Detail

Data

School name

Tudor Primary

Number of pupils in school

   417

Proportion (%) of pupil premium eligible pupils

 27%

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

 2024-2027

Date modified

 September 2024

Date on which it will be reviewed

 September 2025

Statement authorised by

Jas Kalra

Pupil premium lead

Shayla Hafeez

Governor / Trustee lead

 Rachel Gibbons

Detail

Amount

Pupil premium funding allocation this academic year

 £162,800

Recovery premium funding allocation this academic year

  £7,975

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

£170,775

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.

PRINCIPLES & AIMS

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%.

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.

Challenge number

Detail of challenge

1

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.

2

 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.

3

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.

4

 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 has impacted on pupil progress and attainment.

5

 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 outcome

Success criteria

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

  Students should develop a strong knowledge of tier 2 and tier 3 vocabulary to enhance their understanding of complex texts. They should also be able to comprehend the text fully, read it with fluency, and engage in meaningful discussions about its content. Furthermore, students should be able to provide their own opinions and insights based on their interpretation of the text.

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

Students should work on building their confidence in performance speaking to feel more comfortable and self-assured in front of an audience. They should also strive to speak with clarity and use appropriate intonation to convey their message effectively.

Progress in Mathematics

Students should develop a mastery approach to mathematics by using concrete, abstract, and pictorial representations to solve mathematical problems and reasoning tasks. This approach helps them gain a deep and thorough understanding of mathematical concepts. To maintain current end of KS2 results in mathematics

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 2025

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 94.8%. 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.

We will continue to support families through initiatives such as the breakfast club, the Felix Project, and the distribution of pupil premium vouchers. These programs aim to provide essential resources and ensure that all students have the opportunity to thrive.

Activity

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 English and combining reading with writing. Staff will be trained in the theory behind in writing   They will be introduced to developing strategies to develop those skills needed for effective writing.  

 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. 

  We have committed to receiving training from the Voice 21 programme for the academic year2024-25. 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 2023-2024 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 to enable independence and positive outcomes. This will include training from the lead and external providers. Collaborative approaches involving pupils working together working together is part of the model

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 days. Training will move from the focus being on phonics teaching to developing fluency through eth read write ink programme.

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

 Government

4

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  

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

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

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 on line educational sites

Educational programmes include number bots, Read theory, LBQ for fair access to on line 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 year groups.

1 and 3

Developing pupils’ interests and talents

EEF (+3)

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. This includes creating projects alongside a local art gallery.

Opportunities to perform to a wider audience

Rocksteady to develop the musical talents of pupils alongside enthusiasm and interests

1 and 3

 Play therapy for targeted children

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.

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.

 Early Help and ensuring there are 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.

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

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

 Coffee morning for parents to encourage them to engage in school life.

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

Therapeutic thinking provided strategies as part of the behaviour policy. Its aim is to improve pupils’ self-esteem, to enable reflective thinking and supports emotional literacy.

1 and 3

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

             All pupils

    Pupil Premium

Listening, attention and understanding

87%

100%

Speaking

85%

100%

Comprehension

84%

100%

Reading

91%

100%

Writing

85%

100%

Programme

Provider

Times tables Rock stars

Tricksters

Numberbots

Maths’s circle Ltd

AI Century

AI Century

Read Theory

Read Theory

Read write Inc videos

Read write Inc

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?

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.