Pupil Premium Statement
2024 - 2025
Review of the previous academic year
This details the impact that our pupil premium activity had on pupils in the 2024 to 2025 academic year.
We have reviewed the previous strategic plan.
1.Improved reading and maths attainment for disadvantaged pupils at the end of KS2.
· Robust assessment in identifying gaps in learning and interventions planned and delivered.
· Booster groups delivered by experienced year 6 teaching staff.
· All children completed FFT reading fluency intervention.
· Adaptations made to teaching to enable closing of previous gaps.
· Whole school review by White Rose Maths consultant to improve teaching and learning in maths.
· Replenished book banded reading books in KS2 to develop children’s phonetic development from Year 1.
· Additional phonics sessions targeted at disadvantaged pupils who require further phonics support
Impact:
(8/13) (61.5%) disadvantaged children assessed as working at the expected level in Reading by the end of KS2.
(9/13) (69.2%) disadvantaged children assessed as working at the expected level in maths by the end of KS2 .
2.Improved reading, writing and maths attainment for disadvantaged pupils at the end of KS2
· Maths and English leads were involved in analysing Pupil Premium data and gave feedback and suggestions of further strategies.
· Pupil progress meetings highlighted Pupil Premium progress throughout the year and encouraged specific catch-up interventions.
· LBQ was introduced for all year 6 children.
· Booster sessions provided by experienced year 6 teacher on gaps in previous learning for disadvantaged pupils.
· Teaching and learning of vocabulary, in particular tier two vocabulary. As a whole school, there has been a drive to identify and incorporate key tier 2 words (taken from the 1000 academic word list) into planning and delivery across the curriculum.
· FFT reading fluency interventions completed across Key Stage 2.
Impact:
End of KS2 Data 2025 for disadvantaged pupil:
Reading Assessment: 61.5% (8/13)
Grammar, Punctuation and Spelling: 84.6% (11/13)
Writing – Teacher Assessed: 69.2% (Moderated) (9/13)
Maths 69.2% (9/13)
3. Improved oral language skills and vocabulary among disadvantaged pupils.
· Developed oracy skills during lessons through discussion and drama strategies.
· Providing more structured opportunities for children to talk in class to develop confidence and skill.
· Orally rehearsing and providing structure and prompts to encourage all children to talk in full sentences.
· Using strategies such as: Think, Pair, Share and talk partners to provide opportunity for developing oracy and building on language skills.
Impact:
Data as shown above.
4.Improved enrichment opportunities will impact directly on the attainment of disadvantaged pupils.
· Enhanced cultural enrichment accessible as part of the curriculum for all children.
· Extra-curricular activity offers extended to all children (chess, football, art, multi-skills).
· Residential opportunities to Robinwood and York YHA.
· Magistrates visit and opportunity to take part in a regional competition in a courtroom drama.
Impact:
Data as shown above.
5.To achieve and sustain improved wellbeing for all children in school, particularly our disadvantaged pupils.
· implemented our Mental Health and Emotional Wellbeing Policy through universal and targeted approaches including providing ELSA support.
· Funded a trained TA to deliver emotional literacy support, counselling and time to talk (ELSA).
· Provided training for 2 mental health first aiders to support children in crisis.
· ‘Meet and Greet’ in place for children with identified anxiety and opportunities to regulate on entering school.
· Identification of children’s morning routines and providing them with breakfast if needed.
Impact
Children who had arrived at school without breakfast were promptly given the opportunity for breakfast enabling them to start their school day energised and ready to learn. Children who couldn’t eat due to anxiety before coming to school were also given the same opportunity to help with their SEMH needs.
Children were able to receive support from ELSA or MHFA to enable them to develop strategies to support their emotional wellbeing and increased focus in class.
Externally Provided Programmes
Programme Provider
Positive Handling Team Teach
Learning by Questions LBQ
TTRS Maths Circle
Little Wandle Phonics Wandle Learning Trust
Service Pupil Premium Funding
How our service pupil premium allocation was spent last academic year
We have not had any children this year who were eligible for this funding.
The impact of that spending on service pupil premium eligible pupils
N/A