Detail

Data

Number of pupils in school

96

Proportion (%) of pupil premium eligible pupils

10%

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended – you must still publish an updated statement each academic year)

2025-2026

2026-2027

2027-2028

Date this statement was published

December 2025

Date on which it will be reviewed

December 2026

Statement authorised by

Mr A Green

Pupil premium lead

Mr A Green

Governor / Trustee lead

Mr R Kirbyshaw

Detail

Amount

Pupil premium funding allocation this academic year

£14,750

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

£14,750

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-attainmentIt 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:

• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils
• For all disadvantaged pupils in our school to make or exceed the nationally expected progress rates
• To support our children’s health and wellbeing to enable them to access learning at an appropriate level

How Everton Primary School’s current Pupil Premium strategy plan works to achieve these ultimate objectives:

• A combination of quality first teaching and robust diagnostic assessments that address specific gaps before culminating in timely interventions
• Positive relationships promote attendance and reduce the negative impact of lost school hours
• Achievements are celebrated and emotional wellbeing promoted so that children have a positive self-image and develop the resilience needed to cope with challenge and change.

The key principles of our strategy plan:

• Inclusion of PP and disadvantaged children
• Quality first teaching
• Focused and individualised learning
• Opportunities to progress and succeed both academically and emotionally
• New experiences
• Support to attend school in order to be included and have these opportunities

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 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

Evidence that supports this approach

Challenge number(s) addressed

• Pupil progress meetings
• Monitoring using Arbor
• The School Improvement Plan

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

• Teacher and/or TAs are timetabled to plan and deliver focused groups and interventions e.g. TASPs - £6500
• Monitoring Cycle

Resources - £100

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 – CPD/training including INSETs, Twilights and Staff Meetings

£1535.10 online resource

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

Activity

Evidence that supports this approach

Challenge number(s) addressed

Emotional Support Lead

£6000

The school have employed an ESL to work alongside vulnerable individuals in order to support their emotional wellbeing and focus before, during and after structured and/or unstructured time. This is being shown to support dysregulated children enter and/or return to work more quickly and support them through aspects of the day that their anxieties could be heightened.

1, 2 & 3

TASPs – see ‘Teaching’ section

The impact (progress and attainment) of individual 1:1 and/or small group instruction and feedback after teacher has led interventions (Focused TASPs) with Vulnerable pupils, including: PP, bottom 20% and below average progress children.

Evidence of progress and attainment through monitoring.

1 & 2

• Toe-by-Toe and Power of Two - £324.12
• Times Table Rock Stars and Numbots - £245.28
• Classroom Secrets - £166

Accelerated Reader - £1232.15

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

Activity

Evidence that supports this approach

Challenge number(s) addressed

• Thrive £300
• Thrive Teacher
• Thrive CPD £342

Research linked to emotional resilience and wellbeing. Individual Thrive assessments.

2, 3, 4

• Funded after-school clubs £200

Funded residentials and educational visits £2000

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

• Communication systems
• Funded Breakfast Club places for PP children £700

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

Outline the performance of your disadvantaged pupils in the previous academic year and explain how it has been assessed. You should draw on:

• Data from the previous academic year’s national assessments and qualifications, once published.  
• Comparison to local and national averages and outcomes achieved by your school’s non-disadvantaged pupils (a note of caution can be added to signal that pupils included in the performance data will have experienced some disruption due to Covid-19 earlier in their schooling, which will have affected individual pupils and schools differently). 
• Information from summative and formative assessments the school has undertaken.
• School data and observations used to assess wider issues impacting

disadvantaged pupils’ performance, including attendance, behaviour and

wellbeing

You should state whether you are on target to achieve the outcomes of your strategy (as outlined in the Intended Outcomes section above) and outline your analysis of what aspects of your strategy are/are not working well.  

If last year marked the end of a previous pupil premium strategy plan, you should set out your assessment of how successfully the intended outcomes of that plan were met.

Programme

Provider

Times Table Rock Stars

Maths Circle Ltd

Numberbots

Maths Circle Ltd

Thrive

Fronting The Challenge Ltd

Accelerated Reader

Renaissance

Classroom Secrets

Classroom Secrets