Pupil Premium Information & RADY

Statement of Intent

The aim of Pupil Premium funding is to reduce the gap in attainment between learners eligible for PP and those who are not. At West Newcastle Academy Primary, we believe the highest possible standards can only be achieved by having the highest expectations of all learners. According to the Sutton Trust’s Opportunity Index (May 2025) our school is located at the bottom of the national rankings (543/543) for opportunity and achievement.

Since January 2026, School Leaders have received training in a whole school approach called RADY (Raising Attainment of Disadvantaged Youngsters) delivered by the team at Challenging Education. This is an evidenced based, long term approach that is proven to eliminate the attainment gap between PP and Non PP children

As a school, we are delivering an equitable approach to education that is specific to our school context and our disadvantaged children. The PP strategy plan places priority on the achievement of learners from disadvantaged backgrounds, ensuring there are strategies in place that will help our learners to succeed from the earliest stage of their education.

Therefore, our approach to the PP is a holistic one. Evidence suggests that one single strategy or even group of strategies is not the answer to close the attainment gap. The latest guidance report from the EEF supports a whole school approach too. Our PP Strategy is aligned with our School Development Plan (SDP) and our interventions to raise the attainment of PP is woven in to the SDP as a golden thread. We are committed to ensuring that the priorities we have for whole school improvement are delivered in a way that ensures these improvements will impact out disadvantaged learners. In addition, we are committed to ongoing whole staff CPD through the RADY approach.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number	Detail of challenge
1	Our constituency- Newcastle West is ranked bottom of the Opportunity Index nationally with regard to attainment, academic achievement and earnings.
2	Some PP children present with low self-esteem as well as social and emotional difficulties (learned helplessness) including mental health issues
3	Lack of educational advocacy and support at home for some PP children that does effect attendance at school
4	Some of our PP children have limited experiences beyond their home life and immediate community
5	Our PP children, especially those with EAL and/or SEND needs make slower progress and struggle to meet age related expectations

Intended Outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

A systematic and sensitive whole school equitable approach to supporting our PP children and families is embedded across the whole school community

Our staff team report positively about the whole school approach and training.

PP children feedback positively about life in school and how they are supported

Governors and school improvement partners report positively on the impact of RADY in school.

RADY is woven into our SDP and meeting schedules

Children and families identified with social, emotional needs engage confidently with all aspects of school life and report they are well supported by the school

SLT and Teaching staff identify and support families and children and maintain effective relationships to alleviate barriers to learning.

Feedback from questionnaires evidence that families and children feel supported from school.

Rigorous safeguarding systems ensure that children and families feel safe and supported in school- particularly when faced with crises. PP children report positively about school life during Safeguarding visits.

Feedback from class teachers and families highlights positive impact of SEND interventions/support/ RADY approach/ counselling support.

Social interaction intervention groups are carefully designed and delivered to meet the primary needs of the children.

% of PP children accessing residential increases year on year.

% of PP families attending family consultations and family support meetings (Ways to Well Being- Children North East increases year on year.

Attendance for PP children is at or above 95% and families have high expectations for their child around attendance as well as good levels of engagement.

% of PP children across the whole school is at or above 95% and children/families report increased sense of belonging and pull to school.

% of PP children identified as PA decreases year on year.

Expectation and effectiveness of attendance team is high with regard to excellent attendance for PP children. Support for families improves and is informed by RADY approach.

Stakeholders including, LA Attendance Advisor, School Improvement Partner and Governors report upward trend.

PP children and families experience and engage with the wide range of opportunities in school and during extended school time that increases send of belonging and connection to school.

Leaders carefully plan ‘Learning Outside the Classroom’ opportunities and experiences into the whole school plan across all key stages. Through strengthening of feedback systems, children report positively and with more detail and confidence, how these experiences have benefitted them and developed their skills.

Exciting curriculum end points to topics and whole school themes are evidenced and shared within PP impact reports.

% of PP KS2 Children access weekly arts participation through music lessons delivered by peripatetic teachers increases

Frequency and opportunities for children receiving a wide range of social, cultural, enrichment and sporting experiences increases year on year.

Stakeholders receive positive feedback from new partnerships collaborating with West Newcastle Academy

From their starting points; progress and attainment of PP children with SEND and/or EAL increases to the expected standard and is evidenced and celebrated.

SLT ensure targeted high-quality interventions and pedagogical initiatives/approaches are matched to meet the needs of the children who have fallen behind. Senior Leaders evidence improvement during pupil progress meetings with class teachers

New EQUALS (SEND) curriculum is integrated to support teaching of children with High Needs- SENCO reports to all stakeholders about impact of curriculum

Learning environments are improved to ensure needs of SEND children are met and so targeted interventions can happen effectively. Staff team report positively to stakeholders about new spaces (Easter 2027)

Technology is maximised and matched to need to ensure increased support for PP children with EAL. Staff team report positively about improved assessment system for EAL learners.

Our Pupil Premium Strategy

What is RADY?

Raising the Attainment of Disadvantaged Youngsters (RADY) begins in schools with the RADY catalyst – quite simply, at the start of a Key Stage, flagging up a pupil as having untapped potential and ensuring everything is done to close that gap as early as possible. This means the pupil is set the same expectations as their non-disadvantaged peer.

RADY is a long-term hearts and minds approach, helping schools to become equitable in all aspects of the education they provide and making sure that those learners who need it most get the extra that helps them to get there. Because the catalyst is applied at the start of a phase of education, schools have a number of years to ensure the extra makes life-changing differences

After applying the catalyst, schools on their RADY journey integrate the RADY principles as a golden thread through their school development plan, ensure that disadvantaged youngsters are proportionally represented in all aspects of school life and work tirelessly to help every member of staff understand why an equitable approach is the right one.