Pupil Premium Strategy Statement
Pupil premium strategy statement – Pulham CE Primary School
This statement details our school’s use of pupil premium (and recovery premium) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged pupils last academic year.
School overview
Detail | Data |
Number of pupils in school | 121 |
Proportion (%) of pupil premium eligible pupils | 25% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2023 - 2026 |
Date this statement was published | September 2023 |
Date on which it will be reviewed | August 2024 |
Statement authorised by | H Beckett |
Pupil premium lead | H Beckett |
Governor / Trustee lead | Matt Crane |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £49,470 |
Recovery premium funding allocation this academic year | £5365 |
Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable) *Recovery premium received in academic year 2021 to 2022 can be carried forward to academic year 2022 to 2023. Recovery premium received in academic year 2022 to 2023 cannot be carried forward to 2023 to 2024. | £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 | £54,835 |
Part A: Pupil premium strategy plan
Statement of intent
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 activity we have outlined in this statement is 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, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
- ensure disadvantaged pupils are challenged in the work that they’re set
- act early to intervene at the point need is identified
- adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve
Pupil premium is funding that we receive from the government in addition to our main school funding, to benefit pupils who are deemed to be from a disadvantaged background. Specifically, Pupil premium funding is targeted for those pupils who are in receipt of Free School Meals (FSM) or those children who have received FSM in the last 6 years (Ever6) or have been looked after continuously over the last 6 months (CLA). There is also a smaller amount of funding for pupils for who have a parent in the Armed services.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Children’s acquisition of phonics is below age-related expectations and comprehension is challenging for many pupils. |
2 | Emotional health and wellbeing prevents children from being ready to learn. |
3 | From a young age the children have less exposure to high quality talk and have not been read to regularly consequently their speaking and listening and quality of writing is low. |
4 | Poor attendance means children have gaps in their learning. |
5 | Lower fluency in maths prevents them from working at their age-related expectation. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
Children read at an expected level for their age. | 100% Year 1 children pass the phonics screening check. All pupils on track in their phonics learning. KS2 results at or above national. |
Maths fluency is improved. | 100% children pass the Year 4 multiplication check. All pupils achieve at an expected level in their Year 6 arithmetic paper. Pupil confidence in maths is high. |
Children have good attendance. | School attendance is above 96%. Early Intervention plans support families to address concerns. |
Pupils are able to communicate with clarity, confidence and effectively. | SaLT used successfully to support progress of all pupils. Pupils are fluent and confident readers. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium) funding this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £43,949
Activity | Evidence that supports this approach | Challenge number(s) addressed |
In class support | Individualised instruction has an effect of +4 Targeted academic support | 1&2&3 |
Coaching to support Teacher Walkthrus programme. | Feedback has an effect size of +6 and collaborative learning approaches have an effect of +5. | 1&2 |
Maths Mastery Programme (Supply Cover) | Mastery Learning has an effect of + 5. | 5 |
Training for the teaching of reading comprehension | Reading comprehension strategies has an effect of +6. | 1 |
Access to Ruth Miskin Training Portal to support high quality phonics teaching. | Phonics has an effect of +5. | 1 |
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £26,149
Activity | Evidence that supports this approach | Challenge number(s) addressed |
One to One Phonics Intervention | One to one tutoring has effect size of +5 | 1&3 |
SaLT Champion | Oral language interventions has an effect size of +6 | 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £11,108
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Parent Support Advisor | Parental engagement has an effect size of +4 | 3&4 |
THRIVE | Social and emotional learning has an effect size of +4 | 2&4 |
Total budgeted cost: £81,206
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
16% of all disadvantaged pupils achieved age-related expectations across reading, writing and maths. Attendance 93% for disadvantaged pupils. 100% of disadvantaged pupils accessing Thrive made progress.
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