Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 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 Norbury Hall Primary School

Number of pupils in school 455

Proportion (%) of pupil premium eligible pupils 4.3%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 2022 – 2025

Date this statement was published October 2023

Date on which it will be reviewed October 2024

Statement authorised by Jacqui Ames

Pupil premium lead Becky Wood

Governor / Trustee lead

Funding overview

Detail Amount

Pupil premium funding allocation this academic year £40,775

Recovery premium funding allocation this academic year £1668

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

Total budget for this academic year


Part A: Pupil premium strategy plan

Statement of intent

• Our intention is that all of our children, irrespective of their background or the challenges they may face, make good progress from their starting points and achieve well across the curriculum. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve these goals, including progress for those who are already high attainers.

• We consider the needs faced by all our vulnerable children and actively seek an open and honest dialogue with our families who may need support. The activity outlined in this statement is intended to support their needs, regardless of whether they are disadvantaged or not.

• Quality first teaching is at the heart of our approach, with a focus on areas in which disadvantaged learners require the most support. This has proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged learners in our school.

• Our pupil premium cohort is small and a bespoke and personalised approach is used to ensure the right learners receive the right support at the right time. Targeted academic support is offered through classroom intervention, tutoring sessions and bespoke home learning offers. Wider strategies support the well-being of the pupil premium learner in terms of social, emotional and behavioural needs.

• Our approach is responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage.


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

Challenge number Detail of challenge

1 Approximately half of our pupil premium children have a lower prior attainment, compared to non PPG.

2 Some pupil premium children find the basic skills within reading (phonic knowledge and a love of reading), writing and maths difficult to acquire. They make progress but at a slower rate when to compared to non PPG.

3 Seven of our pupil premium learners also have additional needs including those being supported as SEND

4 Ensuring access to the necessary resources e.g. uniform, remote learning, wider opportunities outside of the school day.

5 Our discussions with children and families have identified social and emotional issues for our pupil premium children. This has an impact on the children, including their attainment.

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

Higher levels of attainment for our pupil premium children At least expected progress measure achieved for all of our pupil premium children achieved. Where appropriate, our pupil premium children meet age related expectations or better.

Quality first teaching, bespoke home learning and school led tutoring work in unison to maximise the progress made.

Parent partnership to support learning is strong with attendance at parent teacher meetings, support for bespoke home learning and regular dialogue with estranged parents.

Pupil premium children are supported with any additional needs, including SEND, social and emotional needs and well-being. Maximised academic progress for children with additional needs supported by relevant agencies and school based SEMH interventions.

Impact through SDQ scores showing our pupil premium children targeted through play therapy, ELSA or Forest School programmes have developed more healthy minds.

Pupil premium children are supported to access wider curriculum opportunities. Pupil premium children attend residentials, school trips and extra-curricular activities where a cost is involved. Children and families are supported to provide the relevant equipment for activates.

Improved confidence when acquiring basic skills in relation to the core basic skills in reading, writing and maths Pupil premium children achieve the pass threshold in Year 1 phonics screening.

Pupil premium children successfully apply their phonic skills for reading to their writing (spelling).

Pupil premium children acquire the appropriate maths milestones for their age.

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: £15,000

Activity Evidence that supports this approach Challenge number(s) addressed

Deploy funds to the teacher and TA budget to enable support for pupil premium children above and beyond the normal staffing levels. The EEF promote and encourage effective use of teaching assistant time whereby in class support and intervention complement each other and work in tandem.

Additional adults within the classroom enables teachers to be able to support more learners in the moment and to create more effective groupings to target learners. 1, 2 and 3

A high-quality programme of phonics teaching for all children who need this as part of their curriculum. Schools are expected to teach phonics using a systematic, synthetic approach which is based on a scheme which has been approved by the DfE.

An online subscription enables our children to be able to access decodable books both within phonics teaching and as part of home learning. 1, 2 and 3

To support ease of parental support at home by providing access to online teaching software e.g. Times Table Rockstars, My Maths and Bug Club Use of online resources often motivates our learners and supports parents in terms of the pitch of learning. Platforms enable teachers to monitor activity and progress. 1 and 2

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

Budgeted cost: £11,000

Activity Evidence that supports this approach Challenge number(s) addressed

One to one or small group intervention to support closing the gap (Write Away Together, SERI, Inference)

Intervention outside of the school day or core learning time. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition


Evidence from the EEF cites progress made as +4 – 5 months 1, 2 and 3

Tutoring programme specifically targeted at pupil premium children https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition


Evidence from the EEF cites progress made as +4 – 5 months 1, 2 and 3

CPD to deliver named interventions (external provider and English lead to deliver) Reputable and proven interventions. 1, 2 and 3

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

Budgeted cost: £15,500

Activity Evidence that supports this approach Challenge number(s) addressed

Access to high quality SEMH provision for all children – pupil premium learners are prioritised within this. The school has a proven track record of a mindfulness approach with a resident play therapist on site two days a week to support as needed.

Resident forest school leaders again have a proven track record of impact on the well being and healthy mind status of our learners. Outdoor learning is proven to have a positive impact in this way.

The ELSA programme is a national programme proven to support the well-being of children.

SDQ data shows that targeted children are developing more healthy minds. 5

Financial support for residentials / school trips and wider opportunities. Wider opportunities allow for an inclusive learning environment for all where access to opportunity doesn’t become a factor.

Outdoor learning is proven to have a positive impact on a child’s well-being and consequently their engagement with learning in school. 4 and 5

Total budgeted cost: £42,433

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 2020 to 2021 academic year.

Pupil Premium Performance at the end of KS2 (2021) – expected or better

School pupil premium children National pupil premium children School cohort

Reading 67% 62% 93%

Writing 67% 68% 84%

Maths 67% 67% 93%

NB – the pupil premium cohort was a group of three children

All pupil premium learners in Year 1 passed the phonic screen check