Pupil Premium Report 2024/2025
This statement details our school’s use of pupil premium funding to help improve the attainment of our disadvantaged pupils (2024/2025 - 2027/2028)
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 | Tredworth Junior School |
| Number of pupils in school | 316 |
| Proportion (%) of pupil premium eligible pupils | 55% (Ever 6FSM) |
| Academic year/years that our current pupil premium strategy plan covers | 2024/2025 to 2027/2028 |
| Date this statement was published | September 2024 |
| Date on which it will be reviewed | July 2026 |
| Statement authorised by | A. Darby, Headteacher |
| Pupil premium lead | P. Reedman, Associate Headteacher |
| Governor/Trustee lead |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £238,620 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £14,346 |
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 | £252,966 |
Part A: Pupil premium strategy plan
Statement of intent
Our intention is that our pupils, irrespective of the challenges they face, will make good progress and achieve across all curriculum areas.
Our pupils come from an area of high deprivation (0.32 on school deprivation indicator) and a high proportion of them are classed as disadvantaged (55% - double the national average). A high proportion of our pupils are also SEND (28%) and EAL (47%) compared to national averages. We aim to support all vulnerable and disadvantaged pupils including the above and those who are already high attainers.
Quality first teaching is the principle strategy of our approach; proven to have the greatest impact upon closing the attainment gap but also essential to ensure all pupils, not just pupil premium, foster a love of learning, achieve goals and make progress.
Our strategy is to be responsive, using comprehensive assessment tools alongside ‘progress support meetings’ to identify and monitor all pupils’ progress. Pupils can then be enrolled on a wide range of class based or school wide programmes to support pupils and help them excel.
Our intervention team work across the school planning, delivering and monitoring the use of these programmes.
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Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge | Details of challenge |
| 1. | Observations and School Progress and Support Meetings (PSMs) have shown under developed oral language skills and language gaps in pupils. This is evident in EAL pupils as well as English speaking pupils and is seen across the school although is particularly evident our disadvantaged pupils. |
| 2. | Assessments, observation and discussions have shown disadvantaged pupils in particular have greater difficulties in phonics. This negatively impacts on their development as readers as extra effort is applied in the decoding and lost on the comprehension. The average SAS reading score for a disadvantaged pupil in Year 5 is 91.1 compared to 101.9 for other pupils (July 2024 data) |
| 3. | Assessments, observation and discussions have shown disadvantaged pupils in particular have greater difficulties in phonics. This negatively impacts on their development as writers and their ability to spell. |
| 4. | Assessments, observations and PSMs indicate that disadvantaged pupils attainment in maths is below that of their peers. The average SAS in maths for a disadvantaged pupil in Year 3 in July 2024 was 92 compared to 98 for non-pupil premium pupils. |
| 5. | Observations, PSMs and assessments have identified that many of our disadvantaged pupils are impacted by poor mental health. |
| 6. | Observations, PSMs and assessments have identified that many of our disadvantaged pupils are impacted social and emotional skills and require pastoral support to engage in school based activities |
| 7. | Attendance data shows that persistent absenteeism is high and pupils from disadvantaged backgrounds are disproportionately represented within this group. This absence further negatively impacts our disadvantaged pupils progress. |
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 |
| 1. Improved oracy and language skills | Assessment, observation and discussion will show improved oral language among disadvantaged pupils. Evidence will be gathered through book looks, lesson observations and formative assessment. |
| 2. Improved reading attainment for disadvantaged pupils | The gap between pupil premium pupils and non pupil premium pupils in the 2027/2028 data will be reduced. Evidence will be gathered using reading age (New Group Reading Test or similar) and end of key stage 2assessments |
| 3. Improved spelling attainment for disadvantaged pupils | The gap between pupil premium pupils and non pupil premium pupils in the 2027/2028 data will be reduced. Evidence will be gathered using reading age (NFER or similar) and end of key stage 2 assessments |
| 4. Improved attainment in maths for disadvantaged pupils | Increase in percentage of pupil premium pupils reaching age expected in KS2 SATs Evidence will be gathered using reading age (Progress Test in Maths or similar) and end of key stage 2 assessments |
| 5. To achieve and sustain improved wellbeing and (mental health) for all pupils and particularly our disadvantaged pupils | Assessment, observation and discussion will show improved wellbeing among all pupils as well as disadvantaged pupils. Evidence will be gathered through student voice discussions (e.g. school council, pupil/parent questionnaires) as well as teacher observations |
| 6. To achieve and sustain improved attendance for all pupils and particularly our disadvantaged pupils | Whole school pupil absence, persistent absence and severe absence to be in line with national averages. |
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: £73, 599
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Embedding oracy skills across the whole school curriculum. Supporting pupils to articulate themselves and furthering their use of vocabulary and language through targeted quality first teaching. | Average impact of oral language interventions show an improvement of 6 additional months to S&L ages for minimal spending. Improvements are also seen in reading and writing | 1, 2 |
| Use and embed of a school wide approach to spelling to ensure continuity across classes focussing on spelling skills and spelling curriculums with ongoing assessments to easily monitor pupils | EEF recommends spelling should be explicitly taught to support writing. Diagnostic assessment should be used to focus effort on the spellings that pupils are finding difficult. | 3 |
Enhancement of maths curriculum and teaching. Restructuring of questioning and promotion of key vocabulary through quality first teaching
Fund teacher CPD | CPD based around the recommendations from the EEF improving mathematics in key stage 2 and 3 guidance. | 4 |
Embedding Social and Emotional learning across the whole school. Supporting pupils to label and manage emotions.
Use of resources to support this: Weaving Wellbeing CPD for staff on neurodiversity | Social and emotional learning approaches have a positive impact, on average, of 4 months’ additional progress in academic outcomes over the course of an academic year. | 5 |
Embedding scaffolding and adaptation within the curriculum
Fund teacher CPD | CPD based around the recommendations from the EEF 5 a day principal | 1, 2, 3, 4, 5 |
| Reduction of class size allowing staff to work more flexibly and intensively with smaller groups | Impact is seen when pupils have better access to teacher and teaching assistant support and are able to work in smaller groups receiving immediate oral feedback. International research suggests that class size has a positive impact on pupil’s outcomes particularly in socioeconomically disadvantaged pupils | 1, 2, 3, 4, 5 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £115, 777
| Activity | Evidence that supports this approach | Challenge number(s) |
| Training with Educational Psychology Service on reading | Specific needs and gaps targeted, all TAs received relevant training | 2, 3 |
| Additional phonics sessions targeted at disadvantaged pupils (1:1 or small groups) who require further support in phonics with intervention team | 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 Small group tuition has an average impact of four months’ additional progress over the course of a year. | 2, 3 |
| Additional Rapid reading sessions targeted at disadvantaged pupils (1:1) who require further support in reading with intervention team | Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils | 2 |
| Additional writing sessions targeted at disadvantaged pupils (1:3) who require further support in the basics of writing with intervention team | Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils. Small group tuition has an average impact of four months' additional progress over the course of a year. | 3 |
| Additional Rapid maths sessions targeted at disadvantaged pupils (1:3) who require further support in the basics of writing with intervention team | Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils. Small group tuition has an average impact of four months' additional progress over the course of a year. | 4 |
| Additional TA time to allow 1:1 support sessions in class using; Precision Teaching, Toe by Toe, Fine Motor Skills, Barrier Games, Pre-Tutoring of Language, Daily Reading to an Adult, EAL language support (first 1000 words etc), Rising Stars Maths etc | Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils | 2, 3 |
| Additional small group recovery sessions in Maths and English across the key stage with intervention team | Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils. Small group tuition has an average impact of four months' additional progress over the course of a year. | 2, 3, 4 |
| Purchase and use of Times Tables Rockstars to allow pupils to access additional learning at home and create a love of times tables and maths | Homework is shown to have a positive impact when aligned to learning in class and when feedback is given | 4 |
Purchase and use of Nessy to support disadvantaged pupils in spelling and phonics. Technology easily accessible in each classroom so pupils can login to Nessy whenever required. | Specific needs and gaps targeted regularly can be an effective method for supporting low attaining pupils. 1:1 tuition using digital technologies show improved progress | 2 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £63, 590
| Activity | Evidence that supports this approach | Challenge number(s) |
Provide targeted focus work with families to enable them to support their children’s learning and well-being
Provide integrated and systematic pastoral support with pastoral lead | Guidance taken from EEF Working with parents to support children’s learning recommendations | 5, 6 |
Provide in-depth learning reviews and set agreed targets between pupils, parents and teachers
CPD and support meeting time to be covered | Guidance taken from EEF Working with parents to support children’s learning recommendations | 1 - 7 |
| Provide additional opportunities (clubs, enrichment activities and social skills interventions) to disadvantaged pupils to allow them to develop their skills, gain wider enrichment experiences, promote wellbeing and engagement with school | EEF reports on a link between physical activity and academic performance. Evidence also suggests that involvement in extra-curricular activities may increase pupil attendance and retention. | 6, 7 |
| Whole school training with Educational Psychology on neurodiversity, cognitive load and adaptive teaching | Guidance taken from Educational Psychology Service and EEF | 6, 7 |
Embedding principles of good practice set out in the DfE’s Improving School Attendance advice. CPD for staff | The school will adopt the principles of engagement outlined in the DfE guidance, Working Together to Improve Attendance. A school attendance champion will monitor attendance and offer advise to staff and parents. | 7 |
Contingency fund for acute issues. £3,500 | Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified. | All |
Total budgeted cost: £252,966
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.
Quality first teaching is continually re-focussed and training is provided. School wide focusses are well embedded, such as oracy and reading for pleasure.
The spelling scheme purchased continues to be used for the majority of pupils allowing a clear progressive scheme. Pupils requiring extra support are identified early and given additional opportunities.
Technology continues to support pupils in their learning, the purchase of TTRS has promoted times tables across the school and made learning easy to access at home promoting learning at home and school.
The 2024 data suggests that the gap between disadvantaged and non disadvantaged pupils in maths is closing. The average Y3 pupil premium SAS in maths was 92 compared to non pupil premium children achieving a SAS of 98. In Y4, pupils close the gap, the pupil premium SAS being 99 and non pupil premium SAS 100. In Y6 the average pupil premium pupils score 93 compared to 90 for non pupil premium. In 2024 SATS, 60% of pupil premium pupils achieved expected standard or greater depth scores.
The 2024 data for reading and SPAG shows that disadvantaged pupils are closing the gap and exceeding their peers. In reading, the 2024 SATs results show that 69% of pupil premium pupils achieved the expected standard or greater depth compared to 62% of non pupil premium pupils. In spelling and grammar, the 2024 SATs results show that 69% of pupil premium pupils achieved expected standard or greater depth scores compared to 48% of non pupil premium pupils. In writing however the percentage of pupil premium pupils achieving age related standard (38%) was significantly below non pupil premium pupils (57%). This will be a focus for the year 2024-2025.
Weaving wellbeing has been well embedded across the school and other opportunities such as ‘Rainbow Time’ continue to allow our pupils to engage in communication and wellbeing focussed activities. Pupils continue to enjoy additional opportunities outside of school time such as sports and music activities and benefit from group or 1:1 sessions with the pastoral team.
Attendance for the year 2023-2024 across the whole school was 92.2%. Persistent absence rates are still high and pupil premium pupils are disproportionately represented in this group. This will be a focus for 2024-2025. |
Externally provided programmes
| Programme | Provider |
| Nessy Spelling | Nessy Learning |
| TTRS | Maths Circle Ltd |
| Weaving Wellbeing | Pearson |