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Pupil Premium Strategy Statement

Statement of Intent

The Pupil Premium is additional funding given to schools so that we can support our disadvantaged pupils and close the attainment gap between them and their peers. The aim is to ensure all children achieve as well as they possibly can.

Our ultimate objectives are:

  • To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
  • For all disadvantaged pupils in school to make or exceed nationally expected progress rates.
  • To support our children’s health and wellbeing to enable them to access learning at an appropriate level.

We aim to do this through:

  • Ensuring that teaching and learning opportunities meet the needs of all the pupils.
  • Ensuring that appropriate provision is made for pupils who belong to vulnerable groups. This includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
  • When making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.

School overview

School nameKingham Primary School
Number of pupils in schoolRec-Y6 204
Proportion (%) of pupil premium eligible pupils6.9%
Academic year/years that our current pupil premium strategy plan covers
(3 year plans are recommended)
Date this statement was published29 September 2022
Date on which it will be reviewed31 December 2023
Statement authorised byN Prockter
Pupil premium leadN Prockter
Governor / Trustee leadR Alden

Funding overview

Pupil premium funding allocation this academic year£22,465
Recovery premium funding allocation this academic year£1,008
Pupil premium funding carried forward from previous years £0
Total budget for this academic year£23,473

Part A: Pupil premium strategy plan


Challenge numberDetail of challenge
1Limited opportunities / life experiences beyond their home and immediate community
2Recovery of Reading, Writing and Maths for some disadvantaged children (after COVID)
3Low attainment and slow progress rates made by some disadvantaged children. Some children have gaps and misconceptions and find it difficult to retain/recall prior knowledge.
4Impact of school closure on pupil wellbeing and emotional support for all pupils, including those eligible for PP.
5Less reading at home for some of our disavantaged children.
6Some children have challenges establishing friendships. Some pupils are in receipt of Pupil Premium funding show social and emotional difficulties and may need support with regulating emotions and behaviour.

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 outcomeSuccess criteria
Children in receipt of pupil premium provided with enrichment activities such as sporting activities, trips and music lessons.– Experiences and visits planned for children across the year; wide range of extracurricular clubs.
– Monitor numbers of PP children in clubs and encourage attedance.
– Funding for trips/clubs.
– Pupil questionnaires will show that children enjoy school and are enthiused to learn more.
– Children will be exposed to a wide range of social, cultural, enrichment and sporting experiences within (and outsdie) the school day.
Children, especially those in receipt of PP funding, will make expected or better than expected progress to reach ‘expected’ and ‘exceeding’ at the end of Year 6, especially in the combined measure.– Support groups planned, resourced and evaluated effectively to ensure that they have the maxiumum possible impact.
– TAs deployed effectively to support catch-up across the school and training in place to enable effective provision.
– Pupil attainment and progress of disadvantaged children in line with or above non-disadvantaged peers.
New approaches to the teaching of English and Maths will be introduced to raise expectations for all students and embed a consistent approach across the school.– Resources purchase to suport English and Maths teaching (eg ‘text-based’ English units, phonics resources, phoncs interventions).
– Pupil attainment and progress of disadvantaged children in line with or above non-disadvantaged peers.
Children who are in receipt of pupil premium are provided with well-being support and will have increased self-esteem and confidence and reduced levels of anxiety.– Additional pastoral support funded for PP pupils where required.
– Training for pastoral support TA.
– Children will feel safe and secure in school and are able to express their feelings and emotions well.

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premim) funding this academic year to address the challenges listed above.

Targeted academic support (eg tutoring, one-to-one support, structured interventions)

Budgeted cost: £8,700

ActivityEvidence that supports this approachChallenge numbers(s) addressed
Additonal teaching assistant structured support for Reading, Writing and Maths.

Phonics and Maths tutoring for identified students.

Additional teaching assistant support in classrooms where required.
– EEF, Improving Maths in KS2 recommends using structured interventions to provide support

– EEF, Making the Best use of Teaching Assistants

– EEF, Guidance on Small Group Tuition

Teaching (eg CPD, recruitment, retention)

Budgeted cost: £5,500

ActivityEvidence that supports this approachChallenge number(s) addressed
Purchase of standardised digital assessmentsEEF, Improving Literacy in KS2 recommends the use of diagnostic assessments to assess pupils’ needs to direct teaching plans2,3,5
Purchase of synthetic phonics resources and training for teachers and TAsEEF, Improving Literact in KS1/2 recommends this kind of approach for developing fluency in reading2,3,5
Staff training and induction in phonics, reading and writing and purchase of resourcesEEF, Improving Literacy in KS2 recommends
– Teach writing composition strategies through modelling and supported practice
EEF, Improving Literact in KS1 recommends developing pupils’ speaking, listening and language skills
CLPE, Choosing and using high quality texts recommends the use of high quality text-based English units
Purchase of iPads and Chromebooks to support learning in English and Maths– EEF, Using Digital Technology to Improve Learning recommends the use of digital resources to improve the impact of pupil practice and assessment2,3,5

Wider strategies (eg related to attendance, behaviour, wellbeing)

Budgeted cost: £12,000

ActivityEvidence that supports this approachChallenge number(s) addressed
Pastoral support assistant and training for pastoral support assistantEEF, Improving Behaviour in Schools recommends supportive relationships with school staff, as well as understanding children’s needs and context4,6
Subsidised clubs and visits– DFE / Social Mobility Commission, An Unequal Playing Field, Extra-curricular activities, soft skills and social mobility, 2019
– EEF, Extending School Time, 2019

Total budgeted cost: £26,200

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

The details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.


Key Stage 2 SATs results show that our disadvantaged pupils made more progress than the national expectation.

Our internal data shows that across the school the average progress of our disadvantaged pupils is higher than the national expectation and significantly higher in Maths. In writing there were a few disadvantaged pupils who did not make the expected progress in writing, and the actions and activities in this plan should support progress in this area next year.


2020-21 was a year of closures and restrictions. All DFE assessments were cancelled that year. Our internal assessments during 2020/21 suggested that some of the disadvantaged children were performing at a lower level than non-disadvantaged children. Because of the disruption caused in the education of the children due to the pandemic, the outcomes for these children were not fully realised. Our assessment of the reasons for these outcomes points primarily to Covid-19 impact which disrupted all our subject areas to varying degrees. As evidenced in schools across the country, school closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree we had intended. The impact was mitigated by our resolution to maintain a high quality curriculum, including during periods of partial closure.

Externally provided programmes

Little Wandle Letters and SoundsWandle Learning Trust
The Literary Curriculum Planning SequencesThe Literacy Tree
Rising Stars Mark AssessmentHodder