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Athelstan
Primary School
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Pupil Premium
School Overview
| Metric | Data |
| School Name | Athelstan Primary School |
| Pupils in school | 618 (Oct 23 Census) |
| Proportion of disadvantaged pupils | 33% (Oct 23 Census) |
| Academic year or years covered by statement | 2024/2025 - 2026/2027 |
| Publish date | September 2024 |
| Review date | July 2025 |
| Statement authorised by | Dave Shaw, Headteacher |
| Pupil Premium leads | Lisa Watson, Deputy Headteacher |
| Governor lead | Derek Thompson, Chair of Governors |
Funding Overview
Detail | Amount |
Pupil premium allocation this academic year | £308,230 |
Pupil premium funding carried forward from previous years | £0 |
Total budget for this academic year | £308,230 |
Statement of Intent
Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. We will consider the challenges faced by vulnerable pupils, such as those who have involvement with outside agencies. The activities we have outlined in this statement are intended to support their needs, regardless of whether they are disadvantaged or not. High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers. Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through tutoring for pupils whose education has been worst affected, including non-disadvantaged pupils. Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will: • ensure all pupils are challenged in the work that they’re set • act early to intervene at the point need is identified to ensure pupils keep up • ensure all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge Number | Detail of Challenge |
| 1 | Assessments, observations and discussions indicate poor speech, language deprivation and a general lack of vocabulary among many pupils. This is evident from Reception through to KS2. |
| 2 | On entry to Reception, over the last two years, between 91-92% of our disadvantaged pupils have arrived below age-related expectations compared to 65-81% of other pupils. Assessments and observations indicate that disadvantaged pupils have greater difficulty with phonics in FS than their peers. |
| 3 | Internal and external assessments indicate that disadvantaged pupils perform significantly below their non-disadvantaged peers in combined reading, writing and maths in KS2. |
| 4 | Assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been negatively impacted by the pandemic and this continues to be a concern. These findings are supported by national studies. This has resulted in significant gaps in knowledge leading to pupils falling further behind age-related expectations, especially in writing. |
| 5 | Our assessments, observations and discussions with pupils and families have identified social and emotional issues including limited emotional resilience and low self-esteem. Challenges, such as a lack of enrichment opportunities, particularly during lockdown, together with poor morning, evening and bedtime routines have impacted negatively on disadvantaged pupils. |
| 6 | Our attendance data over the last two years indicates that attendance among disadvantaged pupils has been, on average, at least 2.8% lower than non-disadvantaged pupils. In addition, we have some families who live outside of catchment and struggle with punctuality. High mobility is also a barrier, as some families move for work or are rehoused far away after being housed in a nearby confidential address. |
Intended Outcomes
| Intended Outcomes | Success Criteria |
To improve language acquisition and vocabulary | Assessments, observations, discussions with pupils and scrutiny of our VIP indicates improved oral language among disadvantaged pupils and a wider use of vocabulary in written work. |
To achieve at least national figures for GLD | Outcomes in 2024/25 and over the three-year period show that more than 75% of disadvantaged pupils achieve GLD. |
To achieve at least national figures for PSC | Outcomes in 2024/25 and over the three-year period show that more than 85% of disadvantaged pupils meet the expected standard in the PSC. |
To ensure attainment in reading, writing and maths combined is at national figures for all pupils in KS2 | KS2 outcomes for combined reading, writing and maths show that more than 75% of disadvantaged pupils meet the expected standard.
|
To ensure and sustain improved wellbeing for all pupils in our school, particularly those who are disadvantaged | Sustained high levels of wellbeing from 2024/25 and over the three-year period demonstrated by:
|
To achieve a whole school attendance target of 96% for all groups and to ensure persistent absence figures are no greater than 9% | Sustained high attendance from 2025/25 and over the three-year period demonstrated by:
|
Activity in this academic year
This details how we intend to spend our pupil premium this academic year to address the challenges listed above.
Teaching
Budgeted cost: £139,843 - 46% of total spend
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Daily vocabulary enrichment through our morning 'words of the week' and a focus across the whole curriculum on language acquisition. | Research shows the importance of the explicit teaching of vocabulary and how this supports pupils to communicate effectively and achieve academically. | 1, 2, 3 |
High quality and regular White Rose Maths CPD to ensure there is quality first teaching in morning sessions and that afternoon. interventions complement this. WalkThru CPD built into the existing CPD calendar with dedicated time for paired observations and instructional coaching between teachers every half term. High quality Writing for Pleasure CPD to ensure we create a writerly community. Regular liaison between class teachers and support staff with the introduction of a teacher/TA charter. Support from Assistant Headteachers to ensure high quality teaching (using the WalkThru model, WRM and W4P). Purchase of W4P and WalkThru subscriptions. | Research shows that high quality teaching can narrow the disadvantage gap and promoting effective CPD plays a crucial role in this. | 2, 3, 4 |
Regular development days with the RWI Consultant. Access to the online training portal with the RWI Leader to ensure there is a high standard of phonics teaching and tutoring in EYFS and KS1. Daily coaching by Deputy Headteacher to ensure high quality teaching. Purchase of RWI resources to maintain strong phonics teaching for all pupils. | Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading, particularly for disadvantaged pupils. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/phonics | 2 |
Targeted academic support
Budgeted cost: £56,303 - 18% of total spend
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
High quality and regular CPD for support staff to improve the quality and impact of questioning during interventions. Purchase of WalkThru subscription. | Research shows that small group tuition can have an impact of up to four months’ progress over the course of a year and that by providing training to those delivering these interventions increases the impact. | 3, 4 |
| Daily one-to-one tutoring in EYFS and KS1 to accelerate progress in reading for pupils falling behind age-related expectations. | Research shows that high quality one-to-one tuition is effective for improving pupil outcomes. | 2, 4 |
Wider strategies
Budgeted cost: £110,275 - 36% of total spend
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Providing an effective Pastoral Team, including a Safeguarding Liaison Officer, to support pupils and families across a range of areas including behaviour, well-being and good routines. | According to figures from the Department for Education, pupils who receive Free School Meals are more likely to receive a permanent or fixed period exclusion compared to those who do not. The most common reason for exclusion is persistent disruptive behaviour. Pupil behaviour will have multiple influences, some of which teachers can directly manage though universal or classroom management approaches. Some pupils will require more specialist support to help manage their self-regulation or social and emotional skills. | 4, 5, 6 |
| Providing access to a broad range of extended services, including Breakfast Club and extra-curricular activities. | Research shows that participation in extracurricular activities supports pupils’ academic and personal development https://files.eric.ed.gov/fulltext/EJ1230758.pdf Working with parents to support pupil’s learning. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/supporting-parents | 4, 5 |
| Embedding principles of good practice as set out in the DfE’s Improving School Attendance advice to improve attendance and readiness to learn for the most disadvantaged pupils. | Guidance has been informed by schools that have significantly reduced levels of absence and PA. | 6 |
| Exposing our pupils to a range of enrichment curriculum experiences (ACEOs) which they would not normally have access to within their own home life. | Pupils who are exposed to a wide range of experiences and culture develop character-building qualities which will help them succeed in later life.
| 4, 5 |
Total budgeted cost: £306,424
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 2023 to 2024 academic year.
GLD data for 2023/24 showed 50% of disadvantaged pupils achieving GLD, compared to 64% of all pupils.
Our Y1 PSC outcomes remained above national figures, with 90% all pupils and 86% of disadvantaged pupils meeting the expected standard. In the Y2 phonics recheck, 93% of all pupils and 92% of disadvantaged pupils achieved the expected standard. This was once again, as a result of regular coaching, resulting in high quality phonics teaching as well as daily targeted one-to-one support for those falling behind.
Y2 results were either broadly in line or higher than the 2023 national figures for all pupils. Disadvantaged pupils performed significantly better in reading and maths compared to national disadvantaged figures in 2023 but lower in writing. For greater depth, disadvantaged pupils were lower than the 2023 national figures across all subjects.
In the Y4 MTC, the average score was broadly in line with last year’s results. 69% of all pupils gained a score of 20 or more (56% for disadvantaged pupils), with the average score standing at 21 (19.6 for disadvantaged). 33% of all pupils achieved full marks (25% of disadvantaged). In Y6, 51% of all pupils and 33% of disadvantaged pupils achieved the expected standard in combined reading, writing and maths. All pupils have been offered a wide range of extracurricular clubs throughout the year, with 61% of all pupils and 52% of disadvantaged pupils having attended at least one of these, which is lower than those for the previous academic year. 23% of disadvantaged pupils attended Breakfast Club free of charge at some point during the academic year. Pupils funded in the RockSteady band, performed in a whole-school assembly for pupils and their parents at the end of the year.
Whole school attendance for the academic year 23/24 was 94.1%. This was affected by term time holidays which accounted for 1.05% of absence; illness accounted for 3.8% of absence and unauthorised absence accounted for 1.08% of absence. At the end of the school year, 104 pupils were classed as persistently absent which increased from 99 last academic year. |
Externally provided programmes
| Programme | Providers |
| Read Write Inc Phonics and Spelling | Ruth Miskin |
| White Rose Maths | White Rose Education |
| WalkThrus | Tom Sherrington and Oliver Caviglioli |
Service pupil premium funding
| Measure | Details |
| How did you spend your service pupil premium allocation last academic year? | Pupils had access to members of the Pastoral Team for emotional support. Extended opportunities for pupils to represent school in sporting events and to hold an area of pupil responsibility. Funding to take part in RockSteady, a weekly musical band session, culminating in a performance to parents at the end of the year. |
| What was the impact of that spending on service pupil premium eligible pupils? | Teachers and the pastoral team reported positive wellbeing amongst our one service child, who demonstrated a confident and happy approach to school life, both academically and emotionally. Although not linked to funding, this child’s father visited all three Y4 classes to carry out an assembly about his work in the armed forces. |
Why have we chosen these approaches?
- Previous data since introducing RWI has shown significant improvement eg PSC from 59% to 90% in 2024, with a diminishing difference between all pupils and disadvantaged.
- WalkThrus have improved the delivery of interventions by support staff and instructional coaching amongst teachers has raised their own awareness of different pedagogical approaches.
- Improved behaviour as a result of an experienced and effectively deployed Pastoral Team.
- Early intervention means less impact of lost learning for vulnerable learners.
How will the impact be measured?
- Regular drop-ins, team teaching and coaching by the Deputy and Assistant Headteachers
- CPD evaluations
- Data analysis
- Laser meetings
- Attendance meetings
- Pastoral Team meetings
- Behaviour grades and OBE statistics
Governors monitor the impact of PP monies at Strategic, Engaging Learning, Resources and Curriculum and Standards' committees.
Summary of PP spending in 2022-2023 - £280,722
Teaching - £112,834
Targeted Support - £66,107
Wider Strategies - £101,780
| Summary of spending | Cost |
RWI Phonics and Spelling RWI teaching and one-to-one tuition RWI CPD TA targeted Y5 support Pastoral staff, including Safeguarding Liaison Officer Clerical officers to target attendance and extended services PiXL subscription and CPD ACEOs (Athelstan Cultural Enrichment Opportunities) and National Trust Breakfast Club Coaching from two Assistant Headteachers Coaching from Deputy Headteacher Y6 Residential Easter School | £3,542 £41,359 £4,700 £5191 £102,464 £17,258 £5,500 £14,200 £4,000 £63,966 £13,194 £3,348 £2,000 |
Service Premium
Allocation: £310 each per year
Number of service children - 1 in Y4
| Desired outcomes | Chosen action/approach | Staff lead |
Pastoral needs of the Service Children are supported so that they enjoy school Improved levels of communication Build a sense of wider community and better understanding of the role of their service parent/carer | Access to the Pastoral Team as and when required Worry box Little Troopers resources - Mindfulness Resource Pack, postcards, Send-A-Hug, badges, Father’s Day cards, etc Priority for pupil responsibility roles within school and access to events in the wider curriculum (eg sporting festivals). | Lisa Watson and Fiona Barry |