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Tudor Primary School

Pupil Premium

Pupil premium strategy statement

This statement details Tudor Primary Schools use of pupil premium (and  the catch up recovery premium for the 2023 to 2024 academic year) funding to help improve the attainment of our disadvantaged pupils. This has been updated after reviewing funding for the academic year 2023-2024 and the review from 2022-2023.

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



School name

Tudor Primary

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


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

 2022- 2025

Date modified

 September 2023

Date on which it will be reviewed

 September 2024

Statement authorised by

Jas Kalra

Pupil premium lead

Shayla Hafeez

Governor / Trustee lead

Jodie Daine



Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


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


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

£ 172,710.00



Part A: Pupil premium strategy plan

Statement of intent


  • All members of staff, governors and teaching assistants accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within the school environment. Careful consideration of Pupil Premium funding is one aspect of this.
  • When making decisions about using Pupil Premium funding it is important to consider the context of our school and the subsequent challenges faced. This is considered alongside research conducted by the EEF.
  • Pupil Premium funding helps remove barriers to learning so that all our pupils reach their full potential and enables them to fully engage in our curriculum and school life. The governors reserve the right to allocate the pupil premium funding to support any pupils or groups of pupils the school has legitimately identified as being socially disadvantaged.



    We are committed  :

    • To narrow the attainment gap between disadvantaged and non-disadvantaged pupils both nationally and within school data.
    • To accelerate progress of all  disadvantaged pupils in school to exceed nationally expected progress rates to reach age related expectation
    • To address the barriers of social, emotional and mental health needs which impact on 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%.



    • 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
    • Additional tutoring  & learning opportunities delivered by  qualified staff or trained LSAs to provide 1:1 or 1:3 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.




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

    Challenge number

    Detail of challenge


    Economic deprivation: Many families live in overcrowded, temporary housing which results in a lack of space and resources to study at home and/or play safely outside. This also results in disrupted education. Pupils and their families may have social, emotional and mental health difficulties.


     Literacy and communication skills which have been impacted further by a loss of learning time due to school and class closures. This includes the attainment of pupil premium pupils entering the school from March 2020. Assessment shows that most pupils enter school with poor oral language skills- well below the expected standard for their age upon entry to Nursery and Reception class.


    Restricted opportunities for a breadth of cultural and shared British cultural experiences. Cost, experience and language act as barriers which   impede our children’s opportunities to access broader social and educational activities.


     The high percentage of pupils who  have English as a second language along with high mobility of pupils including  the arrival of pupils new to the country from March 2020  has impacted on pupil progress and attainment.


     Some children have been adversely affected by the cost of living including children who qualify for PP which has impacted on their physical, social, emotional and mental wellbeing. (high percentage of child obesity).



    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

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

     Pupils can read with fluency and prosody which impacts on their level of comprehension and stamina for reading .Pupils written and verbal vocabulary has increased to impact on their comprehension level when reading. Pupils achieve national average progress scores in KS2 Reading, across all groups of children including PP and SEND children.  


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

     Pupil’s cohesion in writing is supported through their ability to write effective sentences to build meaning. Pupils can apply key writing skills and use vocabulary effectively including technical and academic language across the curriculum within their writing. Pupils use editing and proofreading to good effect to check their learning.

    Progress in speaking and listening  through the development   of  oracy skills

    Through the voice 21 programme pupils will develop confidence in speaking and are able to communicate effectively with others.  This will also enable them to become active listeners during discussion work. This will support progress across the curriculum.

    Progress in Mathematics

     The teaching of problem solving and reasoning through the white Rose programme .The use of key visuals and resources to support mathematical understanding .Pupils achieve national average progress scores in KS2 Mathematics, across all groups of children including PP children.  


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

    90% of Yr. 1 pupils and 95% of Year 2 pupils achieve 32+ in summer 2024

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

     Bespoke linguistic programmes lead to an increase in progress in communication and language for pupil premium children. Pupils develop the necessary social skills which impact on learning and learning behaviours.  Attainment for Pupil premium pupils in EYFS is in line with the national average in terms of GLD .Introduction of the white rose scheme into numeracy in reception.



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

    Attendance of disadvantaged pupils is 95%. Families and pupils feel well supported and are signposted where to access support. Closing the gaps in learning has led to accelerated progress and has impacted on attainment. Pupil’s physical well-being (particularly disadvantaged pupils) improved through exercise.


    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,)

    Budgeted cost: £ 65,000.00


    Evidence that supports this approach

    Challenge number(s) addressed

     Improving the Quality of teaching and subject knowledge  linked to Reading 


     Improve quality first teaching in Reading.  Staff will be trained in the theory behind comprehension monitoring and introduced to developing reading through reading strategies linked to fluency and discussion.  New guidelines in the reading programme have also influenced the approach.

     EEF: Developing comprehension strategies – high impact for low cost.

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

    2 & 4


     Improve oracy skills through the voice 21 programme. 

      We have committed to receiving training from the Voice 21 programme for the academic year 2023-2024. The oracy champion will continue to receive bespoke training. This will be phased into CPD sessions in school to support training of all staff. Alongside embedding practice form 2022-23, the oracy champion will also work alongside subject leads to ensure that oracy is built in to all curriculum areas.

     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

    Improve outcomes for SEND/ Disadvantaged through staff training through staff training focusing on scaffold, modelling and using visual resources to enable independence and positive outcomes. This will include training for lead and external providers. Collaborative approaches involving pupils working together working together is part of the model

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


    2 & 4

    RWI Training for staff and lead

     Read write Inc. training   for all staff. ( KS1 Ks2 and support staff)  Purchase of decodable books for EYFS and KS1 pupils Support staff training for 1:1 tutoring. Reading Lead to also access training and support via development day’s .Cover for assessments and mentored meetings on a termly basis.  

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



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

    Staff receive training and support in identifying and managing emotional needs of pupils.

    Training also informs and supports the teaching of mental health and emotional regulation in order to support metacognitive practices.

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


    Cover for weekly assessment meeting for Year 2 and Year 5

    Release teaching staff weekly for coaching based weekly PiXL and assessment meetings. This has proved beneficial for all staff allowing instructional coaching and reflection to take place.


    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.




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

    Budgeted cost: £57,135.00


    Evidence that supports this approach

    Challenge number(s) addressed

    Year 1 and Year 2 interventions

    4x 15 min sessions per week linked to phonics, reading and maths. Release for Year 2 core group meetings linked to PiXL therapies

    1,2 and 4

    Small group tuition through the lightning squad reading programme

    EEF(+4) Key findings

    Studies in England have shown that pupils eligible for free school meals may receive additional benefits from being taught how to use reading comprehension strategies.

    Pupils at a similar level work in pairs to improve phonics, reading fluency and reading comprehension. Pupils work at their level and are assessed regularly to determine impact


    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

    Extended school day for identified pupils

    EEF (+4)

    EEF Toolkit on Extended School time. Well attended, well-structured session 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

     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

     Parent workshops linked to supporting younger children in Phonics and reading

     Workshops linked to mathematical strategies taught in schools

    1,2 and 5



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

    Budgeted cost: £ 50 575.00



    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.



    1 and 3

    Developing pupils interests and talents


    Arts participation approaches can have a positive impact on academic outcomes in other areas of the curriculum. Arts-based approaches may be used in other areas of the curriculum, such as the use of drama to develop engagement and oral language before a writing task. . Arts-based approaches may offer a route to engage  pupils in learning,

    1 and 3

    Clinical Psychology session for vulnerable children and families. Targeted children identified half termly and assessed for need

    EEF (+4)

    Social and Emotional Learning – interventions which target social and emotional learning seek to improve pupil’s interaction with others and self-management of emotions, rather than focusing directly on the academic or cognitive elements of learning.

    The CLIPS service is for children and families and is delivered by a Clinical Psychologist.

    1 and 3

     Maintaining  a  rigorous and consistent approach to improve  school  attendance

    Increasing attendance with attendance contracts and rewards.

     Early Help and ensuring there is rigour and consistency when dealing with attendance. Ensuring that there is a whole school approach to improving attendance which includes all members of the school community.

     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.




    Extend the school day for physical activities in Key stage 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

    Forest schools will support pupils in using and understanding materials outside of their own environment and their ability to use these creatively. This will support language acquisition as well as collaborative skills.

    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

    Enabling parents to learn English and develop ICT skills in order to support their children’s learning.

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



    Total budgeted cost: £ 172,710.00


    Pupil premium strategy outcomes

    This details the impact that our pupil premium activity had on pupils in the 2022 to 2023 academic year.


    Challenge Number 1 - Attainment in phonics, reading, writing and maths


     All pupils

    Pupil Premium

    EYFS GLD %



    Year1 Phonics %



    Year2 RWM % EXS



    Year 6 RWM % EXS





    Challenge Number 2 -  Pupils enter the school at different stages of their education with low  Literacy and Communication skills

    EYFS -%of pupil attaining a GLD in Language and communication 


                 All pupils

        Pupil Premium

    Listening, attention and understanding


















    Challenge 3 Restricted opportunities for a breadth of cultural and shared British cultural experiences

     The trips have developed the cultural capital of all children including our disadvantaged pupils. They have widened the children’s experiences; some of which relate to the themes taught within the curriculum. Trips also take place to expose pupils to  people and places beyond the local community.

     List of Trips for 2022-23

    EYFS- Ark Farm

     Year1 – Science Museum, London zoo , St George’s church, History workshops, Water and steam, Pitzhanger Gallery

    Year2- RAF Hendon, Pitzhanger Gallery, Gurdwara, History workshop,

    Year3  Hobbledown Heath farm, National Art Gallery

    Year 4- History workshops, British Museum, Buddhapapdia Temple, Kew Gardens

    Year 5 History workshops,  Pitzhanger Art Gallery ,VR space workshop, Science Museum

    Year 6- Mosque, History workshop, Bowling, Junior citizenship, Cinema, Urban Farm

     Whole school workshops- Christmas Pantomime’s , Chinese workshops, Internet safety, Science and careers week , Eden project workshops, Author visits , Bird man

    Extra-curricular clubs have included – History group, mindfulness group and sports clubs.


    Challenge 4 Growing number of families living in poverty and do not have access to books or outdoor areas.

     We have provided pupils including disadvantaged pupils with the opportunities to explore the outside environment and build upon their academic success through the following:

    • Books are given to each child every half term
    • Children attend forest school in EYFS Year 3 Year 5 and Year 6
    • Seasonal walks each term in Year1 – Year 6 linked to Science and Geography
    • Subsidised trips for pupil premium pupils/pupils in deprivation.
    • Chrome books to pupil premium children/ pupils in deprivation to access  on line learning/ home learning
    • Resourcing the school library and class libraries.
    • School council have completed Eco projects


    This has built upon pupils experiences that has linked to their academic success .



    Challenge 5 High levels of deprivation which impact on pupil’s health and their physical, social, emotional and mental wellbeing alongside attendance


    We have seen the children more of a healthy lifestyle through after school clubs linked to PE as well as the bikeability/ scootability schemes. More children are now riding their bikes and scooters to school. There has been a greater emphasis on workshops linked to oral health and healthy eating. Attendance is in line with all pupil and in line with National figures for the academic year 2022-23(National 93.4 Tudor – 94.2%). Attendance meetings have supported disadvantaged pupils with attendance. Pupils have been provided with play therapy to support well-being. Workshops have taken place with parents linked to oral health and healthy eating. This has impacted on the food children have in their packed lunch. Children also participate in a 10 min keep fit activity after lunch every day on the playground. This has supported disadvantaged pupils in leading a healthy lifestyle and being ready to learn when in school.  


    Externally provided programmes

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



    Times tables Rock stars


    Third Space

    Third Space Learning

    FFT Lightning squad


    Read Theory



    Service pupil premium funding (optional)

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




    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?




    Further information (optional)

    Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.