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Avonmore PP Strategy 2024 -25
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Avonmore Primary School

2024-25 Pupil Premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2024 to 2025 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

Detail

Data

School name

Avonmore Primary School

Number of pupils in school

184 including nursery

Proportion (%) of pupil premium eligible pupils

32% 

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

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.

Intent:

  • At Avonmore 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 Avonmore, 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.

Objectives:

  • 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
  • Early identification of needs
  • Robust systems to review and respond to children’s attainment and achievement

Challenges

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.

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 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:

  • 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)

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:

Improving Mathematics in Key Stages 2 and 3

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.

  • The Big Think - The Big 3 and Me emotional literacy for EYFS pilot project
  • Senior Mental Health Lead Training
  • Emotionally Based School Avoidance and ‘When the Adults Change’ training
  • Improving Mental Health and Resilience in the Classroom training

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.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reducing-class-size

Evidence collated by EEF on impact of teacher experience:

https://educationendowmentfoundation.org.uk/news/eef-blog-do-years-in-the-profession-make-you-a-better-teacher

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

  educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/teacher-professional-development

educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development

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:

  • academic
  • social and emotional
  • speech and language
  • community projects outside of school hours and in the holidays

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:

  • Learning Village – EAL programme (including survival language, phonics and subject specific language)
  • The Big Think
  • Reading Eggs
  • Emotional Literacy Support Assistant
  • Debate lessons
  • Inter and intra debate competitions
  • Speech lessons
  • Enterprise Projects including Y6 business project and Y5 farms to market

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:

  • Social language and communication
  • Interactions and turn-taking
  • Social and Emotional Learning
  • Assessments of specific learning needs

Advice to teachers and TAs encompasses:

  • Meaningful curriculum adaptations
  • Additional resources and scaffolds
  • Adaptations to timetables and classroom organisation
  • Individualised advice based on assessments of the children
  • Training on research-backed approaches

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.

 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.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/628630/DfE_SEN_Support_REA_Report.pdf 

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.  

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

traumainformedschools.co.uk/evidence-base

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

  educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/teacher-professional-development

educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development

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:

  • All Child wider community programme - providing access to clubs, holiday clubs and further links between school and home.
  • Priority given for lunchtime clubs (reading, computing science, modelling, Lego art)
  • Jazz Workshop – ks2
  • Careers Week
  • Priority access to St James and Latymer additional school sessions
  • Subsidised/free club access
  • Subsidised/free trip access, including Y6 school journey and Y5 farm visit
  • Priority given to join teams for competitive leagues (basketball, netball, football)
  • The Rhythm Studio
  • Debate units taught across KS2
  • Speech Units in Y3 & 4

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:

  • Volunteer readers
  • Additional 1:1 reading sessions in EYFS + KS1
  • Parent readers in EYFS
  • New high interest / high quality and diverse texts bought for reading corners throughout the year
  • Whole class readers in place
  • Reading gladiator sessions held with families

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.

https://www.westlondonzone.org/our-latest-data 

3, 4, 7

Total budgeted cost: £143450


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 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.  With a phonics pass rate of 75%  (nat 80%) 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:  

  • 20 were also EAL
  • 8 were also on the school’s SEN Register

73% PPG children were at/+ in Writing

64% PPG children were at/+ in Reading

73% PPG children were at/+ in Maths

Writing

  • 73% PP chn were At/+ ARE
  • 82% PP chn made At/+ progress
  • 64% PP chn made + progress
  • Of the 2 children who did not attain ARE, 2 were on the SEND register

Reading

  • 64% PP chn were At/+ ARE
  • 82% PP chn made At/+ progress
  • 64% PP chn made + progress
  • 7 children (64%) attained At+, and 2 pupils (18%) achieved Above in Reading.
  • Of the 3 children who did not attain ARE, 3 were on the SEND register

Maths

  • 73% PP chn were At/+ ARE
  • 82% PP chn made At/+ progress
  • 46% of PP made + progress
  • 8 children (73%) attained At+, and 3 (27%) pupils achieved Above in Maths.
  • Of the 2 children who did not attain ARE, 2 were on the SEND register

Whole school attendance 2022-23 95.4%  PP attendance 92.5%

Behaviour

1 day half day suspension in total.  Not a PP child.

  1. End of year attainment: 60 pupils eligible for PPG (38%) including Rec

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%

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

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