Outcomes for Pupils who are funded through the Pupil Premium

Roughly 28% of our pupils are funded through the Pupil Premium. This strategy sets out how we plan to improve outcomes for these pupils.

We have a whole-school ethos of attainment for all. There is a culture of high expectations for all pupils, and a belief that every disadvantaged pupil is capable of overcoming their personal barriers to succeed. All children are expected to attend school regularly, and the school cultivates a strong sense of belonging. Leaders, teachers and other adults understand their role within the school's strategy and how to support pupils who receive Pupil Premium Grant (PPG) funding.

The Barriers Our Pupils Face

Through our assessment data, attendance records and conversations with families, we have identified the following as the key challenges to achievement among our disadvantaged pupils:

• - speech and language deprivation and poor reading skills, which often impact on progress across the curriculum
• - poor attendance and lateness, which affects learning progress
• - ruptured early development through trauma and adverse childhood experiences (ACEs), leading to poor social and emotional development that can affect some pupils' ability to manage emotions, sustain relationships and self-regulate
• - less access to extra-curricular activities and educational experiences, such as trips, music lessons and physical activity
• - insufficient progress in previous years, affecting both self-esteem and leaving gaps in learning
• - some parents lacking the skills or awareness to support their children's emotional development, mental health  and learning at home
• - a high proportion of children arriving with poor development on entry and low school readiness.

How We Support Our Pupils

Whole-school ethos and high-quality teaching

We place a strong emphasis on high-quality inclusive teaching for all, underpinned by ongoing formative assessment to ensure disadvantaged pupils make good or better progress. Our curriculum is planned "through the eyes of the disadvantaged" to ensure access for all children, and tiered vocabulary is taught explicitly throughout school. Staff receive regular CPD, including coaching on effective deployment of additional adults and structured approaches to retrieval practice.

Targeted academic support includes:

• - booster phonics groups, additional reading materials, and catch-up numeracy for children below age-related        expectations
• - access to Widgit to support early language and reading fluency
• - Speech and Language Support Assistant (SALSA) time bought in from the local authority for early intervention
• - small group interactive reading and collaborative talk in Year R to address communication needs.

Wider strategies: behaviour, wellbeing and attendance includes:

• - two trained Literacy Support Assistants delivering planned programmes of support, and working with parents to build home-school links
• - prioritised Mental Health Support Team (MHST) support for PPG families
• - a relational approach and emotion coaching adopted by all staff to support social, emotional and mental health needs
• - Thrive assessment used to plan targeted interventions, drawing on our Beacon (speech and language), Nest      (nurture) and Lighthouse (SEMH) strands
• - attendance monitored closely with support from the local authority's Education Welfare Officer (EWO), with       persistent absence rigorously challenged
• - outdoor learning prioritised to support creative learning, exploration, behaviour and self-regulation.
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