Avonmore Primary School
2024-25 Pupil Premium strategy statement
Detail | Data |
School name | Avonmore Primary School |
Number of pupils in school | 184 including nursery |
Proportion (%) of pupil premium eligible pupils | 32%Â |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2024-25 2025-26 2026-27 |
Date this statement was published | Autumn 2024/25 |
Date on which it will be reviewed | Autumn 2025/26 |
Statement authorised by | Maya Wittleton (HoS) |
Pupil premium lead | Anna Waddell (DHT) |
Governor / Trustee lead | Jodie Terry (CoG) |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £100,640 |
Recovery premium funding allocation this academic year | £0 |
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 | £100,640 |
Total PP spend 2023-24 | £163586 |
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. Intent:
Objectives:
Principles of Implementation:
|
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 |
1 | 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. |
2 | Assessments, observations and discussions with pupils show that attainment among disadvantaged pupils is below that of non-disadvantaged pupils. |
3 | Assessments, observations and discussions with pupils indicate that disadvantaged pupils generally enter the school with lower attainment in phonics and early reading development. |
4 | Assessments, observations and discussions with pupils indicate that disadvantaged pupils have lower social and emotional and communication and language development. |
5 | Discussions with pupils and families suggest disadvantaged pupils lack access to wider enriching and cultural experiences. |
6 | Our school profile shows a high percentage of PP children also on the SEN register. |
7 | Observations and 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. |
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 2025/26 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 2025/26 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 2025/26 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 2026/27 demonstrated by:
|
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. |
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Budgeted cost: £75056
Activity | Evidence that supports this approach | Challenge number(s) addressed |
1. 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 |
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 | 4 |
3. Continued subscription to  a 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 | 3 |
4. 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 (publishing.service.gov.uk) The EEF guidance is based on a range of the best available evidence: | 1, 2 |
5. 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. e.g.
| 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): EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk) Nurturing Schools National Research and Evidence basis (e.g. proven link between suspension and inclusion and subsequent violent crime): https://www.nurtureuk.org/research-evidence/ | 4, 7 |
6. 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 |
7. 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 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £34203
Activity | Evidence that supports this approach | Challenge number(s) addressed |
8. Purchase of one Year All Child programme for 40 Children Y1-Y6. Children identified through data on key vulnerability measures including pupil premium. | Evidence shows that early intervention is key. This programme provides a range of intervention run by a trained, regularly supervised support worker who is in school 4x wk. These workers are linked with 40 specialist delivery partners who provide additional support. Support is both within school and with activities in the community (see section below) Their data at other schools shows strong impact in key areas https://www.westlondonzone.org/our-latest-data https://www.westlondonzone.org/Handlers/Download.ashx?IDMF=a389c690-a9a7-4351-b31e-e0ae9d657511 These might include, for example:
| 1, 2, 3, 4, 5, 6, 7 |
9. 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. For example:
| 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 (educationendowmentfoundation.org.uk) There is strong evidence to suggest that EAL learners typically lag behind their English monolingual peers in both expressive and receptive vocabulary.  https://educationendowmentfoundation.org.uk/public/files/Literacy_Development_Evidence_Review.pdf | 1, 2, 3, 4, 6 |
10. Autism specialist teacher employed one day a week to lead structured interventions with targeted pupils and advise other school staff on appropriate in-class support. Interventions include:
Advice to teachers and TAs encompasses:
| A high proportion of our PP children are also on the SEND register 25 children are both PP and SEN = 16% of the whole school There is good quality research evidence about effective interventions in the areas of cognition and learning, social, emotional and mental health, and communication and interaction. A key finding was the important role of training for all education professionals. Teaching assistants can provide good quality intervention if they are well trained. Â A second overarching finding related to the role of each stage of the graduated approach advocated in the SEND Code of Practice. While this review focused on interventions and support strategies, it was clear that detailed assessment of individual children is necessary to select the most appropriate approach, and progress should be monitored when using any intervention to assess whether it is effective for that particular child. | 4, 6, 7, 8 |
11. Additional phonics sessions targeted at disadvantaged pupils who require further phonics support. This will be delivered in collaboration with our local English hub. Â | 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 | 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £34191
Activity | Evidence that supports this approach | Challenge number(s) addressed |
13. Whole staff training on trauma-sensitive behaviour management and supporting wider mental health for children in the school. Fund additional release time for Senior Mental Health Lead to attend training and deliver training. Fund additional release time for targeted support for teachers and TAs. Coaching for ECTs/new to fed | Both targeted interventions and universal approaches can have positive overall effects: educationendowmentfoundation.org.uk/education-evidence/guidance-reports/behaviour Behaviour interventions | EEF (educationendowmentfoundation.org.uk) 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 |
14. Specialist teachers to deliver the highest quality teaching across the school e.g. Music teacher PE teacher Dance 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 |
15. Pupils will have access to enriching experiences | EVIDENCE in toolkits relates to impact on English and Maths Attainment.  This target relates directly to the aim to broaden enriching experiences. Sutton Trust: Importance of developing a broad range of life skills linked to enrichment opportunities: https://www.suttontrust.com/our-research/life-lessons-workplace-skills/ For example:
| 5 |
16. Pupils are given access to high quality books for personal and guided reading and additional time to read and enjoy books. For example:
| 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. ourfp.org/reading-for-pleasure-pedagogy/ https://clpe.org.uk/system/files/CLPE%20Reading%20for%20Pleasure%202021_0.pdf | 2, 3 |
18. Subsidised nursery places and free lunches for targeted pupils. | Research suggests that gaps between more affluent children and their peers emerge before the age of 5, so efforts to support children’s learning in the early years are likely to be particularly important for children from disadvantaged backgrounds. https://educationendowmentfoundation.org.uk/guidance-for-teachers/early-years | 1, 2, 3, 4 |
19. Additional speech and language support provided by widened pathway offer through consolidation of All Child speech therapy access.  | Support from ‘All Child’ speech and language therapy access helps pupils, families and school staff become more successful in their communication and linked benefits to attainment and mental health. | 3, 4, 7 |
Total budgeted cost: £143450
Part B: Review of outcomes in the previous academic yearÂPupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2022 to 2023 academic year.
DfE KS2 National attainment 2023- 2024
Whole school: 60 pupils PPG of 159 total Writing: 60% made At+ progress whole school Reading: 70% At+ progress whole school Maths: 78% At+ progress whole school Phonics Targeted areas of support were impactful. Namely phonics provision targeted at Reception, Y1 and Y2. Â With a phonics pass rate of 75% Â (nat 80%)Â for the Year 1s (now Year 2) and a phonics pass rate of 33% for the Y2s (now Year 3s). Y6 Of the 30 departing Year 6 pupils, 11 in receipt of PPG: Â
73% PPG children were at/+ in Writing 64% PPG children were at/+ in Reading 73% PPG children were at/+ in Maths Writing
Reading
Maths
Whole school attendance 2022-23 95.4% Â PP attendance 92.5% Behaviour 1 day half day suspension in total. Â Not a PP child. | ||
| ||
Whole School Summer 2023 Assessment Data | Whole School | PP |
% achieving at/above expected standard in Reading | 52.8% | 51.7% |
% achieving above expected standard in Reading | 13.8% | 11.7% |
% achieving at/above expected standard in Writing | 46.5% | 46.7% |
% achieving above expected standard in Writing | 8.2% | 6.7% |
% achieving at/above expected standard in Maths | 68.6% | 61.7% |
% achieving above expected standard in Maths | 14.5% | 6.7% |
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
Programme | Provider |
ELSA | Local Authority |
All Child | All Child partners |
The Big Think | The Big Think in conjunction with Human Values Foundation |
The Big Three and Me | The Big Think in conjunction with Human Values Foundation |
Learning Village EAL programme | Learning Village |
ELS | Oxford University Press |