High achieving disadvantaged pupils (HADs) have historically achieved less well than their peers.

High achieving disadvantaged pupils are provided with opportunities and experiences to raise aspirations, increase self-worth and challenging them to use their higher order thinking skills.

There is a targeted after school maths intervention for high achieving disadvantaged pupils from a private tutor.


High achieving disadvantaged pupils are attending a trip to the Bank of England on 6.3.17

High achieving disadvantaged pupils are making expected or above expected progress.