Detail

Data

School name

Windy Nook Primary

Number of pupils in school

296

Proportion (%) of pupil premium eligible pupils

28% including nursery

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

2025-2026

2026-2027

2027-2028

Date this statement was published

October 2026

Date on which it will be reviewed

September 2027

Statement authorised by

Mrs. Lucie Forrest

Pupil premium lead

Mrs. Jemma Traynor

Governor / Trustee lead

Mrs. Lynne Coulson

Detail

Amount

Pupil premium funding allocation this academic year

£149,240

Recovery premium funding allocation this academic year

£0

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

£0

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

£149,240 based on 84 FSM, 4 Post Lac and 3 Service

At Windy Nook Primary School, we believe that all pupils, regardless of background or circumstance, should achieve highly and have access to the same opportunities, experiences and aspirations as their peers. Our pupil premium strategy is centred on identifying and removing barriers to learning so that disadvantaged pupils can achieve their full potential academically, socially and emotionally.

Analysis of outcomes from 2025/26 shows that disadvantaged pupils continue to achieve well in some areas, particularly Communication and Language in EYFS, writing at KS2 and participation in enrichment opportunities. However, significant gaps remain in phonics, KS1 attainment and attendance, particularly for disadvantaged pupils who also have SEND or additional vulnerabilities.

Our approach is informed by the Education Endowment Foundation (EEF) guidance, which highlights high-quality teaching as the most effective way to improve outcomes for disadvantaged pupils. Our strategy focuses on:

• High-quality teaching for all pupils.
• Targeted academic support to address identified gaps.
• Wider strategies to improve attendance, wellbeing, engagement and access to opportunities.

Many of our disadvantaged pupils experience multiple barriers to learning, including SEND, attendance difficulties, social care involvement, trauma and language acquisition needs. Our strategy therefore combines universal provision with targeted support to meet individual needs and ensure pupils are supported to achieve their potential. Funding decisions are reviewed throughout the year and adapted where evidence shows greater impact can be achieved.

Challenge number

Detail of challenge

1

Assessments, observations and discussions indicate that many disadvantaged pupils enter school with lower levels of communication, language and vocabulary than their peers. These gaps continue to impact reading, writing and wider curriculum attainment

2

Attendance for disadvantaged pupils remains below that of non-disadvantaged pupils. Persistent absence continues to have a negative impact on achievement and engagement.

3

Phonics and early reading outcomes remain lower for disadvantaged pupils. In 2025/26, 50% of disadvantaged pupils met the expected standard in the Year 1 Phonics Screening Check compared with 77.5% of non-disadvantaged pupils.

4

KS1 outcomes indicate that disadvantaged pupils require earlier intervention and more rapid support in reading, writing and mathematics to prevent gaps becoming embedded.

5

A higher proportion of disadvantaged pupils also have SEND and require additional adaptations and support to access the curriculum successfully.

6

Some disadvantaged pupils have limited access to enrichment opportunities and experiences beyond school, which can affect confidence, aspirations and cultural capital.

Intended outcome

Success criteria

Improved communication, language and vocabulary development for disadvantaged pupils

The proportion of disadvantaged pupils achieving age-related expectations in Communication and Language by the end of EYFS increases. Disadvantaged pupils demonstrate improved vocabulary, communication and participation across the curriculum.

Improved attendance for disadvantaged pupils

Attendance of disadvantaged pupils improves, and the attendance gap narrows year on year.

Persistent absence rates decrease year on year.

Improved phonics and early reading attainment for disadvantaged pupils.

More disadvantaged pupils meet the expected standard in the Year 1 Phonics Screening Check. The attainment gap between disadvantaged and non-disadvantaged pupils is reduced.

Improved attainment in reading, writing and mathematics, particularly in KS1.

More disadvantaged pupils achieve age-related expectations in reading, writing and mathematics at the end of KS1. Attainment gaps between disadvantaged and non-disadvantaged pupils reduce across year groups.

Improved outcomes for disadvantaged pupils with SEND and additional vulnerabilities

Disadvantaged pupils with SEND make strong progress from their individual starting points. Improved attendance, engagement and attainment are evident through assessment information and personalised provision reviews.

Improved access to enrichment and wider opportunities.

More disadvantaged pupils participate in clubs, educational visits, performances, sporting events or residential experiences. Financial barriers do not prevent participation in the wider life of the school.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Continued staff development in adaptive teaching, Rosenshine’s Principles, retrieval practice, metacognition and Kagan Cooperative Learning Structures. Staff will use carefully planned collaborative structures to increase engagement, pupil talk, participation and accountability in learning.

The EEF states that high-quality teaching has the greatest impact on closing the disadvantage gap. Metacognition and self-regulation approaches can provide up to seven months additional progress. Collaborative learning approaches have been shown to deliver an average of five months additional progress when carefully structured and implemented.

4, 5

Embed Voice 21 oracy approaches, Kagan Cooperative Learning Structures, explicit vocabulary instruction and reading fluency strategies across the curriculum.

Oral language interventions have an average impact of +6 months’ additional progress, with particularly positive outcomes for disadvantaged pupils. Structured talk, cooperative learning and explicit vocabulary teaching improve language development, engagement and comprehension. Reading fluency approaches, including echo reading, choral reading and repeated reading, support automaticity, confidence and understanding, enabling pupils to access the wider curriculum more successfully.

1, 4, 5

Ongoing RWInc training, coaching and quality assurance to strengthen phonics teaching and early reading.

Phonics approaches have a strong evidence base and are particularly effective for younger disadvantaged pupils.

3

Writing professional development, moderation and curriculum refinement.

High-quality teaching has the greatest impact on pupil attainment. The EEF identifies effective professional development as a key mechanism for improving teaching quality and pupil outcomes, particularly for disadvantaged pupils.

4, 5

Further development of adaptive teaching strategies for disadvantaged pupils with SEND.

The EEF identifies scaffolding, explicit instruction and diagnostic assessment as important elements of high-quality teaching. Responsive teaching and effective scaffolding improve access to the curriculum, support pupils to overcome barriers to learning and contribute to improved outcomes, particularly for disadvantaged pupils.

5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Early phonics intervention and close monitoring of pupils at risk of not meeting the expected standard. Reviews of the lowest-attaining readers, including decoding accuracy, fluency and application of phonics knowledge.

Small-group phonics intervention is most effective when delivered consistently and targeted to specific need. Regular assessment ensures provision remains responsive and effective.

3

Reading fluency and comprehension interventions across KS1 and KS2.

Reading comprehension strategies (+6 months) and small-group tuition (+4 months) are high-impact, cost-effective approaches according to the EEF. Developing reading fluency through regular, structured practice improves accuracy, automaticity and comprehension, helping disadvantaged pupils access the wider curriculum more successfully.

3, 4

Vocabulary, language and communication interventions, including Talk Boost and EAL support.

Phonics approaches have a strong evidence base, particularly for disadvantaged pupils. Reading fluency interventions improve accuracy, automaticity and comprehension, while EMTASS support enhances language acquisition and curriculum access for EAL learners. Reading comprehension strategies have an average impact of +6 months’ additional progress according to the EEF. Together, these approaches improve reading outcomes across the curriculum

1

Mathematics intervention and Mastering Number approaches across school.

Evidence from NCETM and the EEF demonstrates improvements in fluency, confidence and mathematical understanding.

4

Structured intervention programmes for disadvantaged pupils with SEND and additional vulnerabilities.

Diagnostic assessment and personalised support improve outcomes where barriers are clearly identified.

5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Continued Family Support Worker provision, attendance support and family engagement.

DfE guidance highlights the strong link between attendance and educational outcomes. Building positive relationships with families improves engagement and attendance.

2, 5

Attendance monitoring and targeted support for persistent absentees.

DfE guidance highlights the strong link between attendance and attainment, with persistent absence negatively affecting outcomes. Improving attendance increases access to high-quality teaching, targeted interventions and wider school opportunities, helping disadvantaged pupils achieve better outcomes.

2

Financial support for educational visits, residentials, clubs and enrichment opportunities.

The DfE identifies cultural capital as essential preparation for future success. Wider enrichment opportunities help broaden horizons, build confidence, increase engagement and raise aspirations, particularly for disadvantaged pupils who may have fewer opportunities outside school

6

SEMH support, trauma-informed, nurture support and access to external services where required.

EEF evidence shows that social and emotional learning approaches can provide +3 months’ additional progress. Effective social and emotional support improves wellbeing, self-regulation, engagement and readiness to learn, helping disadvantaged pupils to achieve better academic outcomes. EEF evidence shows that social and emotional learning approaches can provide +3 months’ additional progress. Trauma-informed and nurture approaches support emotional regulation, wellbeing and engagement, helping pupils with SEMH needs to access learning and achieve positive outcomes

5

Contingency support for families facing acute barriers

Enables rapid and effective response to emerging needs and ensures pupils remain fully included in school life.

All

Term

Review Activity

Autumn

Review baseline data, attendance, phonics outcomes, attainment and barriers to learning. Confirm spending and intervention groups.

Spring

Evaluate progress towards intended outcomes, review intervention impact and participation in wider opportunities, and adjust provision where needed.

Summer

Evaluate overall impact of spending, review attainment and attendance outcomes, identify priorities for the following year and complete the annual pupil premium review.

Our pupil premium strategy had a positive impact on many disadvantaged pupils through a combination of high-quality teaching, targeted academic support and wider pastoral provision.

Communication and language remained a strength for disadvantaged pupils. By the end of EYFS, 85.4% of disadvantaged pupils achieved age-related expectations in Communication and Language. Targeted support through Talk Boost, vocabulary development and oracy activities contributed positively to pupils’ speaking and listening skills. Monitoring, pupil voice and classroom observations showed increased confidence in communication and participation in learning. Continued focus on explicit vocabulary instruction and oracy will ensure these improvements are sustained across the curriculum

Attendance remained a key priority. Whole-school attendance was 94.5%, in line with national figures. Attendance for disadvantaged pupils improved slightly compared with previous years, although attendance and persistent absence for this group remain areas for continued focus. Attendance of disadvantaged pupils improved from 91.8% to 93.4%; however, it remained below the school target of 94%. Persistent absence reduced from 24% to 18%, demonstrating the positive impact of attendance panels and family support. Reducing persistent absence remains a priority for 2027-28.

Disadvantaged pupils benefited from a wide range of enrichment opportunities, including educational visits, sporting events, clubs and wider curriculum experiences. Financial support ensured that pupils were able to participate fully regardless of circumstance. Participation rates were particularly strong from Year 4 onwards, with increasing engagement in extra-curricular activities, competitions and enrichment experiences. These opportunities contributed positively to pupils’ confidence, engagement and personal development. Increasing participation within EYFS and Key Stage 1 will form the next stage of development.

Academic outcomes for disadvantaged pupils were strongest in Key Stage 2. At the end of KS2, disadvantaged pupils achieved 76.5% in reading, 94.1% in writing, 82.4% in mathematics and 77% in SPaG, representing improvements compared with 2024-25, when outcomes were 60% in reading, 65% in writing, 55% in mathematics and 65% in SPaG. Writing outcomes were a particular strength and reflected the impact of high-quality teaching and targeted support.

In contrast, Key Stage 1 outcomes remained below school expectations. At the end of KS1, 30% of disadvantaged pupils achieved age-related expectations in reading, writing and mathematics. This cohort included a high proportion of pupils with SEND, with 7 of the 9 disadvantaged pupils also identified as having SEND. While additional interventions were introduced during the year, gaps remained. Raising attainment in Key Stage 1 therefore continues to be a major priority moving forward

Whole-school phonics outcomes improved from 64.9% to 72.9%, demonstrating the positive impact of strengthened phonics provision and intervention. Despite this improvement, only 50% of disadvantaged pupils achieved the expected standard in the Year 1 Phonics Screening Check, compared with 77.5% of non-disadvantaged pupils, indicating that a significant attainment gap remains. Targeted phonics intervention supported individual pupils to make progress, but improving phonics attainment and narrowing the gap for disadvantaged pupils remains a key focus for the current strategy.

A significant proportion of disadvantaged pupils also presented with SEND and additional vulnerabilities. Targeted interventions, adaptive teaching approaches, pastoral support and external agency involvement helped many pupils make progress from their individual starting points. The Family Support Worker played a significant role in supporting attendance, wellbeing, family engagement and access to external services. While many pupils made positive progress academically, socially and emotionally, the attainment outcomes of disadvantaged pupils with SEND continue to indicate that this group requires sustained and highly personalised support. This remains an important priority within the current strategy.

Overall, the school’s pupil premium strategy had a positive impact during 2025-26. The strongest outcomes were seen in Communication and Language in EYFS, writing and attainment at KS2, and access to enrichment opportunities.

Based on these outcomes, the school will continue to prioritise:

• improving attendance and reducing persistent absence among disadvantaged pupils;
• improving phonics and early reading outcomes;
• raising attainment in Key Stage 1;
• supporting disadvantaged pupils with SEND;
• developing vocabulary, oracy and language acquisition;
• maintaining access to enrichment opportunities especially in KS1 and EYFS and family support.

Programme

Provider

Reading Plus

Reading Solutions

Spelling and Literacy Shed

Ed Shed

Grammasaurus

Grammasaurus

Times Table Rockstars

Maths Circle

Classroom Secrets

Classroom secrets

The Thrive Approach

Frontline Training Solutions Ltd / Thrive

Read Write Inc

RMT / Ruth Miskin Training

Testbase

Doublestruck Ltd

White Rose Maths

White Rose Education