Detail

Data

Number of pupils in school

64

Proportion (%) of pupil premium eligible pupils

7.8% (5 pupils)

40% (2 pupils) of PP is SEND

20% (1 pupil) has an EHCP

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended – you must still publish an updated statement each academic year)

2025/26

Date this statement was published

December 25

Date on which it will be reviewed

September 26

Statement authorised by

Jennifer Wakelam (HT)

Pupil premium lead

Jennifer Wakelam (HT)

Governor / Trustee lead

Sarah Wilkes

Detail

Amount

Pupil premium funding allocation this academic year

£ 7575.00

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

£7575.00

At Dodford First School we align the pupil premium grant (PPG) with the school development plan.

We recognise that not all pupils who are eligible for pupil premium are underachieving, and some pupils may be underachieving and not eligible for pupil premium funding. It is school policy to plan, adapt and prepare for any individual, or group, in which any area of under-performance is evident. We ensure that class teachers know which pupils are eligible for the pupil premium so that they can take responsibility for accelerating progress. 

Our key priority is that every child receives quality-first teaching. Research shows that disadvantaged children make the best progress when they have access to quality first teaching. In achieving consistently good or better teaching across the school, we will see outcomes improve for all children. In all cases we strive to ensure all pupils make excellent progress.

If pupils require more specific support, we use carefully targeted intervention so that every child can keep up with, and access, an age-appropriate curriculum. We ensure pupil premium funding reaches the pupils who need it most and helps them overcome barriers to learning.

We know children are not ready to learn if their personal, social, emotional and developmental needs are not met. Our PPG strategy includes emphasis on use of adults with skills in supporting and developing pastoral and SEND needs as well as academic needs. Where support required is not academic, we can offer our disadvantaged families parenting support, 1:1 nurture support through the use of a TA or support from outside agencies.

Challenge number

Detail of challenge

1

20% (1) has an EHCP for cognition and learning.

20% (1) intervention support academic and pastoral

20% (1) intervention support pastoral

20% (1) is on the SEND Register for additional support – cognition and learning.

2

Given the small numbers of pupils, it is difficult to highlight a common key challenge. However, 60% (3) PP pupils achieve below age related standards in core subjects.

3

20% (1) pupil has attendance at 100%

20% (1) pupil has attendance at 95%

20% (1) pupil has attendance at 93%

20% (1) pupil has attendance at 90.3%

20% (1) pupil is persistently absent.

80% (4) pupils have attendance below the school target of 96%

Low attendance will have a negative impact on progress as these children need repetition in their targets and gaps in attendance will affect how quickly targets are met.

4

60% (3) pupils have challenging family circumstances with current or historical external agency support. 

Emotional wellbeing of identified disadvantaged pupils.

Intended outcome

Success criteria

Ensure consistent quality first teaching across the school. All teachers are supported by knowledgeable and skilled teaching assistants.

Assessments and observations evidence consistently good teaching across the school for all groups of pupils.

Outcomes for all pupils, especially in phonics and reading, are better than previous years.

Adaptive teaching approaches are embedded in daily teaching and learning.

This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.

Improved reading attainment among disadvantaged pupils, as well as other identified pupils across the school (lowest 20% attainers).

Year 1 phonics standards increase for disadvantaged pupils in line with their peers.

•       Little Wandle phonics interventions are delivered rigorously each day by highly skilled, knowledgeable staff

•       Reading interventions are delivered rigorously each day by highly skilled, knowledgeable staff

•       Parental engagement increased – reading diary entries, attendance at parent information evenings, family reading sessions, newsletters encourage culture of reading.

To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Pupils feel safe and happy in school.

The school’s PSHE curriculum (Jigsaw) is reviewed, parental consultation on RSE completed and PSHE/RSE Policy ratified and agreed:

•       enhanced pupils' emotional literacy, social skills and wellbeing.

The school ethos has:

•       developed pupil’s positive relationships with self and others.

This is evidenced in qualitative data from pupil voice, parent surveys and teacher observations.

To continue to monitor and sustain improved attendance for all pupils, particularly our disadvantaged pupils, giving support to their families to enable this to happen

Attendance % are scrutinised half termly.

Pupils whose attendance falls below national/school expectations are regularly monitored by the headteacher.

Families engage with school to improve their attendance.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Focus on CPD for staff in line with the school’s priority on improving outcomes in Maths.

Use expertise training, evidence based, GLOW maths hub.

Evidence suggests that quality CPD has a greater effect on pupil attainment than other interventions such as lengthening the school day or performance related pay. (Ed. Policy Institute) 

Dodford is now part of the Glow maths hub project and the new Maths Leader is facilitating the whole school project. Teachers and TAs have attended a range of maths training opportunities and have been trialing strategies in the classroom.

•       GLOW Maths project launch sessions - (Subject Lead)

•       GLOW Maths Hub Training – (Teachers)

2

Focus on CPD for staff in line with the school’s priority on improving outcomes in Reading and Phonics.

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (EEF).

Teachers and TAs have attended a range of Reading and phonics training opportunities led by the English coordinator. 

KS2 & Reading Lead to develop a new approach to KS2 reading; whole school overview

Cluster reading moderation – (Teachers)

Big Little Wandle Online INSET Keynote  -

(TAs)

TA focus on early reading – Little Wandle Keep up and Catch up

2

Focus on CPD for staff in line with the school’s priority on improving outcomes in writing.

Guidance from the ‘Writing Framework’ for strong foundations and daily practice of purposeful writing.

I’m a clever writer – Reception package training (Teachers)

Headteacher to deliver training on writing provision for KS1 & KS2 - ‘We are writers’.  A real focus on basic skills and being forensic about areas for development. (Teachers)

New assessment system of writing to be introduced.

DFE Writing Hub webinars on ‘The Writing Framework’ to be attended by all teachers.

Rebecca Kennedy training for all teacher and Headteacher on the ‘Writing Framework’ as part of our local cluster.

2

To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.

To ensure teaching includes adaptive strategies and inclusive approaches so that children achieve success.

Evidence suggests that disadvantaged pupils have weaker social and emotional (SEL) skills at all ages. Lower SEL skills are linked with poorer mental health and lower academic achievement. 

The average impact of deployment of TAs is about an additional four months progress over the course of a year.  

Teachers and TAs have attended a range of

SEND training opportunities led by the

Interim HT

SEND training – Inclusive Schools  - (All staff) Positive Behaviour/Team Teach Training  (All staff)

SEND training – Inclusive Schools (All staff)

Additional Autism in the Early Years Course -

(Teacher)

Lessons observations highlighted strengths in SEND provision and areas of development.

SEN referrals made and backlog reducing.

3

To continue to monitor and sustain improved attendance for all pupils, particularly our disadvantaged pupils, giving support to their families to enable this to happen

Meetings with HT and reminders of attendance. Links with admissions and WCC transport to support.

Provision of extra-curricular clubs and music to encourage school attendance.

4

Activity

Evidence that supports this approach

Challenge number(s) addressed

1:1/ group support in Phonics, transcription & Maths 

The average impact of deployment of TAs is about an additional four months progress over the course of a year. 

Little Wandle Rapid Catch Up (Year 2 and

Year 3 closing the gaps programme) - (All

TAs)

1

Activity

Evidence that supports this approach

Challenge number(s) addressed

Pastoral TA employed to support wellbeing of pupils - catch up approaches, in class support, additional group work. 

Evidence suggests that disadvantaged pupils have weaker social and emotional (SEL) skills at all ages. Lower SEL skills are linked with poorer mental health and lower academic achievement.

Lunchtime nurture role, 1:1 with pupils needing catch up sessions, sensory breaks, Toe by Toe. 

Supporting changes in behaviour that may impact on achievement and learning   Developing and maintaining friendships  

Increasing self esteem and confidence  

Children new to the school who need help settling in  

Children in Y64 worried about the transition to middle school. 

4, 5

Outcomes for disadvantaged pupils continue to be a key priority for the school. Since September 2025, there has been increased stability following the transition from an interim to a substantive headteacher and from a temporary to a permanent KS2 teacher. This has supported greater consistency in leadership and classroom practice. The introduction of robust formative assessment systems has enabled the early identification of gaps in learning for Pupil Premium pupils, and targeted CPD with a strong focus on quality first teaching has led to improvements in classroom practice, as evidenced through book looks and learning walks. SEND pupils are now identified earlier, and staff training in inclusion and SEND has strengthened support for Pupil Premium pupils with additional needs. However, staffing changes during 2024–25 and periods of staff absence have had a negative impact, meaning that Pupil Premium pupils are not yet performing in line with their peers. Phonics outcomes this year are also significantly below average and remain an area for urgent improvement. As a result, the next Pupil Premium strategy will continue to prioritise phonics, basic skills development and timely, targeted interventions for disadvantaged pupils, alongside a sustained and inclusive whole-school approach.

Programme

Provider

For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year

The impact of that spending on service pupil premium eligible pupils