Detail

Data

Number of pupils in school 

113 (+20 Nursery)

Proportion (%) of pupil premium eligible pupils

9.5%

Academic year/years of our current pupil premium strategy plan

2025/2026 to 2028/2029

Date this statement was published

October 2025 

Date on which it will be reviewed

September 2026

Statement authorised by

John Gordon  - Headteacher

Pupil premium lead

John Gordon  - Headteacher

Governor / Trustee lead

Alison Dando

Chair

Detail

Amount

Pupil premium funding allocation this academic year

£15,390

Pupil premium funding carried forward from previous years 

£0

Total budget for this academic year

£15,390

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. 

We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activities set out in this statement are also intended to support their needs, regardless of whether they are disadvantaged or not.

High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:

Challenge number

Detail of challenge 

1

Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers.

2

Assessment data indicates that attainment among disadvantaged pupils is lower than that of non-disadvantaged pupils. 

3

Discussions with pupils and families have identified social and emotional issues for many pupils, notably due to a lack of enrichment opportunities. These challenges particularly affect disadvantaged pupils, including their attainment.

4

Attendance data  indicates that attendance among disadvantaged pupils is lower than for non-disadvantaged pupils.

Intended outcome

Success criteria

CPD Graded Care Profile / EPATT training etc

Little Wandle training for all new staff, and reinforcement for existing staff.

Graded Care Profile  training for teaching staff and refresher for HT. 

EPATT training for all teaching and support staff.

Expand Forest Schools Provision to target disadvantaged pupils

 Introductory Level Forest Schools training for all support  staff and expand Paediatric First Aid training to all support staff so that Forest Schools Provision can be expanded to disadvantaged pupils and into lunchtime / after school.

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

Sustained high attendance bin 2026/27 and 2027/8 demonstrated by:

• Reduction in unauthorised absences
• Lift Attendance from 96%+ to 97.5%+

Activity

Evidence that supports this approach

Challenge number(s) addressed

Purchase of assessment materials / approaches to produce robust data, particularly in Maths but also in the areas of English and SEN

Stronger, more robust information upon which to base actions to improve the Plan, Do , Review phases.

1, 2

Purchase CPD and resources to enable qualitative and quantitative development of Forest Schools Provision

Development and improvement of pupil engagement and subsequent impact on progress.

All

SENCo to Lead on all aspects of inclusion in its broadest sense to develop a coherent strategy of support for disadvantaged children.

• Identification of need
• Assessment tools and outcomes
• Identification of Barriers
• Analysis of data

Planning and implementation of whole school approach.

Important to have key skilled and qualified staff retained in crucial roles for the school and the children.

Key Focused Senior Leadership  to take ownership of developing a systematic approach to identification of barriers and addressing issues leads to good and better outcomes for children and closing the gap between themselves and their peers.

All

Activity

Evidence that supports this approach

Challenge number(s) addressed

Additional Little Wandle phonics sessions targeted at disadvantaged pupils who require further phonics support. 

EPATT to be delivered in Maths and English for targeted pupils

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds.

Evidence supports strong outcomes for EPATT approach followed with fidelity.

1, 2

Catch up / Interventions

Pre/Post teaching Teacher and TA led 

To use identified Gaps In Learning to support individual / groups of pupils to ‘catch up’ in Reading, Writing and Maths using specific activities that meet the needs of the individual or group.

To identify areas of greatest need for PP children and plan interventions accordingly. Introduce targeted Intervention Programmes. Provide support for children in class in order to allow them to access all lessons and make accelerated progress. 

Children are supported by an adult to facilitate access to the full curriculum - In class intervention activities designed to close gaps for all students below expected progress and disadvantaged students (quality first teaching.) 

All

Activity

Evidence that supports this approach

Challenge number(s) addressed

Embedding principles of good practice .

Training and release time for staff to develop and implement new procedures.

Appointment of Behaviour and Attendance Lead

Provision and /or Subsidy of activities and opportunities such as swimming, violin tuition and membership of a Rocksteady Group etc

SENCo to Lead on all aspects of inclusion in its broadest sense to develop a coherent strategy of support for disadvantaged children.

• Identification of need
• Assessment tools and outcomes
• Identification of Barriers
• Analysis of data
• Planning and implementation of whole school approach.

The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence. 

Training, research and upskilling of staff.

Expands opportunity, establishes and builds confidence and self – esteem, and promotes wellbeing, contributing to better outcomes for children.

Key Focused Senior Leadership  to take ownership of developing a systematic approach to identification of barriers and addressing issues leads to good and better outcomes for children and closing the gap between themselves and their peers.

All

Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set an amount of funding aside to respond quickly to needs that have not yet been identified. In recent times this has included subsidising wraparound to encourage attendance, subsidising clubs and enrichment activities / trips to ensure all children can take advantage of opportunities

All