2022-2023

2023 – 2024

2024-2025

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

Overcoming barriers to learning is at the heart of our Pupil Premium Grant use. We understand that needs and costs will differ depending on the barriers to learning being addressed. As such, we do not automatically allocate personal budgets per student in receipt of the Pupil Premium Grant. Instead, we identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly.

Our ultimate aim is to accelerate progress, moving pupils to at least age related expectations. We aim to provide all pupils with the opportunity to achieve their potential, including those who are already high attainers. Non disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Alongside academic support, we will ensure that those pupils who have social, emotional and mental health needs will access high quality provision from appropriately trained adults.

Our Priorities for 2024-25

·         Attendance – reducing gap between PP and non PP. Reducing PA rates of PP pupils

·         Phonics – closing the gap between PP and non PP for phonics and reading across school

·         Maths – closing the gap between PP and non PP for maths across school

·         Supporting well-being of PP pupils and support for parents in accessing relevant support services

·         EAL support – language acquisition

·         Extra support for children who have transferred from a local school

Assessments, observations, and discussions with pupils indicate

under developed oral language skills and vocabulary gaps among many disadvantaged pupils on entry into the EYFS.

Our attendance data over the past 3 years indicates that attendance among disadvantaged pupils has been between 2 – 4% lower than for non-disadvantaged pupils. Although our non PP pupils attendance has improved since Covid our PP attendance continues to fall despite interventions.

Our PA data for the past 3 years indicates that rates of PA have increased for our PP pupils. Our assessments and observations indicate that absenteeism is negatively impacting our disadvantaged pupils’ progress.

Less PP pupils will be on the persistent absenteeism list

More PP pupils will reach the national expected level for attendance

All children will have the same opportunity to experience a wide range of extra-curricular activities

Pupils will be provided with experiences outside of their normal range which will promote understanding of the wider world, build aspirations, promote confidence and self- esteem.

PP children will attend after school and before school activities

Cultural capital is enhanced by experiences and visits, both virtually and in school, which build on skills and knowledge from curriculum subjects taught in class. The offer is monitored across school

Lessen the GAP in attainment between PP and non PP pupils across maths and English.

Across all year groups, the number of pupils achieving ARE and the HS in writing is greater than previous year’s attainment.

The aim over time, is that children will leave KS1 and LKS2 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed to support success in the future.

Rosenshine’s principle emphasizes the importance of giving students sufficient time to practise retrieval, ask questions, and get the desired help.

Cognitive Psychology Research reveals that the instructors who utilised the most effective teaching strategies had more students with higher educational success rates

Cognitive science principles of learning

can have a real impact on rates of learning in the classroom. There is value in teachers having working knowledge of cognitive science principles. (Aug 2021 EEF)

Read Write Inc (RWInc) is a DfE validated Systematic Synthetic Phonics programme

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

EEF trials have shown how, when properly

trained and supported, teaching assistants

working in structured ways with small groups

can boost pupils’ progress.

High quality teaching improves pupil outcomes, and effective professional development offers a crucial tool to develop teaching quality and enhance children’s outcomes in the classroom .EEF

Mentoring and coaching can be an important source of support, particularly for early career teachers. EEF

EYFS staff deliver Talk Boost 

Staff in KS1 and KS2 will focus on vocabulary development across all subjects

Staff in KS1 and KS2 will focus on speaking and listening skills and vocabulary development for EAL pupils

There is a strong evidence base that suggests oral language interventions, including dialogic 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

EEF Toolkit – Small group tuition has an average impact of four months’ additional progress over the course of a year.

EEF trials have shown how, when properly

trained and supported, teaching assistants

working in structured ways with small groups

can boost pupils’ progress.

Reading and phonics  interventions across school targeted at PP pupils

EEF Toolkit – On average, oral language approaches have a high impact on pupil outcomes of 6 months’ additional progress. These have a positive impact on reading progress.

EEF Toolkit – Small group tuition has an average impact of four months’ additional progress over the course of a year.

EEF Toolkit  – Reading comprehension strategies are high impact on average (+6 months). Alongside phonics it is a crucial component of early reading instruction.

Read Write Inc (RWInc) is a DfE validated Systematic Synthetic Phonics programme

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF

Maths interventions delivered across school

Mastering number embedded in EYFS and KS1. Staff across school are involved in the Embedding Mastery Programme – working with the Great North Maths Hub. A member of the SLT is involved in Maths Specialist Role.

This is a DfE funded programme that aims to secure firm foundations in the development of good number sense for all children. In EY/KS1, the focus is additive reasoning

EEF Toolkit – Small group tuition has an average impact of four months’ additional progress over the course of a year. Small group tuition is most likely to be effective if it is targeted at pupils’ specific needs. Diagnostic assessment can be used to assess the best way to target support.

Feedback from school pupil questionnaires in 2021 and 2022 indicated that some pupils could not attend after school clubs because of distance from school / no access to a car.

EEF Toolkit – The average impact of the engaging in physical activity interventions and approaches is about an additional one month’s progress over the course of a year. Participating in sports and physical activity is likely to have wider health and social benefits.

Ofsted 2013 report  – The full range of educational experiences – support is given to ensure that all pupils have full access to broad educational experiences, such as residential courses, competing in sporting events, subsidised music lessons, subsidised uniform,

Due to financial pressures,  some of our pupils have had limited experiences outside the home. Evidence shows that these are vital areas of expenditure for children as it raises aspirations, improves cultural capital, improves children’s knowledge of the wider world and has a significant impact on pupils’ academic understanding.

Analysis of assessment data for the end of the academic year 2024, shows that by the end of EYFS 86 % of PP pupils achieved ARE in Communication and Language and 86 % in PSED ,63% of PP pupils passed the Y1 Phonics screen , 57% of PP pupils achieved ARE in reading, 53% in writing and 58% in maths at the end of KS1. 56% of PP pupils achieved ARE in reading, and 61% maths at the end of KS2 and 56 % in writing. In both Key Stages more PP pupils achieved ARE in writing than the previous year showing the positive impact of our interventions. These will continue this next academic year.  Although gaps still remain between the attainment of PP pupils and other pupils due to the targeted interventions and quality first teaching these gaps are beginning to reduce in certain cohorts. We will continue with many aspects of our strategy this academic year.

Although our overall school attendance (94.2%) in 2023-24 was lower than in the pre pandemic years, it was higher than the national. Absence among disadvantaged pupils was 3% higher than their peers and persistent absence 4% higher. These gaps have reduced from last year and the previous year however attendance continues to be a focus of our current plan.

Our pupil questionnaires indicated that PP pupils have less access to after school clubs and so we decided to employ a sports coach to offer extra sporting activities during the school day as well as before and after school. This would allow all children to have the same opportunity to experience a wide range of extra-curricular activities. Whole school attendance at clubs for the academic year 2023-24

Y6 – 98%

Y5 – 85%

Y4 – 84%

Y3 -77%

Y2 – 59%

Y1 – 78%

R – 78%

Due to the impact of our PP offer we will continue with the strategies used in 2023-24 to support our pupils through 24-25.