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.

Bournville Primary School is a two form entry school which provides education for children from 2 to 11 years old.

The school aims to raise children’s aspirations and enable them to achieve their highest potential by providing:

A stimulating environment in which to play and learn
A welcoming, caring community which supports pupils from all backgrounds, and of all abilities.
An open and honest partnership between school and parents which enables us to work together to support all children
A happy atmosphere that makes each day a pleasure
An ethos that encourages hard work and striving to achieve the best
Provision which meets the needs of all learners and inspires a love of learning.

The school serves a community with high levels of social deprivation – within the top 1% nationally. A large number of our children are entitiled 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 aspirations,
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.

Latest Pupil Premium Strategy

Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2024 to 2025 academic year) 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	Bournville Primary
Number of pupils in school Nursery – Y6 Reception – Y6	493 409
Proportion (%) of pupil premium eligible pupils	54%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)	2023 - 2026
Date this statement was published	December 2025
Date on which it will be reviewed	September 2026
Statement authorised by	Marie Berry
Pupil premium lead	Marie Berry
Governor / Trustee lead	John Wheatley

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£
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	£340,832

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 work 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 trauma-informed 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. Specific pastoral intervention allows us to support pupils and build resilience 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. The school recognises that those pupils labelled as disadvantaged are under resourced and therefore the aims of this strategy are to close the gap created by this under resource.

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 the long term impact of the pandemic is still being felt. These findings are supported by national studies. This has resulted in significant knowledge gaps leading to disadvantaged pupils falling further behind age-related expectations, especially in maths, reading and writing. In addition the significant national increase in SEND in the post pandemic period has had a significant impact on pupil outcomes. The impact of the pandemic of basic routines and social norms has been most felt by the children of disadvantaged parents. Their lack resilience to return to the pre-pandemic norms has impacted pupils: Academic outcomes Attendance Social resilience and development Mental Health
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 use of Boxall 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	70% 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	4
Disadvantaged pupils are more resilient. Emotional and behavioural barriers are impacting less on children’s learning	Reduction in behaviour incidents Increase in the amount of time in class All pupil premium children achieve intervention targets All pupil premium children achieve pastoral support plan targets School will continue to signpost families towards early help Teachers will use Boxall profiles to target areas of Nurture to focus on within the class.	5,6
All pupils, including disadvantaged will sustain good attendance inline 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. Including use of the DFE attendance toolkit and the DFE termly attendance reports including the ABIE target.	7

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)

Budgets Cost: £164,282.93

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 5 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: £ 57,328

Activity

Evidence that supports this approach

Challenge number(s) addressed

Speech and Language interventions: Narrative, Talk Boost, 1:1 S and L programmes

Rationale:

EEF oral Language Interventions +5 months

Evidence shows that language interventions positively impact on attainment and pupil attitudes, self regulation and confidence.

1 2 3 5 6

Academic interventions: Quick fire phonics, 1:1 reading, comprehension interventions

Quick fire spelling

Doodle maths and Spelling intervention

Rationale:

EEF evidence 1:1 tuition +5 months

EEF reading comprehension +6 months

EEF phonics +4 months

1 2 3 5 6

Self-regulation:

Bucket time, Nurture, Zones of regulation, bespoke planned pastoral programs.

EEF Behaviour Interventions +3 months

EEF Social and emotional learning Interventions +4 months

Social and emotional learning interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school.

1 2 3 4 5 6

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

Budgeted cost: £173,732

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, sports coaches provided daily exercise.	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, raise and praise, home visits and truancy sweeps alongside EWO	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: 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: Jigsaw family, Early Help, parental engagement events and activities Family engagement worker	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
Nurture Hub and whole school Nurture approach	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. (EEF) Children are supported to allow self-regulation and this enables them to return to class and engage with their learning.	4
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.	3
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: £ 342,263

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 2025academic year.

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
3	Our assessments and observations indicate that disadvantaged pupils have been impacted by 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 age-related 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

Linked to our challenges 1 and 2, our internal assessments during 2024/5 suggested that the performance of disadvantaged pupils has not improved as we expected. In some areas outcomes have been maintained however leaders need to review this provision moving forward in the year ahead. Interventions next year will be streamlined and specific PP children will be targeted for further support. The use of focused provision particularly targeting PP and SEND will focus improved outcomes for pupils.

Our targeted academic interventions, including Talkboost, Quick fire phonics, Quick fire spelling, Communication groups, Nurture and 1:1 speech and language, had a very positive impact on the outcomes of those children who accessed them. Pupils accessing these interventions are closing gaps in key areas and enabling them to be more successful in their learning. These interventions will continue to be targeted according to internal assessments, and be extended where necessary, particularly in the Early Years. Phonics outcomes in Year 1 show ongoing improvements for pupils and that the QFT of synthetic phonics is proving effective for many pupils.

Our pastoral support is key to meeting the challenges 5 and 6 and to supporting the engagement of all children in their learning. Evidence from our pastoral support team and our Boxall profiling showed that children were becoming more able to self-regulate and to maintain the school’s expectations of behaviour. Incident of fixed term exclusion had reduced. This is a three year positive trend. We continue to revisit school expectations regularly to keep this high profile and reward children through class celebrations and whole school celebration assemblies and hot chocolate with the head. A Nurture approach is implemented across the school to support the social and emotional needs of pupils. The school is a National Nurturing school and is acknowledged as a very good example of an inclusive nurturing approach. The schools is adept at managing pupils who have significant SEMH needs. An ability to be reflective in the approach taken to support pupils ensures that pupils are able to remain successful. Leaders have recognised that there is a gap in family support and will be looking to improve resource in this area in the year ahead. Year on year exclusions are reducing as the staff team become more confident in strategies to support pupils.

Challenge 7 During the academic year 2024-2025 the schools targeted approach to attendance continues to have a positive impact. The school was significantly impacted by 3 periods of significant school absence, . The proactive pastoral intervention engaged families positively to engage with attendance and parents were acceptant of support given. Transparent and supportive dialogue with parents enabled the school to provide supportive challenge to poor attendance. This was particularly successful with combating persistent lates. Our attendance is currently 92% for PP children and 93% for the whole school so our current strategy and actions around attendance will continue in 2025 – 2026 and will embed and ensure that changes to the attendance policy in line with latest government guidance are implemented.

Externally provided programmes

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

Doodle Maths

Doodle Spelling

Doodle Learning

Service pupil premium funding (optional)

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

We have no service children in our school at this time.

Further information (optional)

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 – 2026
Pupil premium area for development	Focus area			Pupil premium intended outcome
	2024	2025	2026
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. That will include:

Embedding more effective practice around feedback. EEF evidence demonstrates this has significant benefits for pupils, particularly disadvantaged pupils.
A programme of instructional coaching 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 Nurture and zones of regulations.
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.
In response to the post pandemic impact on learning, online tutoring will be targeted for year groups needing it most.

Professional Email Signature

PP Strategy 3 year Plan 2024-2025

Historical Expenditure Reports:

Pupil Premium strategy and review 2023-2024

pupil strategy and review 2022-23

Pupil Premium Review 2021-2022.

Pupil Premium Strategy 2021 -2022

Pupil Premium Strategy Review 2019-2020

Pupil Premium Strategy 2019 - 2020

Pupil Premium Strategy Review 2018 - 2019

Assessments of children against Age related expectations are made of children from Early Years to Year 6. As a school we track and monitor progress of children from their starting points. Children are judged against 4 standards:

Exceeding Age related expectations.

Working at Age related expectations

Working towards Age related expectations

Working below Age related expectations

Good levels of progress are indicated by children maintaining prior attainment when at the expected standard. However accelerated progress will be expected for children working below the expected standard in order that they diminish the difference in their outcomes.

SEND assessment

Some children who have special educational needs are assessed against P level scales, progress measures and time scales are different under this system.