Detail

Data

School name

Radwinter CofE Primary School

Number of pupils in school

137

Proportion (%) of pupil premium eligible pupils

7.3%

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)

2024/2025-2027/2028

Date this statement was published

December 2024

Date on which it will be reviewed

July 2025

Statement authorised by

Emily Bartram – Headteacher

Pupil premium lead

Emily Bartram – Headteacher

Lois Jarrold – Inclusion Leader

Governor / Trustee lead

Jane Richardson – Disadvantaged Pupil Lead

Detail

Amount

Pupil premium funding allocation this academic year

£14,800

Recovery premium funding allocation this academic year

£1,000

School Led Tutoring funding allocation this academic year

£225

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

£16,025

Research shows that the most effective way to reduce inequalities resulting from socio-economic factors is by investing in high-quality, inclusive class teaching, and we believe that setting appropriate learning goals, giving children well-executed, differentiated lessons and constructive feedback, and having high expectations for all pupils, regardless of their personal circumstances, will narrow such an attainment gap.  We believe in maximising the use of the pupil premium grant (PPG) by utilising a long-term strategy aligned to the SDP. This enables us to implement a blend of short, medium and long-term interventions, and align pupil premium use with wider school improvements and improving readiness to learn.

We also recognise that, in some cases, targeting resources to provide tailored interventions for individuals or groups of children to help them overcome their particular barriers to learning will have a positive impact on learning and achievement, and we recognise, celebrate and build on children’s strengths, to further boost confidence. 

Overcoming barriers to learning is at the heart of our strategy plan. We understand that needs and costs will differ depending on the barriers to learning being addressed. As such, we do not automatically allocate personal budgets per pupil in receipt of pupil premium funding. Instead, we identify the barriers to be addressed and the interventions required, whether in small groups, large groups, for the whole school or as individuals, and allocate resources accordingly.

We aim to help every child at Radwinter CofE Primary School achieve their full potential, and every child’s progress is closely monitored and analysed by staff and governors. Specific data about the attainment of children in receipt of pupil premium funding is looked at separately, along with feedback from children, staff and parents, so that we can identify what is working well and where further support is needed. 

Setting priorities is key to maximising the use of the PPG. Our priorities are as follows:

1.    Closing the attainment gap between disadvantaged pupils and their peers

2.    Providing targeted academic support for pupils who are not meeting age-related expectations

3.    Addressing non-academic barriers to attainment such as self-regulation, learning resilience and other behaviours for learning

4.    Meeting the Special Educational Needs of disadvantaged pupils

5.    Ensuring additional enrichment opportunities are accessible for disadvantaged pupils as well as their peers

Challenge number

Detail of challenge

1

Closing the attainment gap between disadvantaged pupils and their peers

In 2024, the number of children achieving age related expectations in core subjects was as follows:

2

Providing targeted academic support for pupils who are not meeting age related expectations

In 2024, none of the pupils in receipt of pupil premium achieved a ‘Good Level of Development’ at the end of EYFS (0%) compared to 75% of those not in receipt of pupil premium.

End of Key stage 2 results in 2024 showed 50% of pupils in receipt of pupil premium achieved ARE+ in RWM combined, compared to 68% of pupils not in receipt of pupil premium funding.   

3

Addressing non-academic barriers to attainment such as self-regulation, learning resilience and other behaviours for learning

Our assessments, observations and discussions with teachers, families and pupils have identified a regression in pupils’ abilities to self-regulate and approach learning with resilience.

Pupil Attitude to Self and Score Survey (PASS Survey) scores show an average of 41.8 for non-disadvantaged pupils but an average of only 25.7 for disadvantaged pupils (January 2025). 

4

Meeting the Special Educational Needs of disadvantaged pupils

A higher proportion of disadvantaged pupils also have identified SEND compared to non-disadvantaged pupils.  This high level of SEND need amongst the disadvantaged cohort provides an extra level of challenge for these pupils in terms of their progress and in meeting age related expectations.

(18/131) 13.74% of non-disadvantaged pupils have SEND needs (Dec 2024).

(4/8) 50% of disadvantaged pupil have SEND needs (Dec 2024).  

5

Ensuring additional enrichment opportunities are accessible for disadvantaged pupils as well as their peers

Autumn term 2024 data shows that 5.2% of pupils in receipt of PPG have attended extra-curricular (paid for) clubs compared to 91% of non-PPG. This is an increase from 2023 of +3.06% but still a significant gap. 

Young Voices Trip (January 2025), 77% on non-disadvantaged pupils are attending compared to 0% of disadvantaged pupils.    

Intended outcome

Success criteria

The attainment gap between disadvantaged pupils and their peers decreases

The number of disadvantaged EYFS children achieving GLD is at least in line with the national average.

EYFS outcomes in 2024/25 show the gap between the number of disadvantaged pupils achieving GLD compared to their peers has reduced.

KS1 and KS2 outcomes in 2024/25 show attainment of our pupil premium pupils is at least in line with the national average.

KS1 and KS2 outcomes in 2024/25 show the gap in attainment of our pupil premium pupils compared to their peers has reduced.

Pupils receiving targeted academic support with make accelerated progress compared to their peers

Academic outcomes in R, W and M for children receiving targeted academic support, such as 1:1 tuition, small group interventions, pre/post teaching, booster groups etc, shows they make accelerated progress compared to their peers. 

Disadvantaged pupils are identified on class intervention trackers and data shows appropriate interventions with improved outcomes

All interventions have a positive impact on children’s learning.

All children are clear on what they need to do to improve their learning.

Support staff deliver high-quality, targeted interventions.

Staff can identify and implement the most effective intervention.

Provision maps and ONE Plans evidence a robust system of assess, plan, do, review being implemented across the school. 

Disadvantaged pupils are added to the Pastoral Register with any appropriate pastoral interventions having a positive impact

Intervention tracking data shows a positive impact and improved scores using the 6 Core Strengths assessment. 

Disadvantaged pupils have attended pastoral interventions such as therapeutic forest school and their self-assessment scores show an increase over the weeks.   

Disadvantaged pupils with special education needs make progress across the curriculum particularly in core subjects

Disadvantaged SEND pupils’ EYFS, KS1 and KS2 outcomes in 2024/25 show attainment and progress is at least in line with the national average.

Disadvantaged SEND pupils’ EYFS, KS1 and KS2 outcomes in 2024/25 show the gap in attainment compared to their peers has reduced.

Personal finance is not a barrier to full participation in school life including trips, visits and extra-curricular activities.

An increased number of families are aware of our pupil premium offer and the number of pupils in receipt of pupil premium funding has increased. 

All children participate in school visits.

The number of disadvantaged pupils having music lessons has increased.

The number of disadvantaged pupils attending extracurricular clubs and activities has increased. 

All disadvantaged children have correct school uniform provided for them.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Training all teachers and support staff to ensure systematic and consistent teaching of transcription skills across the school

NLM – The Impact of Transcription Writing Interventions

Wanzec et al (2018)

The Impact of Transcription Writing Interventions for First-Grade Students - PMC

Research Review Series: English

OFSTED (2022)

Research review series: English - GOV.UK

‘Grammarsaurus’ training platform cost = £360

‘Grammarsaurus’ subscription for access to their English curriculum = £270

‘Teach Handwriting’ materials cost = £263.20

Cost of all TAs to attend 3 hours training session = £616

1

2

4

Drawing and Talking Therapy Course to introduce this technique as a therapeutic play technique

Arts Participation

Arts participation | EEF

Implementation cost £££££

Evidence strength *****

Impact (months) +3 months

Social and Emotional Learning

Social and emotional learning | EEF

Implementation cost £££££

Evidence strength *****

Impact (months) +4 months

Foundation to Drawing and Talking Therapy

The Foundation to Drawing and Talking Therapy is the starting point for all delegates participating in our curriculums. Delegates are introduced to and explore the world of Drawing and Talking, as a therapeutic play technique.

Cost of training = £300

Cost of TA cover for training (6 hours) = £101.79

Cost of weekly sessions (60 minutes of TA time £16.97 x 38 weeks) = £644.86

3

4

Ready to Regulate Training focused on empowering adults in schools with the knowledge

and practical skills to respond to dysregulation and support regulation

A Trauma Perceptive Practice approach (TPP) is a whole school approach to understanding behaviour and supporting emotional wellbeing. It provides the foundations where everyone feels physically and emotionally safe; the approach is one that encourages high structure and high nurture, where relationships matter and caring counts. Children, young people and staff alike feel connected to the school and to each other. TPP is a journey and evolution. Our mission is to ground TPP in living and learning and as such we have developed a new professional development programme called Ready to Regulate (R2R).

Cost of 6 x TAs covered for 3 x days training each (18 x 6.25 hours) = £1908.56

Activity

Evidence that supports this approach

Challenge number(s) addressed

Use school led tuition and recovery funding to provide small group interventions focusing on key English skills

Small group tuition | EEF

Implementation cost £££££

Evidence strength *****

Impact (months) +4 months

Reading comprehension strategies | EEF

Implementation cost £££££

Evidence strength *****

Impact (months) +6 months

TA funded to be a ‘Reading Champion’ for 3 days per week supporting pupils across the school with a specific focus on disadvantaged pupils

(18.75 TA hours per week x 38 weeks) =£9298

1

2

4

Use school led tuition and recovery funding to provide small group interventions focusing on key oral and social interaction skills.

Oral language interventions | EEF

Implementation cost £££££

Evidence strength *****

Impact (months) +6 months

ELKLAN and WellComm trained TA offering daily SALT interventions across EYFS and KS1

(2.5 TA hours per week x 38 weeks) = £1612.15

1

2

4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Pastoral and Behaviour Support Lead to be in place providing individual and small group sessions for identified pupils.

Social and emotional learning | EEF

Implementation cost £££££

Evidence strength *****

Impact (months) +4 months

Behaviour interventions | EEF

Implementation cost £££££

Evidence strength *****

Impact (months) +4 months

Pastoral and Behaviour Support Lead 1.5 hours/ week (Therapeutic Forest School) = £1193

1

3

4

Provide enrichment opportunities for all pupils to increase aspirations, engagement, and enjoyment. This may be, but not limited to, funding music lessons, extra-curricular clubs and trips.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/arts-participation

Implementation cost £££££

Evidence strength *****

Impact (months) +3 months

Arts participation and experiences rich in language can increase confidence and engagement of all pupils and narrow the disadvantage gap. 

Funding for each PPG child of £5 per week to attend an extra -curricular activity or towards the cost of music tuition 38 weeks x £5 = £190 per child per year.  £190 x 10 = £1900

5

Provide wraparound care for disadvantaged pupils to enable parents to work and support disadvantaged children to access extracurricular activities to improve their outcomes.

Microsoft Word - Wraparound childcare insight report FINAL

Insights into wraparound childcare report from Coram Family and Childcare (January 2024)

Funding for each PPG child of £5 per week to attend wraparound care 38 weeks x £5 = £190 per child per year.  £190 x10 = £1900

5

Provide school uniform and PE kit for disadvantaged pupils to ensure they feel prepared, comfortable and ready for learning. 

https://www.unr.edu/nevada-today/news/2013/school-uniform-study

Although 90 percent of the students indicated they did not like wearing uniforms, various benefits to wearing uniforms were reported, including decreases in discipline, gang involvement and bullying; and increases in safety, ease of going to school, confidence and self-esteem.

Uniform costs for 1 set of school uniform and PE kit per PPG child (£24 per child x 10 PPG pupils) = £240

3

5

Aim

Evaluation

The attainment gap between disadvantaged pupils and their peers decreases

Closing the attainment gap between disadvantaged pupils and their peers

EYFS

·         In 2023-2024, 25% of PPG pupils achieved a Good Level of Development compared to 75% of non-PPG.

KS1

·         2020-2021 End of KS1 results for disadvantaged pupils were below non-disadvantaged in all core subjects (Reading gap -35%, Writing gap -70%, Maths gap -75%).

·         2021-2022 No PPG children in End of KS1 results. 

·         2022-2023 No PPG children in End of KS1 results.

·         2023-2024 No PPG children in End of KS1 results.

KS2

·         2020-2021 End of KS2 results for disadvantaged pupils in Writing were below non-disadvantaged pupils (gap -86%).

·         2021-2022 End of KS2 results for disadvantaged pupils was higher than that of their peers (RWM Combined 100% for PPG pupils compared to 86% for non-PPG). 

·         2022-2023 End of KS2 results for disadvantaged pupils was higher than that of their peers (RWM Combined 100% for PPG pupils compared to 19% for non-PPG). 

·         2023-2024 End of KS2 results for disadvantaged pupils was below that of their peers (RWM Combined 50% for PPG pupils compared to 68% for non-PPG).

The progress gap between disadvantaged pupils and their peers decreases

Providing targeted academic support for pupils who are not making the expected progress

·         2020-2021 Internal progress data for Writing and Maths shows fewer disadvantaged pupils made 6+ steps progress

·         2021-2022 The number of disadvantaged pupils achieving ARE in Reading, Writing and Maths was below their peers

o   (Reading -34.5%, Writing -57% and Maths -38.9%).   

·         2022-2023 The gap between the number of disadvantaged children achieving ARE compared to their peers has decreased in all core subjects

o   (Reading -13.7%, Writing -12.6% and Maths -22.6%) 

The gap in rates of unauthorised absence between disadvantaged pupils and their peers decreases

Addressing non-academic barriers to attainment such as attendance and behaviour

·         2020-2021 attendance data shows disadvantaged pupils have higher rates of unauthorised absence

o   (0.6% compared to 0.1% for non-disadvantaged).

·         2021-2022 attendance data shows disadvantaged pupils had lower rates of unauthorised absence

o   (0.5% compared to 0.7% for non-disadvantaged).

·         2022-2023 attendance data shows disadvantaged pupils have lower rates of unauthorised absence

o   (0.4% compared to 1.1% for non-disadvantaged).

Vulnerable learners are identified and provision maps show appropriate interventions with improved outcomes

Ensuring staff are able to correctly identify vulnerable learners and have the skills to address their needs

Improved consistency in provision for vulnerable learners across the school as evidenced by monitoring information including lesson observations, provision maps, interviews with staff/pupils, work scrutinies etc.  This has been achieved through quality CPD, coaching for staff and development of the senior leadership team.    

Disadvantaged pupils with special education needs make progress across the curriculum particularly in core subjects

Meeting the Special Educational Needs of disadvantaged pupils

December 2021 - A higher proportion of disadvantaged pupils also have identified SEND compared to non-disadvantaged pupils (43% of PP children have SEND whereas 12.5% of non-PP children have SEND).

December 2022 – A higher proportion of disadvantaged pupils also have SEND but this has decreased from last year (30% of PP children have SEND).  

December 2023 – 30% of disadvantaged pupils also have SEND compared to 11% of non-disadvantaged pupils.   

Personal finance is not a barrier to full participation in school life including trips, visits and extra-curricular activities.

Extra-curricular and enrichment uptake shows that fewer disadvantaged pupils access paid for clubs and activities

·         Spring term 2022 data shows of 111 attended club places, only 1/111 (0.9%) is a disadvantaged pupil. 

ü  Autumn term 2022 data show of 199 club places, 7/199 (3.5%) were disadvantaged pupils.  This is an increase +2.6%.  

·         Autumn term 2023 data shows that only 2.14% of extracurricular club spaces were taken by Pupil Premium children.  This is a decrease of -1.36% of all club spaces. 

ü  Autumn term 2024 data shows that 5.2% of pupils in receipt of PPG have attended clubs compared to 91% of non-PPG. This is an increase from 2023 of +3.06%.