Detail

Data

School name

Tudor Primary

Number of pupils in school

390

Proportion (%) of pupil premium eligible pupils

27%

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

 2025-2028

Date modified

 September 2025

Date on which it will be reviewed

 September 2026

Statement authorised by

Jas Kalra

Pupil Premium Lead

Shayla Hafeez

Governor / Trustee lead

 Rachel Gibbons

Detail

Amount

Pupil Premium Funding Allocation This Academic Year

 £166,650

Recovery premium funding allocation this academic year

  £0.00

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0.00

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

£166,650

STATEMENT OF INTENT.

• Everyone in our school – teachers, teaching assistants, and governors – takes responsibility for supporting pupils who may be disadvantaged. We work hard to meet their academic, social, and emotional needs, and Pupil Premium funding is used carefully to help with this.
• When deciding how to use Pupil Premium funding, we think about the needs of our own school community and the challenges our pupils face. We also look at research, including guidance from the Education Endowment Foundation (EEF), to make sure our choices have the best impact.
• Pupil Premium funding is used to remove barriers to learning so that every child can succeed, enjoy our curriculum, and take part fully in school life. It also supports pupils’ wellbeing and provides wider opportunities beyond lessons. Governors may allocate funding to any pupils the school identifies as socially disadvantaged.

PRINCIPLES & AIMS

We are committed:

• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils both nationally and within school data.
• To accelerate the progress of all disadvantaged pupils in school to exceed nationally expected progress rates, and to reach age-related expectations
• To address the barriers of social, emotional, and mental health needs that impact learning, behaviour, confidence, and resilience
• To address the barriers of low attendance, punctuality, and disrupted education amongst PPG pupils
• To broaden experiences and improve access to learning opportunities and resources, including books, trips, and workshops to increase cultural capital.
• To increase levels of parental engagement   by endeavouring to confidence, language and economic barriers
• To increase parental knowledge of the curriculum to enable parents to support their children
• To address the barriers of low attendance, punctuality and disrupted education amongst PPG pupils
• To promote pupil wellbeing by developing emotional literacy and self-regulation. This will enable pupils to enhance learning behaviours including resilience, problem solving, concentration, collaboration, communication and confidence.
• To ensure all children have good attendance which is above 96%.

HOW WE AIM TO ACHIEVE OUR OBJECTIVES:

• Ensure Quality First Teaching, training, monitoring and support for staff across the school
• Targeted small group work in class focused on overcoming gaps in learning
• Additional Booster sessions
• Providing access to resources and opportunities to overcome barriers e.g., books, devices, data, educational learning platforms and resources, workshops, school visitors, trips etc.
• Activity Clubs run by internal staff and external agencies to support physical and social development.
• Promoting the active engagement and participation of pupils with additional needs in external activities and   opportunities 
• Behaviour and Nurture support during lunchtime through play provision provided by external specialist agencies and internal staff.
• Supporting good mental and emotional health through the provision of professionally and experienced qualified staff e.g.), Play Therapy, Mental Health Support Project etc.
• Encouraging and enabling parents to confidently engage with their child’s education by overcoming barriers of language, confidence and awareness.
• Targeting persistent absenteeism to improve pupil attendance.
• Provide opportunities that broaden pupils’ experiences and strengthen their cultural capital.

Challenge number

Details of the challenge

1

A significant number of our pupils live in overcrowded or temporary accommodation. This can limit access to a quiet, safe space for study or play, and may contribute to interruptions in their education. As a result, some pupils and their families face additional social, emotional, and mental health challenges that impact learning and wellbeing.

2

 Baseline assessments show that the majority of pupils enter Nursery and Reception with oral language skills well below age-related expectations. Limited vocabulary, reduced speaking and listening skills, and underdeveloped early communication have a direct impact on progress in reading and writing. This gap in early literacy and language development affects pupils’ ability to access the wider curriculum and can hinder attainment throughout their primary education

3

Many pupils have limited opportunities to experience a wide range of cultural and shared British traditions. Barriers such as cost, lack of prior experience, and limited language skills restrict access to social, cultural, and educational activities beyond the immediate community. This reduces pupils’ exposure to enrichment opportunities that broaden horizons, develop aspirations, and enhance social and academic development.

4

A high proportion of pupils speak English as an additional language, and the school experiences significant pupil mobility, including the arrival of children who are newly arrived in the country. These factors present challenges for continuity of learning and have a direct impact on pupil progress and attainment across the curriculum.

5

The rising cost of living has had a significant impact on some pupils, including those eligible for Pupil Premium. Financial pressures have affected families’ ability to provide consistent routines, healthy lifestyles, and enrichment opportunities. This has, in turn, influenced children’s social, emotional, and mental wellbeing.

Intended outcome

Success criteria

Progress in Reading- pupils make at least expected progress from their KS1 starting points. Progress is positive across all year groups 

• Pupils demonstrate secure knowledge and use of Tier 2 and Tier 3 vocabulary.
• Pupils read complex texts with fluency and understanding.
• Pupils can explain the meaning of texts and engage in thoughtful discussions about them.
• Pupils confidently share their own opinions and insights, supported by evidence from the text.
• Gaps in understanding are identified and addressed, enabling all pupils to access the full curriculum.

Progress in Writing- pupils make at least expected progress from their key stage 1 starting points. Progress is positive across all year groups.

• Pupils write clear and effective sentences that build cohesion and meaning.
• Pupils apply key writing skills consistently across the curriculum.
• Pupils use a wide range of vocabulary, including technical and academic language, in their writing.
• Pupils edit and proofread their work effectively to improve accuracy and quality.
• Pupils demonstrate strong transcription skills (spelling, handwriting, punctuation), reducing cognitive overload and supporting fluent writing

Progress in speaking and listening through the development   of oracy skills

• Pupils demonstrate growing confidence when speaking in front of an audience.
• Pupils articulate themselves with appropriate intonation to communicate their message effectively.
• Pupils show increased self-assurance in performance and presentation tasks.

Progress in Mathematics

• Pupils confidently use concrete, pictorial, and abstract representations to solve mathematical problems and reasoning tasks.
• Pupils demonstrate a deep understanding of key mathematical concepts through accurate application in different contexts.
• Pupils show fluency in number facts and basic skills, enabling them to tackle more complex problems successfully.
• Pupils explain their mathematical thinking clearly, using appropriate vocabulary and reasoning.

Phonics - Year 1 and Year 2 phonics scores for all children, including pupil premium pupils, are in line with or above the national average. 

95% of Yr. 1 pupils and 97% of Year 2 pupils achieve 32+ in summer 2026

EYFS- pupils make good progress across all prime areas, including communication and language, and social skills

• Strengthen communication and language provision so standards are consistently high across all classes.
• Secure strong early handwriting foundations through fine motor development, engaging mark-making, and consistent modelling,
• Embed an effective cycle of staff supervision to support workload management and wellbeing.
• Identifying and address barriers to learning, providing equitable opportunities for all children

 Supporting Families impacted from the rise in the cost of living.

• Disadvantaged pupils achieve attendance of at least 96.%.
• Families and pupils report that they feel well supported and know how to access further help.
• Gaps in learning narrow, with disadvantaged pupils making accelerated progress that positively impacts attainment.
• Pupils’ physical wellbeing, particularly for disadvantaged pupils, improves through increased participation in exercise.
• Family support initiatives (e.g., breakfast club, Felix Project, pupil premium vouchers) are accessed effectively, ensuring pupils have the resources and opportunities needed to thrive.

Activity

Evidence that supports this approach

Challenge number(s) addressed

 Improving the Quality of teaching and subject knowledge linked to  Maths 

 To strengthen the quality of first teaching in mathematics, staff will engage in training focused on the principles and theory of Maths Mastery. This professional development will equip teachers with a deeper understanding of mastery approaches and support the consistent application of high-quality practice across the school.

Staff will be introduced to evidence-based strategies that develop pupils’ fluency, reasoning and problem-solving skills, ensuring disadvantaged pupils have equitable access to the knowledge and methods required for sustained mathematical progress. Embedding these approaches will help secure strong foundations, close attainment gaps and promote long-term mathematical confidence for all learners.

 EEF: – high impact for low cost+ 5.

(+ 6) Evidence:  National Literacy Strategy - Read on Get on.

2 & 4

 Improve oracy skills through the voice 21 programme. 

 To reduce barriers to learning and improve outcomes for disadvantaged pupils, the school has committed to the Voice 21 programme for 2025–26. Research highlights that high-quality oracy provision supports pupil confidence, vocabulary acquisition and attainment, particularly for disadvantaged learners.

The Oracy Champion will continue to receive bespoke professional development, which will be disseminated through phased CPD sessions to build whole-staff expertise. This approach ensures that effective strategies reach every classroom and benefit all pupils. Building on the work initiated in 2024–25, the Oracy Champion will also lead the development of a sustained culture of oracy across the school, ensuring it becomes embedded in teaching and learning practices.

In addition, curriculum planning will explicitly include oracy outcomes, with at least one to two units per subject incorporating structured speaking and listening opportunities. This will provide disadvantaged pupils with frequent, purposeful chances to practise, refine and apply their oracy skills in a range of contexts, directly supporting their academic progress and wider personal development.

 EEF: High impact for low-cost Evidence strength +4 (Impact strength+ 6)

2 & 4

 Develop high quality teaching which responds to the needs of all groups

To strengthen outcomes for SEND and disadvantaged learners, staff will receive targeted training designed to promote pupil independence and ensure positive academic and personal outcomes. This will include revisiting Rosenshine’s Principles of Instruction as part of the school’s core pedagogy, ensuring teaching is underpinned by evidence-based practice.

Through a programme of CPD, supplemented by input from external providers, staff will further develop adaptive teaching approaches that respond to individual needs and reduce barriers to learning. This will enable all pupils, particularly those who are disadvantaged, to access the curriculum more effectively, make strong progress and develop greater independence in their learning

2 & 4

RWI Training for staff and lead

Staff  will receive Read Write Inc. training to ensure consistency and high-quality delivery of early reading instruction. Support staff will also access additional training to deliver effective 1:1 tutoring, enabling targeted support for disadvantaged pupils who require additional practice.

The Reading Lead will participate in development days and access external training and support to strengthen leadership of reading across the school. The overall focus will be on developing reading fluency through the programme, ensuring disadvantaged pupils gain the foundational skills needed to become confident, independent readers.

EEF evidence   Phonics High impact for very low cost (+5)

 Government

4

CPD by specialist professionals in social, emotional and physical wellbeing –

Staff will receive training and ongoing support to strengthen their ability to identify and manage the emotional needs of pupils, with a particular focus on disadvantaged learners. This will ensure that staff can respond effectively to barriers that impact engagement, behaviour and learning.

The Feel IT programme will be implemented across the school to help pupils develop the skills to understand, express and manage their feelings. By embedding this approach, the school aims to build resilience, improve emotional regulation and create a supportive environment where disadvantaged pupils are better equipped to access learning and achieve positive outcomes.

EEF. metacognition and self-regulation very high impact for low cost +7  

5

High quality NQT ECT training and development of core skills and teaching and learning

(EEF) – Pupil Premium Guidance (2019) supports a focus on CPD and training. Weekly meetings with NQTs ECT’s with an emphasis on inclusion across the core subjects. Training through the hub, West London teaching partner, to develop core skills in English and Maths In house CPD linked to training for Phonics.

2,4.5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Phonics targeted small group tuition   and 1:1 tutoring

EEF (+4). EEF key findings

Small group tuition has an average impact of four months’ additional progress over the course of a year.

This is supported by the phonics lead who will observe, team-teach and monitor teaching and assessment. EEF evidence supports this approach.

1,2 and 4

Year 6  booster groups

EEF (+4).

EEF research shows that small group tuition can add, on average, +4 months’ progress over an academic year.This is a  targeted strategy to address gaps for disadvantaged pupils ahead of key transition points (KS2 SATs and secondary readiness).It is also a way to provide additional, structured learning opportunities linked directly to classroom teaching.
 

1,2 and 4

Extended school day for identified pupils

EEF (+4)

EEF Toolkit on Extended School time. Well, attended, well-structured sessions with staff that understand the needs of the children. Groups no bigger than 6. Impact is greater at 4-11 years and most evidence is based in Literacy and maths.

1,2 and 4

Small groups for NELI in Reception, to improve Oral Language skills and good social and emotional development

EEF (+4)

On average oral language, approaches have high impact on pupil outcomes (+6 months EEF)

1,2 and 4

WIG targeted interventions

EEF (+4).

EEF research shows that small group tuition can add, on average, +4 months’ progress over an academic year.  To close attainment gaps by implementing focused, measurable targets for identified pupils. Targets are reviewed on a fortnightly basis and adjusted as soon as they are met, ensuring continuous progress and challenge.

1,2  and 4

 Parental Engagement- Workshops for parents in Early Reading and Maths

EEF (+4) Parental Engagement has a positive impact on pupils' learning. Encouraging parents to support pupils at home and to become involved of parents in children’s learning activities

1,2 and 5

Support pupils new to English

 Intervention using flash academy to support pupils new to English so that they can access the curriculum

1,2 and 5

Access to online educational sites

Educational programmes include number bots, Read theory, LBQ for fair access to online learning platforms.

1,2 and 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Curriculum enhancements

All pupils who are PP will be offered the opportunity to attend trips, and experiences for free.

 The Tudor passport will be introduced to enhance cultural capital through enriching experiences across the primary phase 

1 and 3

Developing pupils’ interests and talents

EEF (+3)

The school will work towards achieving the Artsmark as part of its commitment to broadening cultural capital and providing high-quality arts experiences for all pupils, with a particular focus on those who are disadvantaged.

Evidence from the EEF indicates that arts participation can have a positive impact not only on engagement but also on academic outcomes across the wider curriculum. Arts-based approaches will be integrated into teaching and learning, for example using drama to enhance oral language and engagement.Rocksteady to develop the musical talents of pupils alongside enthusiasm and interests

1 and 3

 Play therapy for targeted children

EEF (+4)

The school will prioritise interventions that develop pupils’ social and emotional learning, recognising the strong link between wellbeing and academic success. These approaches will focus on improving pupils’ ability to interact positively with others, build resilience and manage their own emotions effectively. By strengthening these skills, disadvantaged pupils will be better equipped to engage in learning, overcome barriers, and achieve improved academic and personal outcomes.

Connect Ed therapy services to provide play therapy for children

1 and 3

 Maintaining a rigorous and consistent approach to improve school attendance

Increasing attendance with attendance contracts and rewards.

The school will strengthen its approach to attendance through a rigorous and consistent system, ensuring a whole-school commitment to improving attendance for all pupils, particularly those who are disadvantaged. This includes engaging all members of the school community in promoting positive attendance habits.

The Family Liaison Officer will play an enhanced role in monitoring and following up on attendance concerns, while also providing early help and targeted support for families where barriers exist. By addressing issues proactively and building strong partnerships with families, the school aims to improve attendance, reduce persistent absence, and secure better outcomes for disadvantaged pupils.

 UCL evidence pupils who do not attend school when school is open (uncoordinated absences) see a small decline in their academic achievement. Each day of individual pupil absence results in around 0.3-0.4% of a standard deviation reduction in achievement.

1

Extend the school day for physical activities in Key stage   1 and 2

 Clubs to support fitness and health alongside combating child obesity.

 EEF Extending the school day for physical activities (+1). This has important benefits for health and wellbeing.

Nuffield Foundation- Clubs are an easy vehicle for enrichment. Taking part in activities after the formal day could play a role in closing the attainment gap between children from economically disadvantaged backgrounds and those with more family resources.

3 and 5

Forest school across KS1 And KS2

he school will use Forest School sessions to provide pupils, particularly those who are disadvantaged, with structured opportunities to explore and engage with natural materials beyond their usual environment. These experiences will encourage creativity, problem-solving and resilience while also supporting language development through rich, hands-on experiences.

Forest School activities will additionally strengthen collaboration and teamwork skills, enabling pupils to build positive relationships, develop confidence and transfer these skills into classroom learning.

EEF (+5) Collaboration supports pupils learning and working together and is a cost-effective approach to raising standards.

EE5 (+ 6) Oral language approaches have a high impact on pupil outcomes of 6 additional months' progress.

1, 3 and 5

 Developing parental skills in English

.The school will provide opportunities for parents to develop their English language and ICT skills, enabling them to better support their children’s learning at home and engage more effectively with the school.

Regular coffee mornings will also be held to strengthen relationships between families and the school community, encouraging greater parental involvement in school life. By building parents’ confidence and capacity, the school aims to remove barriers, foster stronger home–school partnerships, and enhance outcomes for disadvantaged pupils.

Evidence Bell foundation EEF cost effective with impact of + 3 months

1,3 and 5

Breakfast club

To enable children to socialise and transition into school. Also, to encourage healthy eating and tackle food poverty

1 and 3

 Chrome books and data

Pupils are given chrome books and data where needed to enable them to access home learning. This ensures digital equality

1 and 3

Introduce therapeutic thinking

The school will embed Therapeutic Thinking approaches within its behaviour policy to provide staff with consistent strategies for supporting pupils. The focus is on improving self-esteem, developing reflective thinking and strengthening emotional literacy, particularly for disadvantaged pupils who may face additional barriers to learning.

By fostering a supportive and reflective school culture, these approaches aim to reduce behaviour-related barriers, build resilience and enable pupils to engage more positively with their learning.

1 and 3