Detail

Data

School name

Lansdowne Primary Academy

Number of pupils in school

630

Proportion (%) of pupil premium eligible pupils

49%

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)

2021/2022 to

2024/2025

Date this statement was published

December 2021

Date on which it will be reviewed

July 2022

Statement authorised by

Dan George

Head of School

Pupil premium lead

Dan Burnett,

Deputy Head of School

Governor / Trustee lead

Jamie Jardine, lead for disadvantaged pupils

Detail

Amount

Pupil premium funding allocation this academic year

£422,155

Recovery premium funding allocation this academic year

National Tutoring Programme

£42,452

£34,736

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£404

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£499,747

Lansdowne Primary Academy is situated in Tilbury [Borough of Thurrock], an area of considerable socio-economic deprivation [School Deprivation Index = 0.38].

Regardless of our context, our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and attain in line with their peers, leaving our Academy ‘Secondary school ready’. The potential barriers to learning for these pupils is the driving force behind the implementation of our Pupil Premium strategy.

The success and foundations of our academy is built on consistent policy [informed by evidenced based research from the Education Endowment Foundation and partnership working] implementation, clear and robust systems, a culture of high expectations and professional pride and accountability to ensure teaching is at-least consistently good.

Our overall strategy is categorised into strands that are linked to research as stated above and have strong links to our overall School Development Plan intentions. Our Academy intentions are:

Intention 1: Have access to good quality teaching in every lesson, every day.

Intention 2: Be provided with high-quality (SEND) provision every day that directly meets any identified SEND/additional needs

Intention 3: Have access to a curriculum that develops young people as confident, aspirational, resilient, high-achieving, healthy, caring and fulfilled members of a diverse, truly fair, and equal community.

Intention 4: Talk confidently to a range of audiences in different contexts with clarity, age-related vocabulary.   

Intention 5: Have a secure age-related understanding of mathematical concepts, can solve problems and apply these in real life contexts

Intention 6: Be safe, inspired, creative, connected and confident digital citizens [year 3-7]

Intention 7: Be empowered to achieve good personal development, behaviour and wellbeing.

Intention 8: Have an excellent start to their journey through the GLC across all aspects of learning and development through a unified approach to Early Years provision;

Intention 9: Pupils are able to confidently communicate thoughts and feelings through writing

Intention 10: Pupils are able to read fluently [at or above age-related expectation]; be interested in reading and understand its importance as a gateway to learning.

Our three strands that have strong links to the intentions above are:

• Strand 1: Have access to good quality teaching in every lesson, every day [Quality first teaching]
• Strand 2: Education Recovery, ensuring pupils whose education has been worse affected throughout the pandemic and/or prior poor attainment, receive additional and different support, including non-disadvantaged pupils. This includes improving the attendance of our disadvantaged pupils.
• Strand 3: Supplying our pupils with the tools to develop their life chances and develop the whole child. It is important to address social and interpersonal barriers, address low aspirations and give children the chance to experience life changing opportunities, broaden horizons and expand their skills.

In order to make each strand a success, support will be given to the various challenges faced by our vulnerable pupils, such as those who are on a CP, CIN or receiving Early Help by social care. Each area within this statement is also intended to support their needs, regardless of whether they are disadvantaged or not, ensuring that these pupils achieve in line with their peers, despite the situation they are in.

Our strategy is also pivotal to wider school plans for education recovery, particularly in its targeted support through the National Tutoring Programme for targeted pupils whose education has been worst affected, which also includes non-disadvantaged pupils.   

Supplemented by our robust data/tracking systems, we are responding to the individual needs of our disadvantaged pupils, rather than assuming what the needs will be. Our strategy strands complement each other and are most effective by staff driving our strategy, working together and consistently ensuring that:

• Disadvantaged pupils have high quality teaching across all areas of the curriculum
• Targeted academic support that links classroom teaching to structured academic tutoring, that has a positive impact on pupil progress
• Whole child challenges that negatively impact upon pupils’ academic progress and attainment are tackled quickly and support the pupil to succeed.

Challenge number

Detail of challenge

1

Our data and observations with pupils show pupils’ fluency with reading needs to improve in order to be at or above age-related expectation. There is an importance to develop an interest in reading, regularly read at home and understand its importance as a gateway to learning from Reception through to KS2.

2

Pupil discussions and work with our families suggest that there are low aspirations to succeed within education. In turn, this creates a culture through generations of underperformance and a general lack of urgency to see life outside of Tilbury and realise that there are opportunities outside of the local area. Our challenge is to change these views, broaden horizons and create confident pupils who drive their own learning and ambitions.

3

Our observations, student feedback and analysis of formative assessment cycles indicate that disadvantaged students do not spend sufficient time working on revision activities or home learning.

4

Through our assessments and observations, it is apparent that the education of many of our disadvantaged pupils have been impacted by the school closures and partial school closures during the pandemic to a greater extent than for other pupils. As a result, significant knowledge gaps in basic skills such as times tables, the reading and spelling of Common Exception Words etc, has led to pupils falling further behind age-related expectations.

5

It is evident through our tracking of vulnerable pupils, observations and discussions with pupils and families that there are identified social and emotional issues for many pupils, with many affecting their mental well-being. This is largely due to the considerable socio-economic deprivation and families with previous generations requiring support. Teacher referrals for support had clearly increased during the pandemic. 55 pupils (38 of whom are disadvantaged) have required additional support with social and emotional needs in some way, with 18 (14 of whom are disadvantaged) receiving additional support involving outside agencies.

6

To address our attendance data. Our Academy has a number of large families; therefore, a regular challenge is ensuring attendance does not affect the whole family which could have a negative impact on attendance. Our attendance data below for last academic year 2020-2021 shows a 3.3. % gap between disadvantaged pupils and non-disadvantaged pupils. Our assessments indicate that this absence for key pupils is having a negative impact on their progress:

Intended outcome

Success criteria

To achieve and sustain improved wellbeing for all students, including those who are disadvantaged.

Sustained high levels of wellbeing from 2024/25 demonstrated by:

• Qualitative data from pupil voice, student and parent surveys and teacher observations.
• Tracking data shows a decrease in the number of pupils who need support from external agencies

Improved reading attainment and a love for reading, in conjunction with improved fluency among disadvantaged pupils.

KS2 reading outcomes in 2024/25 show that disadvantaged pupils are moving towards the national average of expected standard and more in line with their peers.

Improved times table knowledge and gaps in basic skills such as reading and spelling of Common Exception words are in line with other pupils.

KS2 maths outcomes in 2024/25 show that disadvantaged pupils are moving towards the national average of expected standard and more in line with their peers. Outcomes also show times table data are in line with each other.

Pupils develop high aspirations and confident, ambitious young learners.

Barriers to learning are overcome enabling disadvantaged pupils to make accelerated progress from their starting points. In-year aspirational targets are achieved each year. Evidence from:

• Pupil voice/surveys, parent surveys and teacher observations
• A significant increase in participation in enrichment activities with 80% of pupils attending at least one club, particularly amongst disadvantaged pupils   
• Have access to a curriculum that develops young people as confident, aspirational, resilient, high-achieving, healthy, caring and fulfilled members of a diverse, truly fair, and equal community

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

Secure and sustain high attendance from 2024/25 demonstrated by:

• the overall absence rate for all pupils to be in line or above, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced to under 1%.
• the percentage of all pupils who are persistently absent being at or below national average and the figure among disadvantaged pupils being in line with their peers.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Training & development for teachers and learning support assistants leading the Read Write Inc phonics programme

Resources and development for parents to best support their child with phonic knowledge [The sounds that letters make].

Use of RWI spelling programme to ensure the spelling of CEW increases throughout the year.

A whole-school approach to CPD using phonics to improve attainment at KS1 reading,

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/read-write-inc-phonics

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1, 4

Targeted ALPS and interventions [After School Learning Provisions] in each year group, targeting children for basic skills within reading and maths.

Strong evidence base that suggests oral language interventions, including activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:

Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF

1, 4

Targeted UDP [Underachieving Disadvantaged Pupils] are closely monitored and given additional support through Learning Passports or by a Key Worker. Strategies in class such as:

Targeted questioning, maintaining high expectations and possibility thinking, explicit and verbal/written feedback

The implementation of pupil learning passports, including: Printing cost, parent & pupil introductory & review sessions and rewards for completion.

In school evidence suggests that those children targeted in lessons improve their attainment and outcomes. Quality verbal feedback is vital:

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/feedback

1, 2, 3, 4, 5, 6

Support UDPs in developing their capacity for metacognitive thinking by modelling it and promoting metacognitive talk in lessons [supported by Teacher Walk-thrus]. This will be developed through CPD sessions.

Teaching metacognitive strategies to pupils can be an inexpensive method to help pupils become more independent learners. There is particularly strong evidence that it can have a positive impact on maths attainment:

Metacognition and self-regulation | Toolkit Strand | Education Endowment Foundation | EEF

2, 3

Early Intervention in Nursery for pupils who we do not receive 30 funding hours. We will provide funding for our most vulnerable pupils, ensuring they start their journey earlier at Lansdowne.

By starting in Nursery, then continuing their provision in Reception, this will provide a high baseline on entry and set firm foundations for their education.

1,2

Activity

Evidence that supports this approach

Challenge number(s) addressed

A programme of Saturday tuition in KS2 from a local tuition centre, in order to close gaps with basics maths skills, such as: Place value, addition, subtraction, multiplication

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:

One to one tuition | EEF (educationendowmentfoundation.org.uk)

2, 3, 4

KS2 Holiday school, with a combination of maths and reading interventions as well as a focus on physical wellbeing. 

There is some evidence that pupils from disadvantaged backgrounds can benefit from summer schools, where activities are focused on well-resourced, small group or one to one academic approaches:

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/summer-schools

1, 2, 3, 4, 5, 6

Additional speed sounds sessions in the holidays, led by experienced LSAs using the RWI phonics programme.

Evidence through robust assessment proves that pupils with additional sessions make accelerated progress:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

1, 2, 3, 4

Whole school reading project to develop the love of reading and ensure children are reading at age related expectations.

Language and literacy provide us with the building blocks not just for academic success, but for fulfilling careers and rewarding lives:

https://educationendowmentfoundation.org.uk/guidance-for-teachers/literacy

1, 3

ICT equipment and storage equipment to enable the effective implementation of the digital strategy, enabling all children [particularly those who are disadvantaged] to access work at home and support blended learning.

ICT can be the bridge between accelerated learning and continuous provision if used effectively:

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/digital

1, 3, 4

Engaging with the National Tutoring Programme to provide a blend of tuition from Third Space, mentoring from ex-pupils [peer to peer] and school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged.

FFT tutoring programme with year 5 for those children who need an additional extra to make age related expectations.

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:

One to one tuition | EEF (educationendowmentfoundation.org.uk)

And in small groups:

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

FFT tutoring:

https://fft.org.uk/tutoring/

2, 3, 4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Part funding of the Royal Opera House Trailblazer Project. Opportunities include:

• Nursery/ Reception tiny tots
• Year 1 The Nutcracker
• Year 2 Heritage visit-Tower of London
• Year 3 Steel Pans Caribbean, Matilda trip, Signals WS
• Year 4 Battle of Britain, Matilda trip,
• Year 5, Punch Drunk Codename Atlantis,

Year 6, steam co rocket project, Ceramic Gateway, Peter Bunzl

Curriculum enrichment opportunities & school visits. This includes the following:

  Artsmark

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.

https://educationendowmentfoundation.org.uk/guidance-for-teachers/life-skills-enrichment

2, 5, 6

Whole staff CPD on behaviour management [through establishing expectations and the use of teacher walk-thrus] and anti-bullying approaches with the aim of developing our core values, ‘Great Learning Behaviours’ and improving behaviour across school.

Both targeted interventions and universal approaches can have positive overall effects:

Behaviour interventions | EEF (educationendowmentfoundation.org.uk)

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):

EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk)

2, 5

To implement rewards in order to improve attendance and punctuality across the academy in line with national figures post COVID.

Work with parents to engage children to value their education, ensuring tracking of disadvantaged pupils are consistent.

Ensure children with poor attendance are engaging with breakfast club.

Implement an engaging breakfast Club.

Education Welfare Assistant part salary.

Resources for children isolating due to COVID-19 [Google classroom].

Funds for public transport to support families with travelling to school in certain circumstances.

The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence.

 Improving School Attendance

2, 6

Subscription to the ‘Brilliant Club’ targeted towards more able disadvantaged pupils:

• University seminars
• University visit
• Assignment
• Graduation event

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.

https://educationendowmentfoundation.org.uk/guidance-for-teachers/life-skills-enrichment

1, 2, 3, 4, 5, 6

Resources for enrichment clubs and after school provision.

Pupils to have a full range of enrichment and sporting clubs that are well organised, raising their aspirations and continuation in areas of interest.

Enrichment opportunities are and after school clubs provide pupils with rich cultural experiences: There are wider benefits from regular physical activity in terms of physical development, health and wellbeing as well as other potential benefits have been reported such as improved attendance:

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/physical-activity

2, 5, 6

Forest school provision for KS2 and reception children, as well as targeted children for social and emotional support.

Forest School family sessions to support targeted families with communication, life experiences and develop a love for learning at school.

Improving pupils’ self-confidence and self-belief:

https://www.forestresearch.gov.uk/research/forest-schools-impact-on-young-children-in-england-and-wales/

2, 5, 6

Development of the Inclusion team in order to support identified children who require counselling. Staff to develop skills through the Mental Health and Wellbeing service and various CPD opportunities.

Prioritise social and emotional learning to avoid ​ “missed opportunity” to improve children’s outcomes:

https://educationendowmentfoundation.org.uk/news/prioritise-social-and-emotional-learning

5

Programme

Provider

Maths tutoring: Year 3, 4, 5 and 6

Third Space

Maths tutoring: Year 6

Grays Tuition company

Maths tutoring: Year 5

FFT tutoring

The Disadvantage Strategy at LPA

Context/General points for implementation: 

• The current data picture across the academy demonstrates that disadvantaged pupils are attaining below their non-disadvantaged peers in reading, writing & maths, in all year groups 
• The attainment gap between disadvantaged pupils & their non-disadvantaged peers will only be addressed if we strategically intervene, maintain a culture of ‘possibility thinking’ and strike the right balance of support & challenge for pupils and parents/carers
• The progress & attainment of specific Underperforming Disadvantaged Pupils [UDPs] needs to be a standing agenda on weekly core team minutes – the subject and pupils in focus will be decided by the phase/year group leader. The impact of previously agreed teaching & learning strategies & actions will be evaluated and refined to ensure maximum impact on pupil progress
• T/W in the strategy refers to: Teaching WalkThrus, as part of the wider teaching & learning strategy
• The disadvantaged strategy is shared with all staff so that everyone understands their roles and responsibilities
• Where appropriate, continuous professional development refers to teaching & learning strategies which support with driving progress for UDPs 
• The disadvantaged tracking document is maintained in-line with school cycle: DDPP [Data Driving Pupils Progress] meetings, target setting and review meetings for pupil passports, provision for UDPs [interventions, key worker, pupil learning passport], etc  
• Teachers & support staff receive regular feedback on the effective implementation of the disadvantaged strategy, sharing good practice during weekly briefings.