Pupil Premium

Pupil Premium Allocation

The Secretary of State for Education lays down the following terms and conditions on which assistance is given in relation to the pupil premium grant (PPG) payable to schools and local authorities for the financial year beginning 1 April 2017.

PPG provides funding for two policies:

Raising the attainment of disadvantaged pupils of all abilities to reach their potential
Supporting children and young people with parents in the regular armed forces

Pupils considered disadvantaged are eligible for PPG funding. These include:

Pupils in year groups’ reception to Year 6 recorded as receiving free school meals (FSM) (or in receipt of FSM in the last 6 years)
Looked after children (LAC) (including those looked after for at least one day)
Post LAC i.e. those children who have left local authority care through adoption, special guardianship or other arrangements since January 2017
Service children

Impact of Pupil Premium Expenditure 2025– 26

Pupil Premium received

£192,000

The strategic use of Pupil Premium funding has had a demonstrable impact on the achievement, attendance and engagement of disadvantaged pupils. Funding has been carefully targeted to address identified barriers to learning, maintain high expectations and ensure that disadvantage does not limit pupils’ achievement or access to the wider opportunities provided by the school.

Measurable Impact

KS2 progress outcomes for disadvantaged pupils are significantly above national averages in Reading, Writing and Mathematics, demonstrating the impact of high-quality teaching, targeted intervention and rigorous monitoring.
KS2 attainment for disadvantaged pupils is significantly above national averages across Reading, Writing and Mathematics, with disadvantaged pupils achieving strongly against age-related expectations.
Attainment gaps between disadvantaged and non-disadvantaged pupils have narrowed, demonstrating the effectiveness of the school’s approach to equity and its commitment to ensuring that pupils’ backgrounds do not determine their outcomes.
Persistent absence among disadvantaged pupils has reduced, reflecting the impact of strengthened attendance monitoring, early intervention and targeted work with pupils and families.
Punctuality among disadvantaged pupils has improved, increasing pupils access to learning and reducing the amount of curriculum time lost.
The combined impact of the school’s strategy demonstrates that Pupil Premium funding is being used effectively to remove barriers, improve educational outcomes and secure strong progress for disadvantaged pupils.

Overall Impact

The evidence demonstrates that the school’s Pupil Premium strategy is having a positive and measurable impact. Disadvantaged pupils achieve strongly academically, while improvements in attendance and punctuality are reducing barriers to learning. The school’s approach ensures that additional funding is translated into improved outcomes and opportunities for the pupils for whom it is intended.

Pupil Premium Strategy 2025 – 2028

Pupil Premium Allocation
Total percentage of pupils eligible for PP	40%
Pupil Premium per pupil	£1,345
Total amount received 25/26	£203,050
Total amount carried forward	Nil
Committed spend	£203,050
Date strategy published	September 2026
Date strategy due for review	September 2027
Pupil Premium Lead	Martine Auton
Pupil Premium Link Governor	Ceris Fender-Reid

Summary of main barriers to achievement by eligible pupils
In- School
A	The higher standard attainment is lower than that of other pupils.
B	In reception, starting points for children eligible for PP are consistently lower than for other pupils.
C	An attainment gap between pupils eligible for PP and those who are not in all year groups.
External
D	Attendance and punctuality of pupils eligible for PP is below other pupils
E	Pupils eligible for PP may experience other challenges and be exposed to risk factors beyond their control for a variety of causes. This can mean that parents and carers may find it harder to provide the support that pupils need to achieve their best at school.
F	Parental involvement in education
G	Language Acquisition and vocabulary
H	Ambition and motivation
I	Low self esteem
J	Low aspiration
K	Social interactions
L	Limited varied cultural experiences
M	SEN/EAL needs
N	Insufficient digital home learning resources

Provision
Objectives To ensure outstanding Leadership and Management identifies key pupils, implements monitors and evaluates strategies for impact half termly, against the monitoring of key stage performance To enable access to virtual learning materials for all DA and vulnerable children Maintain attainment above National Indicators and progress above National Averages in England for Reading, Writing and Maths
Intervention	Barrier focus	Cost	Intended Outcome
Intervention Group Teaching Reception to Yr6 Evidence that supports the approach: Education Endowment Foundation: Small Group Tuition	B/C/E/G	£85,370	To ensure that every PP child receives additional support from a qualified teacher. Delivered with a focus on individual targets reviewed every 3 weeks. To ensure that identified children are able to make rapid progress and close the gap between themselves and their peers.
Extended services Reading Café/ Carry on Café Evidence that supports the approach: Education Endowment Foundation: Extending School Time	B/D/E/H	£8,000	As identified. Ensuring ALL PP children have access to a breakfast and attending school on time, levelling a good start to the day with ALL other children. This will benefit children from vulnerable families and help them maintain a routine each day and give them support to help close gaps between them and their peers.
121 Reading Interventions Reception to Yr6 Evidence that supports the approach: Education Endowment Foundation: Reading Comprehension Strategies	A/B/E/F/G/M	£36,000	To ensure all PP children leave school able to read. As a whole school focus, this will ensure that children, from all backgrounds, leave primary school with the ability to read, comprehend and dissect information, embedding a key life skill which will help them throughout life.
Speech & Language Reception to Yr6 Evidence that supports the approach: Education Endowment Foundation: Oral Language Interventions	B/E/G/K/L/M	£14,000	To support the development of language acquisition and vocabulary. SEND children will receive bespoke and targeted support to help them build better communication skills and to help them interact and contribute positively with adults and peers.
Educational Psychologist Reception to Yr6 Evidence that supports the approach: Education Endowment Foundation: Individualised Instruction	B/E/G/K/L/M	£3,500	Assessing the needs of individual children who require significant support. Developing ideas and strategies to support learning and progress of PP children. Approximately 50% of children on caseload eligible for pupil premium.
Nurture Hub Reception to Yr6 Evidence that supports the approach: Education Endowment Foundation: Teaching Assistant Interventions	G/H/I/J/K/N	£30,000	Increased confidence and ability to focus. Instilling the principles of a healthy active lifestyle and the impact it has on being ready for learning. These intervention groups will offer a targeted curriculum focused on the needs of identified children and will help them make progress in the key areas of reading, writing and maths.
SMEH Pastoral Intervention -Circle of Friends -Zones of Regulation -Social Skills -Life Skills -Resilience Evidence that supports the approach: Education Endowment Foundation: Behaviour Intervention/Individualised Instruction/ Mentoring/ Meta-cognition and Self-regulation/Social and Emotional Learning	B/E/G/K/L/M	£23,000	To ensure PP children gain skills of independence. A wide variety of focused interventions will help identified groups of children with their emotional wellbeing and mental health. This will have a clear and positive impact on their learning and personal development. Children will be encouraged to self-manage their own behaviour and regulate their emotions based on a clear programme of support within school. Vulnerable children will also learn a range of skills to help them develop independence and be ready for their next stage of education.
Inclusion Mentor -Wake and Shake -Classroom Coaching -121 Pastoral Support Evidence that supports the approach: Education Endowment Foundation: Behaviour Intervention/ Individualised Instruction/ Extended School Day/ Mentoring/ Meta-cognition and Self-Regulation/ Physical Activity/ Social emotional learning	B/E/G/K/L/M	£3,180	The Inclusion Mentor will support key children and groups of children to help them develop resilience, perseverance and social interaction skills. This will enable them to become happy, healthy individuals who are confident, ambitious and motivated, helping them to be positive individuals who are able to reach their potential.