Pupil Premium

2024-2025 Strategy

Objective	Initiative/ Action	Sutton Trust (EEF) Research	Lead	Monitor	Rational for Initiative	Allocation	Projected impact	Evaluation
Teaching and Learning
To ensure that all pupils make good progress for themselves as individuals To continue to improve disadvantaged pupils’ progress so that it is consistently good across the school To continue to improve opportunities for pupils to investigate real-life situations – especially in maths To continue to improve opportunities for children to develop more independent ways of recording their answers – especially in maths To help pupils to develop healthy lifestyles and reach the performance levels they are capable of by increasing their participation in PE/Sport	Range of interventions and support – see pupil premium record sheet	Med - High cost + 3-4 months	SB/RC/TC	SLT	- Taken from ‘Supporting the attainment of disadvantaged pupils: articulating success and good practice’ (November 2015): “In more successful schools, there were frequent assessments and decision points. There was also a focus on early intervention rather than waiting till the end of a key stage.” - Groups identified by teacher assessment, data analysis, and pupil progress meetings; - Increased opportunity for feedback in small groups and classroom - Taken from ‘Supporting the attainment of disadvantaged pupils: articulating success and good practice’ (November 2015): “Schools with larger year groups overall (including both disadvantaged and non-disadvantaged pupils) were associated with lower performance among disadvantaged pupils.” - Improved feedback between teachers and pupils; - More targeted support available for all groups, in particular middle and higher ability;	£14 700 £16 700 £17 700 £11 625 £7 000 £5 000 £2961 £8200 £2000	The gap between disadvantaged and other pupils will continue to narrow. Specific targets set by teachers for termly interventions are achieved. Quality teaching is improved with small groups and smaller class sizes. By July 2024 at least 75% disadvantaged pupils are reaching expected attainment in reading, writing and maths combined. At least 90% disadvantaged pupils are making expected progress of 3 points per year. 25% disadvantaged pupils are making better than expected progress in reading, writing and maths. Achievement of disadvantaged pupils in line or above other pupils.	Intervention strategies changed so that children receive a more intense input i.e.. minimum of 3 times weekly for 6-7 weeks rather than 1xweekly for several terms. Impact of this was better. Metacognition teaching and learning development is being delivered by teachers. Accelerated Reader, Bookmark and Little Wandle phonics has supported Reading for Pleasure; improved phonic results and support for reading assessment in school.
Improve attendance of disadvantaged pupils Attendance to be outstanding (Target 96%)	Funding places at Breakfast club First day calling			SLT	Taken from ‘Supporting the attainment of disadvantaged pupils: articulating success and good practice’ (November 2015): “The study found that schools with higher levels of pupil absence had lower performance among disadvantaged pupils than schools with other similar characteristics.”		The gap between disadvantaged and other pupils will continue to narrow. Specific targets set by teachers for termly interventions are achieved due to improved attendance.	Attendance has been good. Places have been offered and accepted by parents struggling to get children in on time.
Provide further opportunities for staff to secure consistently good or better practice	Lesson study (for teachers and TAs) Visiting other local outstanding Schools CPD courses for ‘Engaging boys in reading and writing’, ‘Higher order reading skills’ and SPAG. Support for teachers where issues have been identified (including external support) ‘Getting to outstanding’ course for identified teachers Peer mentoring				Taken from ‘Supporting the attainment of disadvantaged pupils: articulating success and good practice’ (November 2015): “More successful schools tended to develop the skills and roles of existing teachers and support staff rather than bringing in additional teachers and support staff who do not know the pupils.” Taken from ‘Supporting the attainment of disadvantaged pupils: articulating success and good practice’ (November 2015): “In more successful schools, there was a focus on improving the quality of classroom teaching first rather than resorting to bolt on strategies and out of school activities.”		All lessons observed will be good or better. Book scrutinies and learning walks show that practice is consistently good or better in all classes. All monitoring, including pupil conversations and progress meetings, show that progress is good or better. Increased % of outstanding teaching across the school.	Lesson observations and book scrutinies have been carried out and support put in place where required. Pupil conversations and pupil progress meetings continue to work well in identifying support and progress for pupil premium children.
To continue to embed our St Mark’s Pedagogy and begin to develop children’s resilience (meta-cognition/growth mind-set)	Training course: To be arranged/ investigate possibility Staff meetings to continue embedding the pedagogy. Staff meetings to build growth mind-sets/resilience building on from AB’s training in July 2019 Begin to develop zones of regulation across the school to support emotional resilience	Low cost + 8 months		SLT	Growth mind-sets can improve the achievement of pupils and staff. Pupils who believe they can grow their basic abilities have greater motivation and higher achievement. Research by Geoffrey Cohen and colleagues shows that high expectations (not just high standards) increase motivation in vulnerable pupils.	£54 – cost of zones of regulation book	Children are given skills to develop life-long learning, improving long-term outcomes. Pupils with higher expectations of themselves and belief in their own ability will achieve better and make better progress.	Zones of regulation have been rolled out across the school – pupils confidently talk about what zone they are in. More work in the following academic will make wellbeing of all pupils more important then ever. Metacognition training for all staff is being embedded and delivered daily in classrooms.
Social and emotional support
Continue to improve the mental and emotional well-being of all pupils but in particular disadvantaged pupils	Nurture Group Worry monsters Provide opportunities for pupils to be successful and confident, such as celebrating work in books each (short) term with class teacher Zones of regulation Work as a whole school with educational psychologists developing capacity within school – solution circles, VERP etc	Med cost +4 months	SB/RC/TC	SLT	Taken from ‘Supporting the attainment of disadvantaged pupils: articulating success and good practice’ (November 2015): “More successful schools had strong and well-established behaviour management policies. They also invested in individualized problem solving and emotional support rather than providing access to generic support.”	£3 000 £200 £1845	Pupils are better able to self-regulate and manage their feelings and emotions more appropriately through use of the zones Parents who have support from a professional are in a better position to provide better support for their children. Providing pupils with opportunity to improve confidence, self-esteem and behaviour will reduce identified barriers to learning, therefore improving achievement. Addresses barriers to learning arising from social / emotional and or behavioural difficulties.	Nurture group continues to significantly support disadvantaged children across the school as well as those having difficulties. Additionally, support from the Happy You Coach helps with supporting children with their anxiety and emotional regulation. School Based Reviews with the Educational Psychologist has taken place and is helping with supporting with metacognition and speech and language projects in EYFS.
Behaviour to be outstanding	Lego club Lunch clubs – setting up and use of ‘The Snug’ Zones of regulation introduced across the school SLT 1:1 mentors Nurture Group Playground zoning and games Traffic light behaviour system 1:1 Behavioural support PSPs	Med cost +8 months		SLT	Taken from ‘Supporting the attainment of disadvantaged pupils: articulating success and good practice’ (November 2015): “More successful schools had strong and well-established behaviour management policies. They also invested in individualized problem solving and emotional support rather than providing access to generic support.” Provides small group intervention to develop social skills.		Improved behaviour for learning in all lessons. Reduced incidents during unstructured times of the day. Addresses barriers to learning arising from social / emotional and or behavioural difficulties. Children’s own perception of behaviour during lunchtime will improve.	Zones of regulation success – see above The Snug is established and was opened to pupils in January 2020 – it continues to be popular and helps children to have a place they can come to off of the playground. The Sensory Room, which has been in place since January 2024 gives children a quite place to self-regulate and reflect which has proved popular and purposeful too. PSPs continue to support some of our pupils. Nurture group – see above
Additional Resources
Ensure all pupils have equal access to enrichment activities and other essential items for school	Residential Trips/ Visits Uniform Enrichment			SLT	To provide outdoor and enrichment activities for children	£1000	Providing enrichment activities for pupils will ensure greater engagement and achievement.	Many disadvantaged children have had trips, clubs and other opportunities paid for or contributions made towards, uniform has been given to some families.
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