Pupil Premium

What is ‘Pupil Premium’?

Pupil Premium (PP) funding is an additional sum allocated to schools by the government in addition to the main school budget. It is awarded on the basis of the number of children eligible for Free School Meals (FSM) either currently or at any time in the past 6 years. The funding is seen as a way to address the learning of children identified as vulnerable to underachieving, to support initiatives to ensure that these pupils fulfill their full potential.
Looked After children also receive a premium. From 2012, Service children (those who have or had a parent from an Armed Forces background in the past 3 years) receive a smaller premium.

‘The pupil premium is paid to schools as they are best placed to assess what additional provision their pupils need.’

Department for Education website, July 2014

As you can see, schools are free to spend the Pupil Premium grant as they see fit. However we are held accountable for how we have used the funding and the impact this has had on the achievement and progress of identified pupils.

The school serves a community with high levels of social deprivation – within the top 5% nationally. A large number of our children are entitled to Pupil Premium and we aim to use this to provide opportunities for these children which enable them to achieve their potential.

The key objectives for pupil premium children are;

to raise aspiration,
improve outcomes
improve life chances.

When planning Pupil Premium spending the school aims to ensure it closely matches the needs of our pupil premium children. These needs are varied and there is no ‘one size fits all’ approach so the school considers the range of needs and plans to address these. Regular reviews of impact ensure that provision changes to meet the needs of pupil premium children across the school.

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

effect that last year’s spending of pupil premium had within our school.

School overview

Detail	Data
School name	Oldmixon Primary School
Number of pupils in school Nursery – Y6 Reception – Y6	216 201
Proportion (%) of pupil premium eligible pupils	53%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)	2024 - 2027
Date this statement was published	December 2025
Date on which it will be reviewed	December 2026
Statement authorised by	Corinna Sutton
Pupil premium lead	Corinna Sutton
Governor / Trustee lead	Eve Wilson

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£ 141, 151.83
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	£ 141, 151.83

Part A: Pupil premium strategy plan

Statement of intent

The ultimate objective for our disadvantaged pupils is to enhance attainment and improve learning outcomes

Our current pupil premium strategy plan works towards achieving those objectives by:

Focusing on improving the academic outcomes for all pupil premium children
Planning academic and pastoral interventions and support that disadvantaged pupils will receive that will close the gaps between their peers or exceed their peers

The key principles of the strategy are:

Quality first teaching for all – we deliver ‘quality first teaching’ and provide consistently high standards by setting expectations, monitoring performance and sharing best practice

A school culture of supporting pupils to manage their emotions and be self-regulators – our traumainformed practice creates a shared understanding and common language about how to create a welcoming, caring, respectful and safe school. All pupils benefit from learning environments that are: calm, predictable and supportive. Building pupils’ resilience when dealing with challenges, whether academic or emotional is a priority across the school. This growth mind-set approach allows us to support pupils to find new ways of viewing challenges and setbacks, helping them to believe that even if they struggle with certain skills, their abilities aren't set in stone.

Whole-school ethos of attainment for all – we have an ethos of attainment for all pupils and avoid stereotyping disadvantaged pupils as all are facing similar barriers or have less potential to succeed.

Addressing behaviour and attendance – we ensure effective behaviour strategies are in place, respond quickly to poor attendance and provide strong social and emotional support, including working with families.

Broad and balanced curriculum – we deliver a broad and balanced curriculum, developing key skills in core and noncore subjects. Pupils are exposed to a rich diet of experiences to benefit learning. All children will have access to all educational visits and in Year 6 residential experiences providing life experiences to help with developing their personal learning and giving an opportunity for broader experiences.

Meeting individual learning needs - we identify each pupil’s challenges and interests and seek the best strategies to help each pupil make the next step in their learning. We provide individual support for specific learning needs and group support for pupils with similar needs.

Deploying staff effectively - devolve responsibility to frontline staff, use our best teachers to work with pupils who need the most support and train teaching assistants to effectively support pupils’ learning

Impact driven and responsive to evidence - we effectively use data, and other evidence, to identify pupils’ learning needs, review progress regularly and address underperformance quickly. We have manageable assessment for learning systems, which provide clear feedback for pupils.

Ambitious leadership have high aspirations and lead by example - all staff are accountable for raising attainment and do not accept low aspirations and variable performance. We are aware of best practice within, and beyond, the school and invest in staff training.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number	Detail of challenge
1	Our assessments, observations, internal and external assessments indicate that expressive and receptive language attainment among disadvantaged pupils is significantly below that of non-disadvantaged pupils.
2	Our assessments and observations indicate that disadvantaged pupils are working below age related expectations in the prime areas and reading, writing and maths. This includes higher than average levels of disadvantaged pupils with SEND.
3	Our assessments and observations indicate that disadvantaged pupils have been impacted by the impact of the pandemic and school closures to a greater extent than other pupils. These findings are supported by national studies. This has resulted in significant knowledge gaps leading to disadvantaged pupils falling further behind agerelated expectations, especially in maths, reading and writing.
4	A broad and balanced curriculum is especially important for those pupils who come from disadvantaged backgrounds, as a narrowed curriculum could result in restricting children’s life choices and opportunities.
5	Our observations and internal emotional literacy assessments indicate that pupils may have emotional, social and behavioural barriers to learning and participation.
6	Pupil’s emotional health may be impacted by social and economic issues within families
7	Pupils may not attend school regularly and on time

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 outcome

Success criteria

Challenge addressed

Over the next three years disadvantage pupils have improved expressive and receptive language skills and vocabulary

80% of pupil premium children achieving

Communication Early Learning Goal by end of

Reception

80% of children achieving Speech and

Language intervention targets by end of KS1

1,2,3

Over the next three years disadvantaged pupils are working at age related expectations in reading writing and maths and prime areas in EYFS by the end KS1.

Over three years this gap will close in line with national data

80% pupil premium children achieve intervention targets (non-SEND)

1,2,3

Over the next three years maths, reading and writing attainment for disadvantaged pupils at the end of KS2 will improve to the national

average

80% of pupil premium children reading at ARE (non-SEND)

Increased number of pupil premium children working at ARE in maths

Increased number of pupil premium children writing at ARE

1,2,3

Pupils will know more and remember more as a result of a broad and balanced

curriculum

Wider curricular activities

Pupils will have an increased understanding and experience of opportunities outside of school and their home environment

Pupils can draw on and apply their experiences through multiple areas of learning

Pupils will have an increased knowledge of the world away from their home

Disadvantaged pupils are more resilient. Emotional and behavioural barriers are impacting less on children’s learning

Reduction in behaviour incidents

All pupil premium children achieve intervention targets

School will continue to signpost families towards early help

5,6

All pupils, including disadvantaged will sustain good attendance in-line with national attendance rates.

Attendance team will ensure policies are followed

Attendance team will regularly monitor pupils who are not meeting a good attendance rate School will adopt a variety of strategies and incentives to increase attendance rates

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)

Budgeted cost: £ 108, 113.74

Activity

Evidence that supports this approach

Challenge number(s) addressed

Opening Worlds Training and implementation

Implementation of a high quality humanities curriculum which is aimed at improving vocabulary and writing outcomes.

A research and expertly written program.

Supports outcomes for disadvantaged pupils.

A high quality implementation program will ensure that coaching is provided to support teachers developing their teaching of this curriculum. Ongoing coaching and support for the implementation of years 4 of the program.

1 2 3 4

Coaching

Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be a top priority for pupil premium spending. (EEF)

1 2 3 4 5 6 7

Class based TA support to enhance quality first teaching and to provide reactive interventions and support where needed.

Rationale: Teaching assistants must support pupils to develop independent learning skills and manage their own learning. Research has shown that improving the nature and quality of TAs' talk to pupils can support the development of independent learning skills, which are associated with improved learning outcomes.

Ensuring opportunity for CPD for support staff to improve effective practice. EEF teaching assistants

1 2 3 4 5 6 7

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

Budgeted cost: £ 24, 227.19

Activity	Evidence that supports this approach	Challenge number(s) addressed
Speech and Language interventions: Talk Boost, 1:1 S and L programmes,	Rationale: QFT to close the gap early in EYFS EEF oral Language Interventions +5 months	1 2 3 5 6

Academic interventions: Quick fire phonics, 1:1 reading, comprehension interventions Quick fire spelling	Rationale: EEF evidence 1:1 tuition +5 months EEF reading comprehension +6 months EEF phonics +4 months	1 2 3 5 6
Self-regulation: Decider skills whole school approach Zones of Regulation interventions Emotional Literacy Interventions	EEF Behaviour Interventions +3 months EEF Social and emotional learning Interventions +4 months	1 2 3 4 5 6

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ 8,810.90

Activity

Evidence that supports this approach

Challenge number(s) addressed

Breakfast club subsidised to be low cost and open access for pupil premium families, pastoral support provided, 1:1 reading for identified children.

Number of pupil premium accessing breakfast club and the positive impact it has on the start of the day for those particular children

IFS researchers in collaboration with the National Children’s Bureau finds that offering relatively disadvantaged primary schools in England support to establish a universal, free, before-school breakfast club can improve pupils’ academic attainment Children who come to school hungry are less attentive, more disruptive and less likely to understand and remember the day’s lessons.

5 6 7

Attendance lead monitoring pupil premium attendance, first day response with phone calls, analysis of attendance data, home visits and truancy sweeps alongside EWO Attendance rewards for children with good attendance

Pastoral / attendance who monitors and develops responses to attendance needs – if children are not in school they cannot learn effectively and reach their potential

6 7

Pastoral interventions: Lunch Bunch, soft start, proactive groups 1:1 support and reactive support

Rationale:

EEF parental engagement +3 months

EEF Behaviour Interventions +3 months

EEF Social and emotional learning

Interventions +4 months

1 2 3 4 5 6

Family support interventions:

Early Help, parental

engagement events and activities

Nurture for families

Rationale:

EEF parental engagement +3 months

EEF Behaviour Interventions +3 months EEF

Social and emotional learning

interventions

+4 months

EEF parental engagement +3 months

Behaviour Interventions +3 months

EEF Social and emotional learning

Interventions

+4 months

1 2 3 5 6 7

Trips and Visits

To expand experiences and aspirations around careers, university, and further education Pupils often require good educational outcomes. Raising aspirations is therefore often believed to incentivise improved attainment. (EEF) Trips and visits provide a world view and enhance pupils’ cultural capital and this can provide them with contextual understanding to support their learning.

After School Clubs

The average impact of the engaging in physical activity interventions and approaches is about an additional one month’s progress over the course of a year. There is some evidence that involvement in extra-curricular sporting activities may increase pupil attendance and retention. (EEF) After school clubs such as drama and science will deepen understanding and enhance children’s confidence and self-belief.

3 4 6

Total budgeted cost: £ 137, 371.58

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the review and impact that our pupil premium activity had on pupils in the 2024 to 2025 academic year.

End of KS2 outcomes.

Y6 outcomes 2025 -Expected standard or higher:

	All pupils (30)	All Pupils National	Pupil Premium (16)	Pupil Premium National	Not Pupil Premium National	School disadvantage Gap
Reading	80%	75%	69%	62%	81%	-12pp
Writing	77%	72%	63%	59%	78%	-16pp
Maths	87%	74%	75%	61%	81%	-6pp
EGPS	83%	73%	69%	60%	79%	-10pp
RWM combined	77%	62%	63%	47%	69%	-7pp

We have analysed the performance of our school’s disadvantaged pupils during the previous academic year, drawing on national assessment data and our own internal summative and formative assessments.

The data demonstrated that at the end of KS2 disadvantaged pupils’ achievement is above disadvantaged pupils Nationally and significantly above in Maths and Reading, Writing and Maths combined.

To help us gauge the performance of our disadvantaged pupils we compared their results to those for disadvantaged and non-disadvantaged pupils at national and local level and to results achieved by our non-disadvantaged pupils (though we know that pupils included in the performance data will have experienced some disruption due to Covid-19 earlier in their schooling, which will have affected individual pupils and schools differently).

We have also drawn on school data and observations to assess wider issues impacting disadvantaged pupils' performance, including attendance, behaviour and wellbeing.

The data demonstrated that attendance in the academic year 2024-2025 for the whole school was below National at 93.49% and that our disadvantaged pupils’ attendance was 91.99%. Our current strategy and actions around attendance will continue in 2025-2026 and we will be using the DFE guidance to compare our school with similar schools and advice on how to further improve our attendance.

Based on all the information above, the performance of our disadvantaged pupils exceeded expectations, and we are at present on course to achieve the outcomes we set out to achieve by 2026/27, as stated in the Intended Outcomes section above.

Our evaluation of the approaches delivered last academic year indicates that the Opening Worlds Training and implementation was particularly effective during the last academic year in improving our end of KS2 writing outcomes.

We have reviewed our strategy plan and made changes to how we intend to use some of our budget this academic year. The Further Information section below provides more details about our planning, implementation, and evaluation processes.

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme	Provider
White Rose Maths	White Rose Maths
Bug Club (full digital access)	Pearson
TT Rockstars and Numbots	Maths Circle
Nessy	Net Educational Suppliers
Phonics Play	Phonics Play
Talk Boost	I CAN

Service pupil premium funding

For schools that receive this funding, you may wish to provide the following information:

Measure	Details
How did you spend your service pupil premium allocation last academic year?
What was the impact of that spending on service pupil premium eligible pupils?

We do not have any Service pupils in school. Long Term Overview (3 years)

Setting priorities is key to maximising the use of the PPG. Our long- term priorities are identified in our 3-year strategic overview and progress towards them outlined in a detailed action plan relevant to each academic year. When establishing our priorities, we draw on research and evidence to understand strategies that will have maximum impact on pupil outcomes and relate them to the EEF tiered approach.

	Headline Areas For Development 2024 – 2027
Pupil premium area for development	Focus area	Pupil premium intended outcome
Pupil premium area for development	2025 2026 2027	Pupil premium intended outcome
Teaching and targeted academic support	To deploy staff effectively and ensure all staff effectively support the needs of pupils	Improved outcome in reading, writing and maths for pupils eligible for pupil premium
Reading	To raise standards phonics and reading to at least the same attainment levels as non-PP pupils nationally - intervention	Improved outcomes in reading for pupils eligible for PP Close the gap between pupil premium and non-pupil premium pupils
Writing	To raise standards in writing to at least the same attainment levels as non-PP pupils nationally – intervention and QFT	Improved outcomes in writing for pupils eligible for pupil premium Close the gap between pupil premium and non-pupil premium pupils
Maths	To raise standards in maths to at least the same attainment levels as non-PP pupils nationally – intervention and coaching	Improved outcomes in maths for pupils eligible for pupil premium Close the gap between pupil premium and non-pupil premium pupils
Broader curriculum Cultural Capital	To ensure we continue to deliver a broad and balanced curriculum that develops key skills in core and noncore subjects – opening worlds curriculum for History, Geography and RE	Improved and quality assured curriculum design will enrich and inspire, focusing on process as well as outcome.
Attendance	To improve and maintain levels attendance and punctuality	Improved attendance and punctuality percentages in line with national averages

Our pupil premium strategy will be supplemented by additional activity that is not being funded by pupil premium or recovery premium. That will include:

Embedding more effective practice around feedback. EEF evidenc e demonstrates this has significant benefits for pupils, particularly disadvantaged pupils.
A programme of Developing Teacher Practice through coaching and Walkthrus CPD will ensure quality first teaching is a priority and will have the biggest impact on improving outcomes for disadvantaged pupils.
Supporting pupils to manage emotions and be able to self-regulate through the use of a whole school Decider Skills.
Offering a range of high-quality extracurricular activities to boost wellbeing, behaviour, attendance, and aspiration. Activities will focus on building life skills such as confidence, resilience, and socialising. Disadvantaged pupils will be encouraged and supported to participate.

You can download a copy of the above report here:

Pupil Premium Strategy 3 year plan 2025 - 2027

Pupil-Premium strategy 3yr plan-2025-2027