Lansdowne Primary Academy

Pupil Premium Executive Summary for Parents: 2019-20



What is Pupil Premium?

The Pupil Premium is a grant from the government to help disadvantaged young people do well at school.  The funding is allocated to schools for children from Reception to Year 11 who have registered for free school meals in the last six years, are in care or have parents in the Armed Forces.


Identifying target students

Our research indicates the the following factors often contiribute together or in combination to the lower achievement of disadvantaged young people these include:

-         Poor attendance

-         Poor prior attainment

-         Low aspirations

-         Social and interpersonal barriers that ofen manifest themselves in poor behaviour


This academic year 2019-20 we have 45% of our pupils who are regarded as ‘disadvantaged’ and therefore entitled to the Pupil Premium.


How we are intending to use the funding:

Intent:  To address poor attendance



Intended impact

a. Implement rewards in order to improve attendance and punctuality across the academy.

b. Work with phase leaders in order to assign a plan to children with persistent absence.

c. Work with parents to engage children to value their education.

d. Ensure children with poor attendance are engaging with breakfast club

e. Breakfast Club

f. Education Welfare Assistant part salary


£32,000 funding for EWO

£2,000 for attendance rewards

  • Attendance of disadvantaged pupils improves
  • The EWO drives a strategic plan for improving attendance and punctuality specifically for disadvantaged pupils.
  • The EWO supports & challenges the attendance officer to develop strategies to improve attendance for specific pupils.
  • Pupils are safeguarded from harm and in the case of absence the school knows the pupil is safe following home visits where required.
  • Parents feel suitably supported and challenged to ensure their child attends school regularly
  • Pupils recognise the importance of good attendance because this is celebrated and rewarded (certificates/Class challenges with prizes) within the academy


Intent:  To address poor prior attainment



Intended Impact

Gaps in learning related to basic skills (reading/times tables/spelling etc):

a.      Implement a programme across the GLC to further develop teachers’ understanding of assessment and how to use it [particularly focusing on the provision for disadvantaged and SEND pupils].

Provision Map and regular tracking using RAG Rating.



DHT  T&L part funded .

£6,000 for ICT resources and IPads.

£5,725 Numicon and training.

£6,000 for literacy and phonics training

£1,500 Yr 6 booster classes

£3,000 rewards books and equipment in assemblies.

·        Effective implementation of the disadvantaged strategy to achieve the intended aims linked to ‘The quality of education’, Behaviour & welfare & Personal Development

·        Specific pupils receiving targeted intervention make accelerated progress from their starting point with speech, language and communication

·        Pupils routinely demonstrate the academy’s non-negotiables for speech, language, communication and vocabulary development

·        Through explicit vocabulary teaching, pupils develop a wider range of vocabulary from their starting point enabling them to access the curriculum and perform confidently in tests because a language deficit does not prevent them from doing so.

  • Gaps in pupil’s learning & basic skills are effectively identified & filled through the implementation of pupil passports and key workers
  • Parents are enabled to support children at home
  • Gaps in pupil’s learning & basic skills are effectively identified & filled through the implementation of Personalised Learning Checklists (PLCs) & associated resources
  • Teachers use PiXL resources as part of universal and targeted interventions to support teaching being at-least consistently good


Intent:  To address low aspirations



Intended impact

a.      Fully implement the 2018-19 GLC Behaviour Policy [rewards and sanctions].

b.      Work with Phase leaders to coordinate and assign Key workers to targeted disadvantaged pupils to provide to targeted support.

c.      Implement the Mind to be kind and Character and Culture resources from Pixl.

d.      Improve and embed the Mindfulness strategy across the school.


·   Inclusion and support staff Salaries to strengthen pupils’ early development experiences and pastoral support for children and families.

·   Counselling

·   Resilience and Growth Mind set resources across Years 5 & 6.

·   Turn Around centre and provision in order for children to improve their behaviour before coming back into school. Reduces the risk of fixed term and permanent exclusion.








Inclusion & Nurture Provision Team 1 x Inclusion Leader, 1 x Learning Mentor, 2 x Inclusion Advocates.




Inclusion & Nuture Provision Resources.


£6,720 for counselling with children

£10,000 for turnaround centre.


£1,500 for holiday club provision



  • Barriers to learning are overcome enabling disadvantaged pupils to make accelerated progress from their starting points. In-year aspirational targets are achieved.
  • 90% of Pupils report that they feel happy, safe and ready to learn.
  • 90% of Parents report that they feel well supported by the school to break down barriers to learning that exist for their family.
  • As part of targeted intervention, identified vulnerable disadvantaged pupils are equipped with the strategies to remain in whole class learning for extended periods of time.
  • Pupils report that they are happy, safe, well-supported and ready to learn.
  • Barriers to learning for pupils receiving counselling are removed enabling them to make at-least expected progress from their starting points.
  • Alternative provision enables pupils to reflect upon their behaviour and receive targeted therapeutic intervention which prepares them to return to school.
  • Pupils increasingly conduct themselves in-line with The GLC code of conduct
  • The number of fixed term exclusions reduces
  • Pupils report they know how to live a fit & healthy lifestyle and do so


Intent:  To address social and interpersonal barriers



Intended impact

a.    Implement the trailblazer programme as a tool for developing and improving practice and as a forum for innovation, creativity and risk taking.

b.    Ensure all disadvantaged pupils have access to opportunities to enrich their experiences. This will give them life experiences outside of their local area, giving them a chance to discover other possibilities.

c.    Ensure all pupils have a chance to broaden their horizons and develop their cultural capital.


·  Subsidised Trips Hardship fund: Shoes/Uniform/PE kit, etc.

·  Milk/Fruit/Vegetables subsidised.

·  Swimming subsidised.

·  More able - Brilliant club & aspirational visits.

·  Curriculum enrichment opportunities – Trips/Visits.

·  Music service.

·  Royal Opera House – Trailblazer programmes:

Nursery/ Reception:   By The light of the moon, West African Drumming, Tiny Tots Hip Hop Dance

Year 1:   School Matinee-Coppelia, Music for Change  - Chinese Magic and Origami-Music

Year 2:   Story Telling Book Bus, Heritage visit-Tower of London,

Year 3:   Caribbean, By The light of the moon, Trestle, Calypso, Matilda, Digital making-Signals

Year 4:   Punch Drunk, Music for change -  Indian Dance and stories, Extraordinary Adventures

Year 5:   West African Story Telling, By The light of the moon, Swan Lake School Matinee, Romeo and Juliet

Year 6:   Alice’s Adventures, Alice Opera School Matinee


·  Sports clubs and coaches. A chance to play a variety of sports.

·  The Brilliant club towards more able pupils:

University seminars

University visit


Graduation event


£6,200 for swimming

£2,500 for school trips and resources

£4,680 for educational visits

£1,500 for residential Yr 6

£4,500 for music lessons and panto visit

£2,700 for ROH cultural entitlement

£26,000 for sports coaches

£14,000 for Forest Schools

£4,400 for Expresso subscription

£1,500 for uniform

£1,000 for school shoes

£450 for speech link subscription

£960 for Brilliant club subscription


·        The behaviour and conduct of pupils attending Forest Schools improves enabling them to access the curriculum, to make the right choices and remain within whole class provision.

·        Barriers to learning for pupils attending forest schools are removed enabling them to make at-least expected progress from their starting points.

  • Pupils feel empowered to make informed choices about how they live their life
  • Pupils recognise signs of danger and know how to keep themselves safe
  • 100% of pupils complete the bronze certificate award by the end of the academic year
  • Pupils are equipped with the uniform, resources and equipment enabling them to thrive
  • Pupils are provided with rich cultural experiences as detailed
  • Pupils benefit from the opportunities provided as part of their wider life experiences
  • Pupils raise their aspirations and continue areas of interest
  • 5 high achieving pupils entitled to pupil premium funding make rapid and sustained progress with their learning 
  • Pupils achieve at-least a 2:1 when their assignment is assessed by the university 
  • Identified pupils raise their aspirations and know that attending university is a choice for them
  • All pupils can swim 25m by the end of year 6 (National standard)
  • Pupils are provided with new experiences and opportunities which contribute to their wider life experiences
  • Pupils are motivated & engaged in learning experiences
  • Pupils’ knowledge, skills & understanding increased as a result of opportunities & experiences


Other costs


Intended impact

Parental involvement:

Resources for Parent Engagement workshops to support Transition, to develop effective early partnerships with parents


Learning difficulties, less developed Speech, language, communication skills and attitudes to reading.




£2,000 for resources at parent workshops



£33,000 for central SENCO services.

£10,000 for My Book Blog resources.

£450 for speech link subscription

£3000 for Ed Psych visits

  • Parents feel well supported and are equipped with the knowledge and skills to be able to remove potential barriers to learning for their child
  • Parents can play an active role in supporting their child’s education and learning
  • Pupils develop a love of reading and are motivated to quiz on the books they have read
  • Pupils increase their ‘book talk’
  • Pupils develop a wider range of vocabulary which they apply to their writing
  • Pupils make accelerated progress in reading


Total Costs