PUPIL PREMIUM STATEMENT

2024-25

Pupil premium strategy statement

This statement details our school’s use of pupil premium 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 outcomes for disadvantaged pupils last academic year.

School overview

Detail

Amount

Pupil premium funding allocation this academic year

£176,120

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

£176,120

Stoke Primary School has one goal for all its pupils including those pupils disadvantaged; irrespective of background or starting point, children make good progress across all areas of the curriculum to achieve their potential, make informed choices and are valued in a wider society.

Respecting the school context and the complexities within it, Stoke understands that to achieve the goal it requires the continual evaluation of the interplay of a range strategies and systems to secure cumulatively stronger outcomes by year 6.  To achieve this Stokes ethos and culture is driven by collective responsibility, ensuring that all staff take responsibility for the outcomes of disadvantaged children, ensuring that we can all, in our respective roles raise ambitions and expectations for pupils.

The quality of teaching is the precursor to any successful strategy.  Stoke invests in its leadership team and its growth culture for all to ensure that teaching input is of the highest quality.  Under this framework bespoke strategies can be deployed with great success.

Transience is a significant school factor with up to 25% of the whole school cohort changing annually.  Such a context places significant and conflicting demands on support strategies for disadvantaged pupils.  There are those that require long term incremental challenge and support and those children who through

Implicit in the intended outcomes contained in this strategy is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside the progress of their disadvantaged peers.

Key to this desired success is the way Stoke will interlink bespoke strategies alongside utilising skilled personnel to ensure a culture of learning success within the wider school context.

Due to the complex cultural diversity within our community, it is vital that we continue to break down barriers to ensure all those children who are entitled to pupil premium funding can access the benefits the additional funding provides.

Whole School Context

• 442 pupils are on roll (including Nursery)
• 34% of pupils qualify for FSM
  • IDSR identifies as above average 2022-24
• 15% of pupils are on the SEND register with 10 pupils having an EHCP
• The most common primary SEND needs are Speech, Language & Communication; Moderate Learning Difficulty; Social, Emotional & Mental Health
• 65% of pupils have EAL
  • IDSR identifies EAL significantly above average 2022-24
• Stability – up to 25% annual cohort mobility
  • IDSR shows that school stability was well below average in each of 2022, 2023 and 2024

Pupil Premium Context

143 of your school's 425 pupils, that are considered for Pupil Premium, are classified as disadvantaged, this is 33.6% of your cohort. 

• This is 4.4% higher than the national average of 29.2%
• 34.8% (70) of your female pupils are disadvantaged, 5.6% higher than the national of 29.2%
• 32.6% (73) of your male pupils are disadvantaged, 3.4% higher than the national of 29.2%.

Challenge number

Detail of challenge

1

Families accessing Pupil Premium Funding. This is a particular issue in Key Stage 1 further impacted by the Universal Free School Meal

2

Low attainment on entry to Reception, particularly with literacy and communication skills. Many children enter reception below age-related expectations

3

Continue to improve / maintain school attendance and punctuality outcomes for disadvantaged pupils

4

There are a large number of pupils who have newly arrived in the country and speak little or no English. There is a growing proportion of EAL pupils

5

Assessments, observations and discussions with children show underdeveloped metacognitive skills and self-regulation

6

Many children have little or no access to wider experiences that considerably enhance their contextual learning, retention of language and social and emotional development

7

Identified mental health issues for children, and children living in families where there are significant mental health concerns. Challenges are particularly seen for disadvantaged pupils and a notable increase has been identified since March 2020 due to COVID.

8

Utilise a complex mix of strategies to enable disadvantaged pupils to achieve secure progress outcomes whilst overcoming socio economic barriers comprising but not exclusively EAL, mobility / transience, deprivation

Intended outcome

Success criteria

Consistent and effective quality first provision for all pupils in our school, particularly our disadvantaged pupils.

• Quantitative and qualitative information shows that teaching and learning is highly effective across the curriculum, year groups, classes and cohorts.

Improved oral language and communication skills among disadvantaged pupils and their peers.

• Assessments and observations indicate significantly
• improving oral language. Verbal engagement in lessons is significantly improved.

Improved attainment in Reading, Writing and Maths for disadvantaged pupils.

• Increase in % of disadvantaged pupils achieving GLD. Increase % of disadvantaged pupils who are on track across KS1 and KS2

PP children are fully integrated and benefit from all aspects of school life

• This is demonstrated by:
  • high levels of participation in trips, clubs and other experiences on offer
  • high take up of additional support/enrichment activities targeted or prioritised for PP children
• qualitative data from pupil voice, parents/carers and staff observations

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

• Impactful general support and additional interventions to support children’s varied social, emotional, mental health and developmental needs. This will be evidenced through qualitative data (surveys, observations, pupil voice) and quantitative records (e.g. behaviour incidents)

To achieve and sustain improved attendance for all pupils, particularly our PP pupils.

• Attendance and persistent absence at least in line with national averages for all children and the gap within school closing. Demonstrable improvement in attendance for individuals with persistent absence e.g. where there are specific health issues.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Purchase of

standardised diagnostic assessments in reading and maths.

Training for staff to

ensure assessments are

interpreted and

administered correctly.

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:

EEF: Measuring up – helping teachers to assess better

4, 5, 8

Renewal and maintenance of a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils.

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

2, 4, 8

New class-based Early Years lead starting in class September 2024.

Recruitment of full time Nursery teacher to start from April 2025.

Redesigned ‘Through the Eyes of a Child’ to support in targeting and improving outcomes across Early Years.

Quality of teaching is the single most important driver of pupil attainment and a range of other positive outcomes - EEF.

2

Enhanced PPA cover – morning PPA covered by AHT x2.

The best available evidence indicates that great teaching is the most important lever schools have to improve pupil attainment.

Enhanced understanding across leadership team of systems and learning across the school

EEF | High-quality teaching

2, 4, 5, 7, 8

Enhanced non-contact time for Teachers with a Data focus – Assessment hour combined with PPA

Places data as the key driver for all learning

2, 4, 5, 7, 8

Activity

Evidence that supports this approach

Challenge number(s) addressed

Implement a range of data informed interventions that target specific skills as identified in the data analysis

Internal

• Systems identified and targeted through termly data review, deep knowledge f the children as individuals.  Comprising cross leadership skillset to ensure all needs are identified to unlock potential
• Cover areas – phonics, writing, maths,
• Full staff team skilled to drive implementation and analysis of strategies

External

• Phonics | EEF (educationendowmentfoundation.org.uk)
• Mathematics guidance: key stages 1 and 2 (covers years 1 to 6) (publishing.service.gov.uk)
• Teaching and Learning Toolkit | EEF (educationendowmentfoundation.org.uk)

2, 4, 5, 8

Targeted Language support through enhanced SALT

Internal

• Enhanced targeted SALT to support access to the curriculum

External

• Teaching and Learning Toolkit | EEF (educationendowmentfoundation.org.uk)

2, 8

SuperSonicPhonicFriends

Internal

• Reviewing and monitoring the implementation of SSPF to ensure it is sufficiently targeting the neds of disadvantaged pupils
• 23-24 Phonics screening outcomes – see data
• SSPF implemented and embedded to support core delivery of phonics

External

•  Phonics | EEF (educationendowmentfoundation.org.uk)
• Teaching and Learning Toolkit | EEF (educationendowmentfoundation.org.uk)

2, 4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Administration strategy to publicise and support parents with accessing Pupil Premium funding

Internal

• Low uptake of Pupil Premium, funding in Early Years and Key Stage 1

• Known low levels of IT skill in parent community
• Admin strategies to remove barriers to applying for PP

1

Full financial support for Year 6 Residential

Internal

• Post Covid lack of independence and basic skills beyond the curriculum
• Residential would not take place due to parental inability to self-fund

External

• Life skills and enrichment | EEF (educationendowmentfoundation.org.uk)
• Outdoor adventure learning | EEF (educationendowmentfoundation.org.uk)

5, 6, 7

Reduced trip cost for pupil premium pupils

Internal

• Children have very limited out of school opportunities and experiences
• Not all vulnerable children achieve access to trips due to financial constraints

External

• Life skills and enrichment | EEF (educationendowmentfoundation.org.uk)
• Outdoor adventure learning | EEF (educationendowmentfoundation.org.uk)

1, 6

Office team/wider leadership team meeting with identified families to discuss FSM form

External

• The EEF Guide to the Pupil Premium

1

Ensure access to full curricular opportunities and experiences beyond the curriculum through Hardship Fund.

Internal

• Children have very limited out of school opportunities and experiences
• Vocabulary and experiences to inform language are a significant barrier to age related communication and children making progress.
• Stoke Widening Horizons Strategy to challenge this barrier
• Strong uptake of clubs and wider opportunities.  Not all vulnerable children achieve access due to financial constraints
• Finance is a key barrier to children accessing residential opportunities

External

• Life skills and enrichment | EEF (educationendowmentfoundation.org.uk)
• Outdoor adventure learning | EEF (educationendowmentfoundation.org.uk)

1, 5, 6, 7

Full youth mental health first aid training across leadership team to strengthen ethos and culture.

External

• Social and emotional learning | EEF (educationendowmentfoundation.org.uk)

5, 7

Continued use of StudyBugs to improve attendance communication.

Internal

• App process has established significantly improved attendance communication culture which enables the family team to support, guide and help families of disadvantaged pupils.

External

• Improving school attendance: support for schools and local authorities – GOV.UK (www.gov.uk)
• Teaching and Learning Toolkit | EEF (educationendowmentfoundation.org.uk)

3

Attendance strategies implemented to maintain and improve attendance across the school.

Internal

• Whole school focus on attendance
• Whole school events including ‘Spin the Wheel’ / attendance trips

3

Progress and Attainment 2023-24

Year 6 Outcomes - SATs

Read

ARE+ %

Write

ARE+ %

Maths

ARE+ %

RWM Combined

National Non-Disadvantaged

80

78

79

67

National Disadvantaged

63.8

58.8

60

46

Pupil Premium

63

57

70

50

ForeverStoke Pupil Premium

63

67

73

56

Pupil Premium with SEND

58

25

50

42

Year 1 Phonics Outcomes

Whole cohort

Pupil Premium Cohort

Year 1

69

80

Programme

Provider

Reading

Supersonic Phonic Friends Phonics

SSPF

Writing

TheWriteStuff

Maths

Maths Hub

• KS1 – Mastering of Number
• KS2 – Mastery Development Programme

WhiteRose Maths

MathsHubsOrigins – Tudor Grange Academy

Early Years

Continuous provision in Reception and Year 1 Drawing Club

Greg Bottrill

SEND

Edukey Provision Mapping

Edukey

Precision Teach

Educational Psychologist

Emotion Coaching

Educational Psychologist

Speech and Language therapy

NHS (1x morning a week)

Pepper therapy (1x morning a week)

Complex Communication Team

Coventry SEND support (1x morning a week)

Social, emotional, mental health and learning

Coventry SEND support (1x morning a week)

Educational Psychologist

Coventry SEND support (60 hours a year)

Well Being

Mental Health First Aid

About Mental Health LTD

Youth Mental Health First Aid

About Mental Health LTD

Play therapy

Qualified HLTA

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, implementation and evaluation, or other activity that you are delivering to support disadvantaged pupils that is not dependent on pupil premium funding.