Everton Primary School
Everyone. Everyday. Everlasting.
Pupil Premium
Pupil Premium Strategy Statement
This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 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 | Everton Primary School |
Number of pupils in school | 100 |
Proportion (%) of pupil premium eligible pupils | 11% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022-2023 2023-2024 2024-2025 |
Date this statement was published | December 2023 |
Date on which it will be reviewed | December 2024 |
Statement authorised by | Mr A Green |
Pupil premium lead | Mr A Green |
Governor / Trustee lead | Mr R Kirbyshaw |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £10880 |
Recovery premium funding allocation this academic year | £2000 |
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 | £12880 |
Part A: Pupil premium strategy plan
Statement of intent
Pupil premium is funding to improve education outcomes for disadvantaged pupils in schools in England. Evidence shows that disadvantaged children generally face additional challenges in reaching their potential at school and often do not perform as well as other pupils. At Everton Primary School we make decisions about using Pupil Premium funding whilst considering the context of our school and any specific challenges that we personally face. Everton Primary School is a smaller than the average-sized primary school. It has four classes. The Early Years Foundation Stage class caters for children in Nursery and Reception Years. Class 1 caters for pupils in Years 1 and 2, Class 2 caters for pupils in Years 3 and 4 and Class 3 caters for pupils in Years 5 and 6. The vast majority of our pupils are white British. There are a small number of children in school who are looked after by the local authority. The proportion of pupils eligible for the pupil premium is below average. Common barriers to learning for disadvantaged children can include: less support at home; weak language and communication skills; a lack of confidence; more frequent behaviour difficulties; attendance and punctuality issues; and more complex family situations that prevent children flourishing. The challenges are varied and there is no specific answer or ‘one size fits all’ approach. Research has found that disadvantaged pupils have been worst affected by the impact of the pandemic https://educationendowmentfoundation.org.uk/guidance-for-teachers/covid-19-resources/best-evidence-on-impact-of-covid-19-on-pupil-attainment It is therefore more important than ever that school strategies focus on support for disadvantaged pupils.
At Everton Primary School our ultimate objectives for our disadvantaged pupils are:
How Everton Primary School’s current Pupil Premium strategy plan works to achieve these ultimate objectives:
The key principles of Everton Primary School’s Pupil Premium strategy plan: At Everton Primary School, we aim to develop the teaching provision for all children, with targeted interventions where necessary. The needs of children in receipt of the pupil premium grant are assessed and there may be individual barriers to learning identified. Our priorities, however, have been identified because they will address the needs of all disadvantaged children as well as the wider school population. A tiered approach will be used in acknowledgement that ensuring the highest quality of teaching for all should be a main focus for spending, alongside additional expenditure on targeted support and wider strategies as necessary. Our Pupil Premium numbers are low, in most cohorts there may only be one child and some none at all. It is important that comparative percentages are viewed with caution. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Internal data shows that the progress and attainment of Pupil Premium children was below that of their peers. |
2 | Some Pupil Premium children display signs of less secure emotional wellbeing and low self-esteem. |
3 | Some Pupil Premium children have attendance below that of the national average. |
4 | For some Pupil Premium children, opportunities to try and experience new activities and learn new skills are limited due to financial restraints. |
5 | Parents and carers of Pupil Premium children need support in order to work and support their family. |
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 |
The attainment of Pupil Premium children is in line with that of their peers. | Teachers know who PP children are and plan for these children accordingly. Teachers communicate the attainment, progress and any needs of PP children specifically at regular Pupil Progress meetings. PP pupils will make at least expected progress from their individual starting points towards their end of key stage targets. The percentage of Pupil Premium children achieving the standard at the end of each Key stage is in line with the rest of the school. |
Pupil Premium children’s emotional wellbeing and self-esteem is supported in school – a safe and caring environment. | Pupil Premium children have access to a range of supportive and caring interventions and adults in school, which enable them to have high aspirations and confidence in themselves. Parental and pupil feedback is increasingly positive. |
Some Pupil Premium children have attendance below that of the national average. | Pupil Premium children will show an increased attendance that matches the national average across the academic year. PP children know the importance of education and educational opportunities. |
Pupil Premium children are given opportunities to experience new activities and learn new skills. | Pupil Premium children go on residential visits, school educational visits and have access to after-school clubs etc. PP children have had access to cultural capital experiences, life experiences and ultimately understanding of society and the wider world. |
Parents and carers of Pupil Premium children are supported in order to support them in work, education, training and support attendance. | Pupil Premium children have accessed wrap-around care as and when needed so that families can use the time for work, education and/or training as well as to support our PP children’s overall attendance. |
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: £9860
Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Clear and consistent monitoring of PP pupils is vital to ensure that progress is being made and that their academic needs are being met. Making school staff aware of PP pupil attainment and progress being a SIP priority emphasises its importance. CPD used to formatively assess PP children and techniques to give them structure and make them feel safe. | 1 |
| The impact of individual 1:1 and/or small group instruction and feedback. Evidence of progress and attainment through monitoring. The use of resources to embed and cement knowledge and understanding.
| 1 |
| National College allows all staff to access CPD on a wide variety of excellent practice within the education system. CPD on the needs of PP children is set by the SLT and is available to all staff for self-initiated CPD also. | 1,2,3&4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £11920.40
Activity | Evidence that supports this approach | Challenge number(s) addressed |
| The impact (progress and attainment) of individual 1:1 and/or small group instruction and feedback after a experienced teacher has led interventions (Focused TASPs) with PP, bottom 20% and below average progress children. Evidence of progress and attainment through monitoring.
| 1 & 2 |
| The impact of individual 1:1 and/or small group instruction and feedback. Evidence of progress and attainment through monitoring.
| 1 |
| The impact of individual 1:1 and/or small group instruction and feedback. Evidence of progress and attainment through monitoring in the Toe-by-Toe and TT Rock Star programmes.
| 1 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £2885.60 + £1045 (Recovery Premium) = £3930.60
Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Research linked to emotional resilience and wellbeing. Individual Thrive assessments. | 2, 3, 4 |
| The importance of cultural capital – experiences that enable children to learn key information, knowledge and skills from. Building healthy positive links and relationships with fellow peers, members of the community, parents and families is a proven method to remove barriers and engage home support and child confidence, interaction and learning. | 2, 3, 4, 5 |
| By supporting families, school will build healthy relationships and positive attitudes to learning for pupils. Building healthy positive links and relationships with fellow peers, members of the community, parents and families is a proven method to remove barriers and engage home support and child confidence, interaction and learning. | 2, 3, 4, 5 |
| Children receive 1:1 emotional support and can learn to understand more about their own feelings and thoughts. Sometimes they may re-enact or play out traumatic or difficult life experiences in order to make sense of their past and cope better with their future. Children may also learn to manage relationships and conflicts in more appropriate ways. | 2 & 3 |
Total budgeted cost: £25,711 (£12831 over)
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 2021 to 2022 academic year.
Everton Primary School’s Pupil Premium Strategies have been written by the Headteacher and supported by the School Manager since the 2021-22 statement, up to and including this one for the academic year 2022-23. Below is details the impact that our pupil premium activity had on pupils in the 2022-23 academic year. Due to our relatively small number of pupils on roll ratio to premium children (6) – individual data is not being shown as these children could be easily identifiable. Reading Progress since baseline 2022-23 (expected progress = 6 points) 6 of 6 PP pupils have made expected progress or better Writing Progress since baseline 2022-23 (expected progress = 6 points) 5 of 6 PP pupils have made expected progress or better 1 of 6 is 3 points behind expected progress Maths Progress since baseline 2022-23 (expected progress = 6 points) 4 of 6 PP pupils have made expected progress or better 2 of 6 are 1 point behind expected progress All of our Pupil Premium pupils have individual specific TASPs (Targeted Action Support Plans) with a focus on reading, writing and maths during the 2023-24 academic year. |
Externally provided programmes
Programme | Provider |
Times Table Rock Stars | Maths Circle Ltd |
Numberbots | Maths Circle Ltd |
Thrive | Fronting The Challenge Ltd |
Accelerated Reader | Renaissance |