Detail

Data

Number of pupils in school 

69

Proportion (%) of pupil premium eligible pupils

5.7% (4 pupils)

75% (3 pupils) of PP have SEND

25% (1 pupil) of PP has an EHCP 

Date this statement was published

December 2024

Date on which it will be reviewed

September 2025

Statement authorised by

Miss A. Salisbury (Interim HT) 

Pupil premium lead

Miss A. Salisbury (Interim HT

Governor / Trustee lead

Mrs Sarah Wilkes

Detail

Amount

Pupil premium funding allocation this academic year

£11,840.00.

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

£11,840.00.

Challenge number

Detail of challenge 

1

25% (1) is on the SEND Register for additional support - cognition and learning.(TG) 

25% (1) has an EHCP for cognition and learning. (JS)

25% (1) intervention support academic and pastoral (LF)

25% (1) intervention support pastoral (BH)

2

Given the small numbers of pupils, it is difficult to highlight a common key challenge. However, 75% (3) PP pupils achieve below age related standards in core subjects.

3

25% (1) pupil has attendance below 80% 

25% (1) pupil has attendance at 95%

100% (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

75% (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) has:

•       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)  Teachers and TAs have attended a range of maths training opportunities and have been trialing strategies in the classroom. 

•       GLOW Maths year group launch sessions - (Teachers)

•       GLOW Maths Hub Training Year 2 – (TAs)

•       GLOW Maths Local Session Year 1 and Year 2 – (Teacher)

•       Spring Term 1 GLOW 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.  

Key Stage One Assessment of Writing -

(Teacher)

Reception Writing Cluster Moderation – (Teacher)

Year 2 Reading Cluster Moderation – (Teacher)

Big Little Wandle Online INSET Keynote  -

(All staff)

Reading Leader Pathway - (Teacher) 

2

Little Wandle Foundation – (Teacher and TA)

Little Wandle Reception – (Teacher and TA) 

Little Wandle Reading Fluency – (Teacher)

Little Wandle Daily Keep Up – (All staff) 

Little Wandle Rapid Catch Up (Year 2 and

Year 3 closing the gaps programme) - (All

TAs)

Strategies to support spelling/ Strategies to support handwriting – (Teacher)

Little Wandle Training  SEND Module

(Teacher)

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 support in Phonics and

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.  

3,4