Detail

Data

Number of pupils in school

327

Proportion (%) of pupil premium eligible pupils

25.08%

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)

2025-2028

Date this statement was published

December 2025

Date on which it will be reviewed

December 2026

Statement authorised by

Katharine Jordan

Pupil premium lead

Katharine Jordan

Governor / Trustee lead

Rev Turner

Detail

Amount

Pupil premium funding allocation this academic year

£160446.82

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

£160446.82

Challenge number

Detail of challenge

1

Persistent and Severe Absence
Disadvantaged pupils are disproportionately affected by persistent or severe absence, which significantly hinders their academic progress and engagement with school life.

2

Underdeveloped Language and Social Skills on Entry
Many children enter Reception with underdeveloped language abilities and limited social and emotional skills, creating an early barrier to learning and interaction.

3

Reading Attainment Gap
Reading development among disadvantaged pupils is notably below that of their peers. This gap has decreased over the past 12 months, helping to reduce the disparity in literacy outcomes. This continue to be a whole school focus.

4

Higher Rates of Illness and Unauthorised Absence
Analysis of attendance codes reveals that pupils eligible for Pupil Premium (PP) are more likely to miss school due to illness or unauthorised absences, further compounding their educational disadvantage.

5

SEND and Disadvantage

Our assessments and observations show that a significant proportion of disadvantaged pupils are working below age-related expectations in the core areas of reading, writing, and mathematics. This underachievement is further compounded by a higher-than-average proportion of disadvantaged pupils who also have special educational needs and/or disabilities (SEND), presenting additional barriers to OUTCOMES.

6

Maths Attainment Gap
Maths development among disadvantaged pupils is below that of their peers. This gap has decreased over the past 12 months, helping to reduce the disparity in maths outcomes. This continue to be a whole school focus.

Intended outcome

Success criteria

Challenge addressed

Improved attendance and reduced absence among Pupil Premium Pupils

·         Attendance rates for Pupil Premium pupils improve year-on-year, with the gap to non-Pupil Premium pupils reducing to below 1.5 percentage points.

·         Persistent absenteeism among Pupil Premium pupils decreases by at least 10% and aligns with or falls below that of their peers.

·         All families of Pupil Premium pupils with attendance concerns have tailored support plans in place.

·         Targeted interventions (e.g., mentoring, breakfast clubs) show measurable impact through improved individual attendance and case studies.

·         Increased engagement in whole-school attendance initiatives and positive feedback from Pupil Premium families.

·           Improvements are sustained across the academic year, with systems in place to monitor and respond to early signs of decline.

1,2,3,4,5.6

Improved Language Development and Social-Emotional Skills in Early Years

·         Increased proportion of disadvantaged pupils achieving age-related expectations in Communication and Language by end of Reception.

·         Targeted pupils show accelerated progress in speech and language interventions.

·         Observations indicate improved wellbeing, emotional regulation, and peer interaction.

·         Parental engagement increases through workshops and support plans, with all identified families receiving guidance.

·         Intervention impact is evidenced through case studies, pupil voice, and staff feedback.

·         Gains in language and social-emotional development are sustained into Year 1, reducing the need for ongoing support.

1,2

Narrow the reading attainment gap between disadvantaged pupils and their peers through targeted, high-quality teaching and intervention.

·         The proportion of disadvantaged pupils achieving age-related expectations in reading increases term-on-term.

·         The attainment gap in reading between disadvantaged and non-disadvantaged pupils reduces by at least X% (based on baseline data) by the end of the academic year.

·         Targeted pupils make accelerated progress in reading, as evidenced by formative and summative assessments (e.g., phonics screening, reading age assessments).

·         Intervention programmes (e.g., phonics catch-up, reading fluency groups) show measurable impact through pre- and post-intervention data.

·         Pupil voice and teacher observations indicate improved reading confidence, engagement, and enjoyment among disadvantaged pupils.

2,3

Reduce absence due to illness and unauthorised reasons among Pupil Premium pupils to improve overall attendance and engagement.

·         Decrease in the percentage of Pupil Premium pupils absent due to illness or unauthorised reasons, based on attendance code analysis.

·         The gap in illness-related and unauthorised absence between Pupil Premium and non-Pupil Premium pupils narrows term-on-term.

·         All Pupil Premium pupils with repeated illness or unauthorised absence have targeted support plans in place.

·         Increased parental engagement and improved communication around attendance expectations and support.

·         Evidence of impact from health and wellbeing initiatives (e.g., access to school nurse, breakfast clubs, mental health support).

1,4

Accelerate progress in reading and mathematics for disadvantaged pupils, including those with SEND, to close the attainment gap with their peers.

·         Increased proportion of disadvantaged pupils, including those with SEND, achieving age-related expectations in reading, writing, and maths.

·         Targeted pupils make accelerated progress from their starting points, as shown in teacher assessments and standardised data.

·         Intervention programmes demonstrate measurable impact through pre- and post-assessment data.

·         Regular progress reviews show narrowing of the attainment gap term-on-term.

·          Pupil progress meetings and case studies highlight effective support and improved outcomes for disadvantaged pupils with SEND.

1,2,3,4,5,6

Activity

Evidence that supports this approach

Challenge number(s) addressed

CPD: Subject leads release to develop pedagogy

Opening Worlds

£5,000

Coaching to maximise effectiveness

High quality teaching improves pupil outcomes, and effective professional development offers a crucial tool to develop teaching quality and enhance children’s outcomes in the classroom.

Guided monitoring

Monitoring is most effective when it provides a triangulation of evidence and indication of progress and understanding within a subject. Evidence shows that subject leads who demonstrate a degree of expertise in their field are more able to question pupils and colleagues in a meaningful and useful way.

Staff meetings

Staff meetings are scheduled to be led by subject leads in order to interrogate and enhance subject knowledge and appropriate pedagogy for learning.

Observe Opening Worlds lesson x 3 

2, 4 , 5

Targeted support in the Hive and classrooms

p/t time teacher 0.4

F/t HLTA

p/t LSA

£14420.40

£38356

£12,448

£65230 

·         Targeted deployment, where teaching assistants are trained to deliver an intervention to small groups or individuals has a higher impact, whereas deployment of teaching assistants in everyday classroom environments has not been shown to have a positive impact on learner outcomes.

·         Support staff have been involved in the MITA scheme in order to further this end.

·         EEF research in targeted provision

1,2,3,4,5 and 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

Language screener Talk Boost/Speech and language/Neli

KS 2 Talk Boost

CPD (3 days x 2 people)

Staff Meeting

£10,000

·         Backed by multiple EEF trials, NELI has shown consistent impact:

o   Children made +3 to +4 months’ additional progress in oral language skills.

o   Particularly effective for Reception pupils with poor spoken language.

o   Delivered by trained TAs through small-group and individual sessions over 20 weeks.

·         Developed by Speech and Language UK (formerly I CAN).

·         Designed to improve speaking, listening, and communication skills in children with delayed language.

·         Evaluations show:

o   Children made 18 months’ progress in language skills over a 10-week period.

o   Improvements in confidence, classroom participation, and peer interaction.

o   KS2 Talk Boost specifically supports older children with persistent language difficulties, enhancing vocabulary, narrative skills, and comprehension.

·         Early identification through language screeners (e.g. WellComm) enables timely intervention.

·         Targeted speech and language support improves phonological awareness, expressive/receptive language, and school readiness.

·         These approaches align with EEF guidance on early intervention and oral language strategies, which can lead to +6 months’ progress when well implemented. 

2,3,5,6

Number Stacks

£ 300

·         A study involving 160 pupils showed an average progress of 9 months in Number Age over just 11 weeks of intervention.

·         Pupils gained an average of 6 new mathematical skills during this period.

·         The intervention was particularly effective for pupils with specific learning needs, helping them overcome barriers in understanding core maths concepts. [numberstacks.co.uk]

·         Pleasant Street Primary School (Liverpool) reported:

o   100% of pupils made progress from their starting points.

o   In KS1, 63% reached age-related expectations (ARE) in Number & Place Value; 41% reached ARE across all categories.

o   In KS2, 83% reached ARE in Number & Place Value; 55% in two or more categories.

o   Pupils progressed by an average of 9–14 Key Skills, depending on year group.

o   Teachers noted improved confidence, engagement, and classroom performance. [numberstacks.co.uk]

·         Designed for 1:1 or small group interventions, with minimal training required.

·         Uses video tutorials and hands-on place-value counters to build conceptual understanding.

·         Aligns with EEF Maths Guidance on effective early maths interventions.

·         Includes initial assessments and fluency tasks to track progress and identify learning gaps.

5,6

Nessy

£250

Research-Based and Structured Literacy Approach

·         Based on Orton-Gillingham principles and the Science of Reading, Nessy uses structured synthetic phonics to build foundational literacy skills.

·         Recognised by AUSPELD, DSF, and awarded the British Dyslexia Association Quality Mark. [nessy.com]

2. Key Findings from Studies

·         Northern Ireland Study (2021): After 6–9 weeks, students using Nessy scored:

o   73% higher in Oral Reading Fluency

o   14.4% higher in single-word reading than non-users. [nessy.com]

·         Longitudinal Study (2014–2016):

o   Kindergarten students using Nessy increased grade-level benchmark achievement from 51% to 74%.

o   The highest-risk group reduced from 22% to 10%.

o   Gains were sustained over 2.5 years, with 79% meeting grade-level benchmarks by mid-Year 2.

2,5

Hamish and Milo

£8,448

Afternoon sessions 3 x a week

• Developed in collaboration with the University of Bath.
• Based on a two-year quasi-experimental mixed-methods study involving 92 schools and over 1,700 children.

• Improved emotional literacy: Children developed greater self-awareness, resilience, and emotional regulation.
• Increased confidence and self-esteem: Pupils were more able to express feelings, ask for help, and engage in learning.
• Enhanced peer relationships: Stronger social connections and empathy were observed.
• Academic engagement: Improved attitudes to learning and greater independence in the classroom.
• Reduction in behavioural incidents: Fewer exclusions and dysregulated behaviours reported by school leaders.
• Positive parental feedback: Families noticed improvements in children’s wellbeing and behaviour at home.
• Whole-school impact: Benefits extended beyond individuals to the wider school community. [hamishandmilo.org]

• Uses Child Wellbeing Profiles, SDQs, and Child Voice Questionnaires to track progress.
• The Navigator Impact Platform provides dynamic, GDPR-compliant reporting to monitor outcomes and inform planning

1,4, 5

Golf resilience - To enhance the self-esteem, resilience, and mental wellbeing of disadvantaged pupils by using a structured golf-based intervention. Aiming for increased confidence, social-emotional growth, and improved engagement in learning.

Afternoon Sessions x 1 a week

£4000

·         Resilience Improvement via Golf
A 3-month intervention comparing golf and soccer among youths demonstrated statistically significant gains in resilience through golf (p < 0.001, η² = 0.436). This aligns with definitions linking higher resilience to better self-esteem and adaptive functioning. [academic.oup.com], [researchgate.net]

·          Self-Esteem Boost in Youth Sport
Youth-focused golf programmes demonstrate confidence growth by emphasizing personal achievement, embracing mistakes, and celebrating milestones. [tinytekkers.com], [youthoncourse.org]

·           Mental Health & Golf
Golf serves as a moving meditation—reducing stress, fostering mindfulness, and nurturing emotional resilience. [neurolaunch.com], [researchgate.net]

·           Physical Activity & Self-Esteem
Broader research shows that physical activity enhances adolescent self-esteem, which in turn supports mental health and buffers against distress.

1,4, 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Breakfast club

After School Club

100 sessions for BSC

£300

100 sessions for ASC

£1000

25% Breakfast programme

£1800

£3,100

Ensuring that pupils’ physical, mental, and emotional needs are met is foundational to effective learning. The EEF highlights the importance of:

• Building a holistic understanding of pupils and their families to identify and address barriers to attendance and engagement.
• Creating a safe, calm, and predictable environment, especially at the start of the school day, to support emotional regulation and readiness to learn.
• Establishing strong relationships between staff, pupils, and families to foster trust and early identification of issues that may impact learning or attendance.

1,4,5

Visits and Residential trips

£11,000

·         EEF’s Teaching and Learning Toolkit notes that while the direct academic impact of outdoor adventure learning is not yet robustly quantified, there is wider evidence suggesting positive effects on self-efficacy, motivation, and teamwork, all of which are linked to improved academic outcomes.

·         The Learning Away initiative (Paul Hamlyn Foundation) found that residentials can lead to improved engagement, confidence, and relationships, which in turn support academic progress. These experiences offer impacts not achievable in traditional classroom settings, especially for disadvantaged pupils.

·         Residential and educational trips enhance pupils’ knowledge and understanding of the world, providing real-life context to classroom learning.

·         Exposure to new environments, cultures, and experiences helps build cultural capital, which is essential for social mobility and academic success

·         School trips, especially those involving cultural or language immersion, significantly enhance language acquisition.

o   Students gain real-world language practice, improving fluency, vocabulary, and confidence.

o   Immersive experiences help students internalise language structures and develop listening and speaking skills more effectively than classroom instruction alone

·         Trips foster independence, resilience, and social interaction, especially when pupils are away from home.

·         They provide opportunities for team-building, empathy, and communication, which are crucial for emotional development and readiness to learn

1,2,3,4,5

Music services

£1000

·         EEF research shows that arts participation, including music, can lead to +3 months’ additional academic progress per year, especially for disadvantaged pupils.

·         Music supports language development, enhancing phonological awareness, vocabulary, and verbal memory.

·         It builds cultural capital by exposing pupils to diverse cultures and traditions, enriching their understanding of the world.

·         Music education fosters confidence, emotional expression, and social skills, contributing to improved engagement and learning readiness.

2,5

Family Engagement and attendance/parenting circle

Family Inclusion worker 21,000

Learning Mentor and Pastoral Lead £22,473

Attendance officer

£8351.82

£51,778.82

·         Parental engagement can lead to an average of +4 months’ additional academic progress per year.

·         Effective engagement is most impactful when it includes two-way communication, practical support for learning at home, and tailored approaches for disadvantaged families.

·         Building trusting relationships with families—especially post-COVID—is essential for sustained engagement and improved outcomes.

·         The EEF highlights that responsive, targeted interventions—such as those delivered by attendance officers, learning mentors, and pastoral leads—can improve attendance, particularly when they address individual barriers to school attendance.

·         Family Inclusion Workers and Attendance Officers play a key role in reducing persistent absence by building consistent, supportive relationships with families and ensuring early intervention.

·         Parenting programmes that focus on communication, routines, and emotional support can improve children’s self-regulation, behaviour, and academic outcomes.

·         Schools that offer structured, evidence-based parenting support (e.g. Triple P) see improvements in home-school relationships and pupil wellbeing 

1,2,3,4,5,6

Uniform

£250

·         The Department for Education (DfE) strongly encourages schools to adopt a uniform policy, stating that uniforms can:

o   Promote the ethos of the school

o   Provide a sense of belonging and identity

o   Help set an appropriate tone for learning

o   Support positive behaviour and discipline

·         Research indicates that when part of a broader school improvement strategy, school uniforms can contribute to a positive school culture, reduce peer pressure, and help pupils feel settled and ready to learn.

·         Providing uniform to disadvantaged pupils ensures equity and inclusion, enabling all children to feel part of the school community and reducing barriers to attendance and engagement. 

5

Part B: Review of the previous academic year 

Reviewed December 2025

Overview

The school continues to prioritise improving outcomes and opportunities for disadvantaged pupils through targeted interventions and strategic initiatives. This review evaluates progress in attainment, attendance, and overall impact, identifying strengths and areas for development.

Strengths

1. Writing Outcomes

• At the end of Year 6, disadvantaged pupils achieved in line with their peers and in line the national average in writing and the gap is narrowing.
• This success is strongly linked to the targeted work on Opening Worlds, which has enhanced vocabulary, comprehension, and writing confidence since its introduction on 2023.

Writing

2. Multiplication check yr 4

Yr 4 MTC

Areas to continue targeting

1. Reading and Maths Trends

• Over the past three years, disadvantaged pupils have shown an upward trend in maths moving closer to the national average and is narrowing.
• Reading maintained with a dip in 2024 and is narrowing.
• The gap between national and school Combined outcomes is widening and is a focus for the new strategy.
• Sustained interventions and high-quality teaching have contributed to improvement.

End of KS 2 outcomes

Maths

Reading

Combined

2. Whole-School Attendance

• Attendance has improved across the school as a whole from 2024–2025, reflecting the impact of whole-school strategies and consistent messaging showing a relative improvement. However, the absence rate between disadvantage including SEND and non-disadvantage still remains almost double despite targeted work and there has been a relative decline.

Areas for Development

1. Combined Outcomes

• Despite targeted intervention, combined attainment at the end of Key Stage 2 shows a widening gap between disadvantaged pupils and their peers.
• This remains a significant challenge and requires a more integrated approach across all core subjects.

2. Attendance Gap

• The gap between disadvantaged pupils and non-disadvantaged pupils in attendance remains unchanged, despite overall school improvement.
• Persistent absence among disadvantaged pupils continues to be a barrier to progress and shows a relative decline.

3. Improved Language Development and Social-Emotional Skills in Early Years

·         On entry gap between disadvantage pupils and non-disadvantage pupils is evident and continues to widen.

4. Attainment gap in reading

·         This still continues to be an area of focus despite improvements.

5. Monitoring and Evaluation

• Regularly review progress through data analysis and pupil voice.
• Ensure interventions are impact-driven, with clear accountability and measurable outcomes.

Strategy Review2024-2025

Programme

Provider

SEMH

Hamish and Milo

Dyslexia

Nessy

Times tables

Timetables rock stars

Number

Nessy Number sense

Opening Worlds curriculum

Haringey Education Partnership

Speech and language

Talk Boost

The Parenting Circle

Parenting circle charity

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

None

The impact of that spending on service pupil premium eligible pupils

None

Headline Areas For Development 2025 – 2028

Pupil Premium area for

development

Focus area

Pupil premium intended

outcome

2025

2026

2027

Teaching and targeted academic support

Employ staff effectively and ensure all staff have the skills to support pupils in their care.

Improved progress and attainment for pupils eligible for Pupil Premium.

Reading

Raise standards in phonics and reading to match non-Pupil Premium peers.

Close the gap in phonics screening and reading outcomes between Pupil Premium and non-Pupil Premium pupils.

SEND

Meet the needs of the growing disadvantaged SEND population within the school.

Reduce barriers to learning for pupils who are disadvantaged and have SEND.

Maths

Raise standards in maths to match non-Pupil Premium peers.

Close the attainment gap in maths between Pupil Premium and non-Pupil Premium pupils.

Attendance

Improve and maintain attendance and punctuality for disadvantaged pupils.

Increase attendance rates for pupils eligible for Pupil Premium and reduce the gap with peers.