Pupil Premium Strategy Statement
This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 academic year) funding received by the school to help improve the attainment of our disadvantaged pupils.
It outlines our three year 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 | Eleanor Palmer Primary School |
| Number of pupils in school | 236 |
| Proportion (%) of pupil premium eligible pupils | 20% (48 students) |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 3 years (AY 2021-22 to AY 2023-24) |
| Date this statement was published | December 2023 |
| Date on which it will be reviewed | December 2024 |
| Statement authorised by | Sally Hill & Natalie Stevenson – Co-headteachers
Christophe Frerebeau – Chair of Governors |
| Pupil premium lead | Sally Hill & Natalie Stevenson – Co-headteachers |
| Governor / Trustee lead | Christophe Frerebeau – Chair of Governors |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £71,925 |
| Recovery premium funding allocation this academic year | £6,308 |
| School-led tutoring grant allocation for this academic year | £5,508 |
| 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 |
£83,741 |
Part A: Pupil premium strategy plan
Statement of intent
We believe that education is a tool in achieving social justice. Our intent is for disadvantaged pupils to achieve excellence, to love learning and to have a sense of belonging in education.
To achieve this all pupils need to develop the skills necessary in reading, writing and mathematics so their outcomes are at least in line with their non disadvantaged peers.
Disadvantaged pupils’ oral skills and vocabulary are central in enabling them to make good progress across the curriculum so we prioritise oracy from the minute children start at our school. As they progress through our school, we give disadvantaged pupils the skills, stamina, inspiration and confidence to communicate their thoughts orally and in writing.
High quality inclusive teaching is central and key in our approach to support disadvantaged pupils in meeting these objectives. We use our pupil premium to support the development of teachers to teach high quality phonics and reading skills, especially for pupils at the stages of early reading. We also use funding to ensure pupils develop firm foundations in number and factual fluency as well as the skills to problem solve and reason.
Where disadvantaged pupils need additional support to make progress, we use an inclusive pre-teaching ‘keep up’ model, and interventions in maths fluency, spelling, phonics and reading which run concurrently with whole class sessions so that pupils do not have a narrowed curriculum. We support disadvantaged pupils who need to make the most progress to meet expected levels, as well as those who have the potential to excel and work at greater depth.
We place high importance on enriching the curriculum and providing additional opportunities for disadvantaged pupils, such as additional specialist music tuition and sports clubs.
We champion our disadvantaged pupils and their families, holding the highest expectations and ambition for their progress and attainment. Our staff develop relationships with each of these pupils, and their families, and take collective responsibility for their primary school experience and learning outcomes.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | There is an in-school gap between the attainment and progress of our disadvantaged and non-disadvantaged pupils, particularly in maths and writing in KS2. (Disadvantaged pupil attainment and progress is in line with or above National and Camden averages over time.) |
| 2 | A higher proportion of disadvantaged pupils, compared with non-disadvantaged pupils, begin with poor oral language skills – below the expected standard for their age upon entry to our Nursery and Reception class. |
| 3 | Our assessment shows that disadvantaged pupils are more likely to have a lower vocabulary than their non-disadvantaged peers. This ‘word gap’ can make it harder for pupils to master the curriculum if it is not closed. |
| 4 | Lower levels of speech, language and communication in some of our disadvantaged pupils means they are less able to describe and communicate their emotions and wellbeing, and lack a ‘toolkit’ of emotional literacy compared with their non-disadvantaged peers. |
| 5 | Whilst parents and carers of disadvantaged pupils are very supportive of education and of the school, there are often lower levels of confidence among these parents with supporting their child’s learning. |
| 6 | For some of our disadvantaged parents and carers, limited learning resources are accessible at home, especially the availability of laptops or other devices to support home learning. This was particularly apparent during the Covid 19 school closure period. |
| 7 | Some of our disadvantaged families do not have the same access to enrichment activities due to low income or lack of parental free time due to work commitments. |
| 8 | Our school is characterised by its very wide socio-economic range within our community. Pupils have very different life experiences and starting points. |
Intended outcomes
This section explains the outcomes we are aiming for by the end of our current plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| To improve provision for progress and outcomes for our disadvantaged pupils in reading, writing and maths with a particular focus on KS2, so that the in-school gap reduces over the next three years. | Improved provision for disadvantaged pupils in KS2 is designed, put in place and monitored by SLT and governors.
Internal summative data and teacher assessment shows improved outcomes and progress from starting points resulting from this provision. |
| To improve outcomes for our disadvantaged pupils in phonics and early reading. | Disadvantaged pupils who do not have additional SEN needs which hinder reading development, will pass the Phonics Check.
Outcomes for early readers and pupils learning phonics in Year 2 and KS2, will be carefully monitored, resulting in continued improvement. |
| To improve disadvantaged pupils’ emotional literacy | Wellbeing curriculum implemented across the school.
Trained and developed Emotional Literacy Support Assistant (ELSA). A school-based therapist will be employed and the impact of this therapy, reviewed and assessed. |
| To continue to implement research-based early language interventions which improve language acquisition and communication in our youngest pupils (NELI and Talkboost). | Disadvantaged pupils rapidly improve their language acquisition and communication as assessed by their teaching teams.
Measures set by interventions show significant progress. |
| For all of our disadvantaged families to engage with their child’s learning and development in partnership with our school. | 100% attendance at parents’ meetings.
Positive engagement with Maths Packs and Phonics and Early Reading school talks and subsequent home-learning. Disadvantaged and less-engaged parents and carers targeted and invited to attend school events which support learning and belonging e.g. Shed Talks, Summer Concert. Attendance figures monitored. |
| To ensure that all pupils have access to enrichment and our broad curriculum, building diverse cultural capital which supports them in achieving excellence. | Pupils participate fully in all areas of the curriculum, attend cultural events, visits, residential trips, clubs, and enrichment opportunities.
Careful monitoring of fair access to the whole school offer to include clubs, trips, school journeys, music, sports and arts opportunities. All staff to continue to identify and put forward disadvantaged pupils for any additional enrichment opportunities which would support individuals. |
| To develop a clear teaching and learning pedagogy to enable quality first teaching which includes and inspires disadvantaged pupils within the context of our socio-economic range. | Embedding and using a shared teaching and learning policy consistently across the school which inspires the development of excellent teaching practice.
Through learning walks and observations: see clear impact of quality first teaching in lessons. Teachers taking responsibility for disadvantaged pupils’ learning and designing lessons which impact upon their learning and outcomes. |
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)
Budget allocated from PP allocation for 2023-24 school year: £8,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Use of sports coach to offer additional sports development and SEMH support for disadvantaged pupils. | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mentoring | 4, 7, 8 |
| Art and music specialist teachers. | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/arts-participation | 7, 8 |
| Full set of Chromebooks, laptop suits and ipads. Chromebooks available when required for home learning. | https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/digital-technology-2019 | 1, 6 |
| Trained and developed Emotional Literacy Support Assistant (ELSA). | Goleman (1995) – a child’s success in school is not based solely on intelligence, but on emotional and social characteristics developed early in life • Russell and Mann (2011) – teachers identified a significant improvement in children’s emotional literacy post ELSA.
Burton et al. (2010) – significant improvements in conduct problems, hyperactivity and peer problems, empathy, self-awareness, self-regulation and social skills. Grahamslaw (2010) – children who had received ELSA support held higher confidence in their ability to regulate their emotions. Bravery & Harris (2009) – Head teachers and ELSAs report a positive impact on individual pupils’ behaviour, emotional well-being and relationships, attendance, reducing bullying and academic achievement |
4 |
| Wellbeing Curriculum Y1-Y6 | Yale University Center for Emotional Intelligence – research into RULER approach, upon which the Wellbeing Curriculum is based. | 4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £50,741
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| One to one tutoring with qualified teacher in reading, writing and/or maths. | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/phonics |
1 & 7 |
| Small group tutoring with qualified teacher in reading, writing and/or maths. | 1 & 7 | |
| One to one tutoring for disadvantaged pupils in Year 5 and 6 increased to include autumn alongside spring and summer terms by class teachers. | 1 & 7 | |
| HLTA working one to one with pupils on personalised programmes to improve literacy. | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition | 1 & 7 |
| Targeted maths intervention across the school for disadvantaged pupils. | Raising the Game research by Eleanor Palmer, Camden Learning schools and Richard Reeves Foundation. | 1 & 7 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £25,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| HLTA working with parents to improve their confidence supporting their children’s learning at home. | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/parental-engagement | 5 |
| Targeted sessions to engage, educate and inform harder to reach parents on issues such as online safety and mental health. | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/parental-engagement | 5 |
| Supplementing the cost of our full programme of trips and residential trips across the school so that our disadvantaged pupils can take part. | 5, 6, 7 | |
| School gardener working with groups of pupils to support learning and emotional well-being. | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation | 4 |
| Supplementing places for wrap-around care. | 6, 8 | |
| Developing school site, specifically outdoor learning as part of continuous provision in EYFS, and play-based learning using loose-parts, bog garden and playground equipment. | https://educationendowmentfoundation.org.uk/education-evidence/early-years-toolkit/play-based-learning?utm_source=/education-evidence/early-years-toolkit/play-based-learning&utm_medium=search&utm_campaign=site_searchh&search_term | 6 |
| One to one and pair singing lessons | 7 & 8 |
Total budgeted cost: £83,741
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.
Test and progress results for the end of primary school in KS2 (SATs) show a positive impact of our Pupil Premium Strategy for our disadvantaged pupils.
Disadvantaged pupils attained above pupils nationally and significantly above disadvantaged pupils nationally. Progress scores in all subjects were above national for both disadvantaged and non-disadvantaged pupils.
In KS2 the in-school progress gap remains but we have seen that the gap has improved particularly in writing which has been an area of focus . Attainment and progress in writing and mathematics at KS2 continues to be a priority for our Pupil Premium Strategy for 2023/24.
The introduction of a new phonics approach has ensured staff have been trained to deliver effective early reading strategies and this has continued to have a significant positive impact on the Year 1 cohort’s phonics learning. Phonics and Early Reading will remain a priority, however, to ensure the positive trend continues.
In addition to academic outcomes, the grant was used to enable all children to participate in enrichment activities including residential, theatre, outdoor adventurous and learning related visits. All disadvantaged pupils have had full access to extracurricular sporting activities, as well as the opportunity to represent the school in a sporting event. This ‘cultural capital’ is vital in providing a broader knowledge and understanding of the world. Through participation in these challenging physical and cultural activities, pupils are supported to develop skills such as resilience, self-confidence and motivation.
Pupil and parental feedback about the impact of our Wellbeing Curriculum and school-based therapist has been extremely positive. Pupil voice monitoring of the Wellbeing Curriculum included one disadvantaged pupil saying, ‘I know the teachers care about my wellbeing because we have these lessons, and it gives me a toolkit for how to manage my emotions.’
| KS2 | Disadvantaged (10/34%)
(1 child with an EHCP) |
Other (19/66%) | ||
| Attained EXS | Progress | Attained EXS | Progress | |
| Reading | 90% | 1.24 | 100% | 1.99 |
| Writing | 90% | 2.85 | 95% | 3.99 |
| Maths | 80% | 0.55 | 95% | 2.91 |
| KS1 | Disadvantaged (4/13%) | Other (26/87%) | ||
| Attained EXS | Attained EXS | |||
| Reading | 50% | 92% | ||
| Writing | 50% | 92% | ||
| Maths | 0%
(this is an area of focus for 23-24) |
92% | ||
| Year 1 Phonics | Disadvantaged (4/10%)
(2 children with an EHCP) |
Other (26/90%) | ||
| 75% | 100% | |||
| EYFS | Disadvantaged (3/11%) | Other (27/89%) | ||
| Attained EXS | Attained EXS | |||
| GLD | 100% | 85% | ||
| Writing | 100% | 85% | ||
| Reading | 100% | 96% | ||
| Maths | 100% | 93% | ||
Further information (optional)
| Here is a link to our EP Curriculum which outlines our approach. |