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FOX Pupil Premium Strategy
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Fox Primary School

Pupil Premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) 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 effect that last year’s spending of pupil premium had within our school.

School overview



School name

Fox Primary School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)




Date this statement was published

Autumn 2022/23

Date on which it will be reviewed

Autumn 2023/24

Statement authorised by

Emma Madden (HoS)

Pupil premium lead

Hannah Smart (DHT)

Governor / Trustee lead

Jodie Terry (CoG)

Funding overview



Pupil premium funding allocation this academic year

£65,095.00 (FINANCIAL YEAR)

Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


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


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 well across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including pupils who start the school with low, medium or high prior attainment.


  • At Fox Primary, we work together to enable all children to reach their full potential, to make a difference and to create positive experiences.
  • We strongly believe that reaching your potential is not about where you come from, but instead, about developing the necessary skills and values required to succeed.
  • Our pupils in receipt of the Pupil Premium Funding face specific barriers to reaching their full potential, and, at Fox, we are determined to provide the support and guidance they need to help them overcome these barriers.
  • We endeavour to ensure that pupils of all backgrounds have access to enriching cultural experiences.
  • We implement targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils.    
  • We are responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage


  • Raise attainment and achievement
  • Raise pupil self-esteem
  • Provide a safe and stimulating environment
  • Provide quality wrap around provision
  • Provide extra-curricular and enrichment activities to develop cultural capital
  • Provide opportunities for parental engagement
  • Support pupil’s social, emotional and behavioural development

Principles of Implementation:

  • High quality teaching
  • Investment in high quality CPD and staff development
  • Shared resources and expertise across the federation
  • Early implementation of intervention is more effective
  • Early identification of needs
  • Robust systems to review and respond to children’s attainment and achievement


This details the key challenges to achievement that we have identified among our disadvantaged pupils. We use a range of tools to identify the common challenges that our pupil premium children face in addition to individual barriers to learning, including:

Challenge number

Detail of challenge


Assessments and observations indicate that partial school closures have impacted disadvantaged pupils to a greater extent than other pupils, resulting in greater knowledge gaps leading to some pupils not meeting age-related expectations.


Assessments, observations and discussions with pupils show that attainment among disadvantaged pupils is below that of non-disadvantaged pupils.


Assessments, observations and discussions with pupils indicate that disadvantaged pupils generally enter the school with lower attainment in phonics and early reading development. 


Assessments, observations and discussions with pupils indicate that disadvantaged pupils have lower social and emotional and communication and language development .


Discussions with pupils and families suggest disadvantaged pupils lack access to wider enriching and cultural experiences.


Our school profile shows a high percentage of PP children also on the SEN register.


Observations, discussions with pupils and parents show that a high number of our disadvantaged pupils (LAC and Post LAC) display the difficulties associated with early childhood (complex) trauma. (See appendix regarding PP+ spending)


Observations, discussions with pupils and parents show that a significant proportion of our disadvantaged pupils have emotional and behavioural challenges that can act as a barrier to learning.

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

Improved oral language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.

Improved phonics skills among disadvantaged pupils.

Phonics assessments, observations and screener show disadvantaged pupils are making significant improvement in reading and spelling.

Improved reading attainment among disadvantaged pupils.

KS2 reading outcomes in 2024/25 show that more than 73% of disadvantaged pupils met the expected standard.

Improved maths attainment for disadvantaged pupils at the end of KS2.

KS2 maths outcomes in 2024/25 show that more than 79% of disadvantaged pupils met the expected standard.

Improved writing attainment for disadvantaged pupils at the end of KS2.

KS2 writing outcomes in 2024/25 show that more than 78% of disadvantaged pupils met the expected standard.

To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Sustained high levels of wellbeing from 2024/25 demonstrated by:

  • qualitative data from student voice, staff, student and parent surveys and teacher observations
  • good levels of participation in enrichment activities, particularly among disadvantaged pupils

Pupils will have access to enriching experiences

As they move through the school, all children have sustained engagement across the curriculum in a range of enriching activities.

Disadvantaged pupils access a range of subsidised opportunities and additional opportunities as they move through the school. 

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)


Evidence that supports this approach

Challenge number(s) addressed


Review of Assessment in Maths to ensure appropriate diagnostic information provided, for catch-up and closing the gap.

Time for Maths Leads to create assessments based on NCETM Ready to Progress Materials.

Our existing standardised assessments are out of date.

Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction:

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

1, 2


Embedding dialogic activities across the school curriculum. These can support pupils to articulate key ideas, consolidate understanding and extend vocabulary.

We will purchase resources and fund ongoing teacher training and release time.

There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:

Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF



Improve the quality of social and emotional (SEL) learning.

SEL approaches will be embedded into routine educational practices and supported by professional development and training for staff.

Release time for training and funding CPD.

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):


4,7, 8


Continued subscription to DfE validated Systematic Synthetic Phonics programme  Essential Letters and Sounds to secure stronger phonics teaching for all pupils, high quality interventions, and representation in the key imagery.   Further resources to be bought and time devoted to training of staff.

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF



Enhancement of our maths teaching and curriculum planning in line with DfE and EEF guidance.

We will fund teacher release time to embed key elements of guidance in school and to access Maths Hub resources and CPD (including Teaching for Mastery training).

The DfE non-statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches:

Maths_guidance_KS_1_and_2.pdf (

The EEF guidance is based on a range of the best available evidence:

Improving Mathematics in Key Stages 2 and 3



Small group teaching for targeted under-attaining pupils, where ‘gaps’ are more significant, led by most experienced teachers, in core subjects resulting in smaller class sizes for all children in the year group in specified subject.

Evidence collated by EEF suggests that small group teaching has a greater beneficial impact on disadvantaged children.

Evidence collated by EEF on impact of teacher experience:

1, 2, 4, 8


Programme of CPD and support for staff at all levels.

We will fund high quality externally led CPD for our staff and provide release time for CPD and staff development activities at every level, particularly for ECTs.

For example, cross federation courses and staff meetings, school based staff meetings, external training, co-planning, co teaching, modelled lessons and coaching.

EEF: There is a clear body of evidence to suggest that supporting high quality teaching is pivotal in improving children’s outcomes. Indeed, research tells us that high quality teaching can narrow the disadvantage gap. And that promoting effective professional development (PD) plays a crucial role in improving classroom practice and pupil outcomes

1, 2, 3, 4,  6, 7, 8

Targeted academic support (for example, tutoring, one-to-one support structured interventions)


Evidence that supports this approach

Challenge number(s) addressed


Purchase of programmes and development of schemes of work to improve listening, narrative and vocabulary skills for disadvantaged pupils who have relatively low spoken language skills


  • Learning Village – EAL programme (including survival language, phonics and subject specific language)
  • Reading Eggs
  • Emotional Literacy Support Assistant
  • Additional Speech and Language Therapy
  • Play Therapist
  • NELI – supporting early language development

Oral language interventions can have a positive impact on pupils’ language skills. Approaches that focus on speaking, listening and a combination of the two show positive impacts on attainment:

Oral language interventions | EEF (

There is strong evidence to suggest that EAL learners typically lag behind their English monolingual peers in both expressive and receptive vocabulary.

1, 2, 3, 4, 6


Additional phonics sessions targeted at disadvantaged pupils who require further phonics support. This will be delivered in line with the school based programme, ELS - following English Hub Training.

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF


Wider strategies (for example, related to attendance, behaviour, wellbeing)


Evidence that supports this approach

Challenge number(s) addressed


Whole staff training on trauma-sensitive behaviour management and introduction of new behaviour policy and cross-federation values.

Fund additional release time for targeted support for teachers.

Please see appendix below re the use of PP+ spending

Both targeted interventions and universal approaches can have positive overall effects:

Behaviour interventions | EEF (

There is a large and growing evidence base showing the impact of child trauma and the importance of developing a trauma sensitive approach to behaviour in schools

7, 8


Specialist teachers to deliver the highest quality teaching across the school.

  • Art + DT teacher
  • Mindfulness teacher
  • Music teacher
  • PE teacher
  • Gardening teacher

EVIDENCE in toolkits relates to impact on English and Maths Attainment.     This target relates directly to aim to broaden enriching experiences.

This ensures highest quality teaching in all lessons.

EEF: There is a clear body of evidence to suggest that supporting high quality teaching is pivotal in improving children’s outcomes. Indeed, research tells us that high quality teaching can narrow the disadvantage gap. And that promoting effective professional development (PD) plays a crucial role in improving classroom practice and pupil outcomes

5, 8


Pupils will have funded access to enriching experiences.

For example:

  • Jazz Workshop – KS2
  • Free club access

  • Subsidised/free trip access, to Year 5 and 6 school journey
  • Priority given to join teams for competitive leagues (basketball, netball, football)

EVIDENCE in toolkits relates to impact on English and Maths Attainment.     This target relates directly to aim to broaden enriching experiences.



Pupils given access to high quality books for personal and guided reading and additional time to read and enjoy books.

For example:

  • Additional 1:1 reading sessions
  • Reading buddies - Rec/Y1
  • New high interest / high quality and diverse texts bought for reading corners throughout the year
  • Whole class readers in place
  • Half termly book clubs for all pupils

Research has shown that a robust RfP pedagogy encompassed four practices: reading aloud, informal booktalk and recommendations, and independent reading time within a highly social reading environment.

2, 3


Engaging with the National Tutoring Programme to provide school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged.

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:

One to one tuition | EEF (

And in small groups:

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

1, 2, 3


Additional mental health support provided by widened pathway offer through introduction of Place2Be.  

Support from Place2Be helps pupils, families and school staff become more mentally healthy. 

4, 7, 8

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2021-2022 academic year.

Targeted areas of support were very impactful.  Namely phonics provision targeted at Reception, Y1 and Y2.  With a phonics pass rate of 95% for the Year 1s (now Year 2) and a phonics pass rate of 100% for the Y2s (now Year 3s).

Of the departing Year 6 pupils, 12 received PPG:   1 had EHCP, and 3 SEN Support.

  • 83% attained  At+ in Reading, and 41.7% at Depth in Reading
  • 83% attained At+ in Writing, and 33.3% at Depth in Writing
  • 83% attained At+ in Maths, and 33.3% at Depth in Maths
  • 100% attained At+ in SPAG, and 67% at Depth.
  • Of the 2 pupils who didn’t achieve AT+ in Reading, Writing and Maths, one had EHCP and one SEN Support, they both made outstanding progress from their starting points, and attained ‘towards’.  
  • (Progress measures available when IDSR published)

  1. End of Year Attainment  - Y1-6  (including 14 pupils on SEN register, and 5 with EHCPs)  of 60 pupils eligible for PPG

Whole School Summer  2021 Assessment Data

Whole School


% achieving at/above expected standard in Reading



% achieving above expected standard in Reading



% achieving at/above expected standard in Writing



% achieving above expected standard in Writing



% achieving at/above expected standard in Maths



% achieving above expected standard in Maths



Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England





Communication Champions


Oxford University Press


Pupil Premium Plus Spending at Fox Primary School                                April 2022

What is Pupil Premium Plus?

In 2013 the DfE introduced Pupil Premium Plus for looked after and previously looked after children. In doing this, the DfE acknowledged the enduring impact of trauma and loss in children's lives and the key role of schools in supporting children who have had a difficult start in life. Pupil premium plus is currently £2,345 per child per year.

Who is eligible for Pupil Premium Plus?

Pupil Premium Plus is available to pupils from reception age to Year 11 in state-funded education in England who:

• Are in local authority care in England.

• Have been adopted from care in England or Wales.

• Left care under a Special Guardianship Order (SGO).

• Left care under a Child Arrangements Order (formerly known as a Residence Order).

Children who have been adopted from overseas are not eligible for PP+, unless it can be demonstrated that they have been previously looked after by a public authority, a religious organisation or other care provider whose purpose is to benefit society.

How does the DfE say it should be spent?

The DfE has said that it intends the funding to be spent on:

‘...helping adopted children emotionally, socially and educationally by providing specific support to raise their attainment and address their wider needs.’

The focus on children’s social and emotional and wider needs is in contrast to the Pupil Premium for children eligible for free school meals, which is focused on closing the attainment gap.

The money is not ring-fenced and does not have to be spent on the individual child. The DfE has said that it has introduced this flexibility so that schools can get maximum impact from the funding and so that children who change schools are not disadvantaged.

For children who are still in the care of a Local Authority, their PP+ funding is managed by the head of the Virtual School within the LA which manages their support. Termly PEP meetings with the school’s Designated Adult and the child’s class teacher inform the ways in which this funding is allocated. When a child is under the care of their Local Authority through the Virtual School, they may receive more or less than the designated £2,345, dependent upon their level of need.

How do we use Pupil Premium Plus Funding at Fox?

Staff Training

Interventions and Additional Support

External agencies