1.0Statement of intent

Brixworth CEVC Primary School is committed to providing a happy, safe and stimulating environment for all children, providing them with the opportunity to achieve their full potential. Working in partnership with the community, we aim to create an environment where all children feel valued and develop the necessary skills and attributes to prepare them for their future and inspire them to become lifelong learners. Brixworth CEVC Primary School adopts a whole school approach with all being empowered and accountable for our pupil premium pupils. Barriers to learning are quickly recognised from entry, which in turn allows us to address issues and quickly provide any necessary support. Our Pupil Premium strategy starts with excellent Quality First Teaching where high expectations and consistency of progress and achievement for all pupils is embedded throughout our school, and this is enhanced further ensuring Pupil Premium is used to maximum effect. This is followed with bespoke and targeted support so as to ensure Pupil Premium children achieve their potential.

2.0SchoolContextualOverview

SchoolName

Brixworth CEVC Primary School

Academic Year

2023 to 2024

2024 to 2025

2025-2026

Number of Pupils in school

465

490

483

Number and proportion of disadvantaged pupils

70 (15%)

62

(12.7%)

67

(13.8%)

Total Pupil premium allocation (�)

�111,525

�113390

�114, 555

Academic year or years covered by statement

Publish date

September 2023

October 2024

October 2025

Review date

July 2024

July 2025

July 2026

Statement authorised by

Neil Tyler

Neil Tyler

Neil Tyler

Pupil Premium lead

Sharon Marsh

Sharon Marsh

Sharon Marsh

Governor Pupil Premium lead

3.0StrategicVision:LongTermDesiredPriorityandOutcomes

Three-yearPriorities:

Endofthree-Yearoutcomes:

Link(s)toSDP:

� Attainmentand progress

Children in receipt of pupil premium grant as well as all other cohorts are at least in line with other children nationally in reading, writing, maths and phonics.

� Attendance

Increased attendance rates for pupils eligible for pupil premium, to reach at least 95%.

Attendance focus

Parentengagement

Mental Health and well-being

All parents of children in receipt of pupil premium grant to attend events, workshops, review meetings and parent�s evenings.

Children in receipt of the PPG access support to target their social, emotional and mental needs and ensure early intervention is achieved.

Enrichment

All children in receipt of the pupil premium grant participate in at least one extra-curricular club and can access all enrichment opportunities provided to both pupils who are PP and non-PP.

PlannedImpact/TargetsTowardsLongTermOutcomes2023-26

� All pupil premium children achieve at least expected progress in line with their peers.

� To narrow the attainment gap between disadvantaged and non-disadvantaged pupils in reading, writing and maths.

� Increased attendance rates for individual children eligible for pupil premium, to reach at least 96% (in line with non-PP children)

� All pupils in receipt of the PPG will be able to access an extra-curricular activity if they wish to do so.

� To provide increased enrichment opportunities for disadvantaged pupils

� All pupils in receipt of the PPG who have specific SEMH needs will access support to remove barriers to learning.

� To ensure all parents of pupils in receipt of the PPG attend parent�s evenings, workshops and meetings as provided by the school.

Challenges to future attainment (for pupils eligible for PP, including high ability) � updated October 2025

1

At the end of KS2 46% of PP children achieved ARE in writing compared to 87% of non-PP children. No PP children achieved GDS in writing at the end of KS2.

Out of the 7 children who did not achieve ARE in writing at the end of KS2, 3 had an EHCP and 1 was going through an EHCNA.

There remains a significant discrepancy between PP and non-PP children achieving the ARE although it is notable that almost a third of the children entitled to the PPG also have SEND.

A number of PP children this year were below the expected standard in reading: At the end of KS2 70% of PP children achieved ARE in reading compared to 90% of non-PP children. 8% of PP children achieved the GDS in reading compared to 58% of non-PP children.

2

Maths - 54% of non-PP children compared to 90% of PP children achieved ARE at the end of KS2. This % is lower than last year however 5 out of the 13 children entitled to the PPG had SEND and 3 of these children had EHCPs.

3

A number of children enter school in Foundation Stage with poor oral language skills, as well as speech and language difficulties.

4

A number of our disadvantaged children have emotional and mental health difficulties; including attachment needs, which may impact on their academic progress and ability to access teaching and learning,

5

Some low-income families find it hard to afford extra enrichment activities and access appropriate support so pupils can reach their potential.

6

A number of disadvantaged children have suffered adverse childhood experiences (ACE�s), which impacts on their ability to reach their potential.

7

Attendance of PP pupils compared to non-PP pupils shows variation 89.5% (PP) compared to all children 95.3% - variation

TeachingandProfessionalDevelopment

PupilPremiumbarrieraddressing

Activities/Actions

SuccessCriteria/Measure

ChallengetoimplementationandMitigationaction

�Adaptive teaching methods

Attainment gap between PP and non-PP children in relation to core areas of learning.

- CPD on adaptive teaching methods is a focus of staff CPD across the school and in all subject areas.

- Coaching groups have been established that include cross-phase teachers working collaboratively to improve practice.

- Adaptive methods evident in teaching and planning.

- Learning walks evidence adaptive teaching methods.

- Feedback within coaching groups reflects on implementation of adaptive teaching methods.

All planning and lesson monitoring will evidence adaptive teaching methods.

Feedback during coaching sessions will demonstrate improved knowledge and skills of adaptive teaching methods.

The gap will have narrowed between PP and non-PP children in core areas of learning.

Staff absence rate can impact the monitoring of implementation of adaptive teaching methods.

Writing � strategies for writing

Raise attainment in writing

�CPD provided to all staff on the strategies to support the writing process across all year groups.

Writing planning will be linked to the class text to increase engagement.

Writing lead to provide training in the teaching of spelling, punctuation and grammar across the school.

Review handwriting and the use of kinetic letters.

All staff will be confident in teaching the strategies to support the writing process which will improve the attainment in writing across the school. There will be consistency in teaching the writing strategies across the school.

Ensure time for regular learning walks will ensure QFT is evident across the school. Monitoring of pupil data and book scrutiny will show evidence of improved attainment in writing.

Supporting pupil�s Social and Emotional Learning

Ensure vulnerable pupils with SEMH needs are being supported in the classroom so that this barrier is not impacting on the teaching and learning of all.

CPD to be provided to all staff on adverse childhood experiences (ACE�s) and attachment.

Boxall Profile will be used to monitor the progress of pupil�s SEMH needs.

MHST to provide CPD on anxiety.

Staff will feel confident supporting pupils with SEMH needs utilizing relational approaches to managing behaviours.

Improved Boxall Profile scores will be evident.

Inclusion Manager and Head teacher to attend training on Therapuetic Thinking Skills.

Timetabling learning walks will evidence relational approaches being used to manage behaviours consistently across the school.�

Inclusion Manager to provide CPD based on Therapuetic Thinking Skills.

Subject leader training and development

To ensure progression of skills across the whole of the curriculum, through a broad and balanced curriculum that is deep, rich and ambitious � providing opportunities to ensure children are able to do more, know more and remember more.

CPD schedule is outlined on the whole school planner identifying training focus as well as monitoring activities, this will support the implementation of a highly effective curriculum provision.

Cluster meetings will be arranged so subject leaders can be outward facing and learn from best practice from other colleagues.

Pupil premium children achieve equally as well as non- pupil premium children in all aspects of the curriculum.

Subject leaders are able to confidently identify barriers and provide support to overcome these in their curriculum area.

Scheduled CPD for all staff on wider curriculum areas remains a priority. Consistent monitoring of pupil knowledge retrieval. Subject leader and SLT monitoring of wider curriculum data to ensure PP pupils are making at least expected progress and consistently of expectations is applied.�

Subject leaders will ensure enrichment opportunities are in place for all pupils considering pupil premium children and cultural capital provision within their curriculum area.

Projectedspending

�11,000

Academicsupport

PupilPremiumbarrieraddressing

Activities/Actions

SuccessCriteria/Measure

ChallengetoimplementationandMitigationaction

Phonics

To ensure children are secure with all sounds in order to pass the phonics screening check and be able to develop fluency and understanding in reading.

Targeted interventions for pupil�s on identified sounds and skills based on data from Phonics Tracker.

Pupil�s will pass the phonics screening check.

Children become fluent readers demonstrating secure comprehension of the texts they read.

Timetabling for interventions and available staffing for individual reads � KS1 lead and SLT to support.

Pre & Post Teaching (Wider curriculum areas)

To help children to have prior knowledge and gain an understanding of weekly learning. Reviewing and ascertaining understanding after the teaching of a topic/concept.

Targeted support to take place prior to new learning for identified pupils.

Children are confident to participate in lessons and have a greater understanding of the learning.

Misconceptions can be addressed and corrected.

Ensuring all children are in school when the pre-teaching takes place. Timetabling for interventions. SLT to support.

Speech and Language Therapist intervention

To ensure pupils� who start school have age appropriate speech and language skills.

Pupils in Foundation Stage will be identified early if speech and language delay is evident and referred to SALT for support and intervention.

CPD provided for staff so on-going support for pupils can be provided.

Children are more confident and have a better understanding of language.

Children will specific expressive language difficulties with access early intervention.

Ensure appropriate staffing available and timetabling.

Reading

Improved reading fluency and comprehension skills.

Pupils in Years 2 to 6 will access Accelerated Reader. Pupils will access reading interventions to improve fluency and comprehension. Personalised reading support will be provided for pupils as required e.g. Toe by Toe, precision teaching.

Pupil�s will demonstrate improved fluency and comprehension skills based on termly assessment data.

Ensuring sufficient technology is available for pupils/staff to support Accelerated Reader.

Maths

Improved arithmetic and reasoning skills for some pupils who are working below expectations or are off-track.

Ensure concrete resources are available for pupils to enhance teaching and learning.

Daily pre-teaching and pot-holes for pupil�s when gaps in their learning have been identified. Resources purchased to support the teaching and learning of reasoning skills. Small group in-class support and interventions for arithmetic and reasoning skills. Additional teacher in Y6 to support small group maths teaching and learning.

Pupil�s will demonstrate improved arithmetic and reasoning skills based on intervention outcomes and termly data. Pupil progress meetings will monitor the achievements of pupil�s entitled to the PPG.

Deployment of staff for interventions if absence occurs. Increased needs of other vulnerable learners impacting on availability of staff to implement interventions.

Projectedspending

�60,000

Widerstrategies

PupilPremiumbarrieraddressing

Activities/Actions

SuccessCriteria/Measure

ChallengetoimplementationandMitigationaction

Wider family needs

Some families have more difficult circumstances at home and children�s lived experiences can impact adversely on pupil�s attainment, development and engagement.

Inclusion Manager/PSA provide Early Help for families as required. Inclusion Manager will liaise with a wide range of professionals to ensure support is in place and barriers can be overcome.

Solihull Parenting course will be offered to parents where a need is identified.

Wider family needs will be addressed which leads to improved longer time outcomes for pupils.

Parental engagement.

Attendance

Poor attendance results in missed learning and further gaps.

Expectations set and policy followed.

Absence monitored weekly and appropriate actions applied where attendance issues are identified.

Inclusion Lead and PSA will attend Engagement, Education and Attendance training delivered by LA as part of a Pilot project.

Pupil premium attendance is improved and in-line with the school target of 96.5%

Time to review and respond

Parental engagement

Financial pressures on families which result in term-time holidays being taken.

Regular absence should be highlighted to SLT.

Pastoral Support

Social, emotional and communication needs relating to physical and mental wellbeing impacting on learning.

Full-time pastoral support assistant/ trained ELSA � carefully planned support to meet the needs of pupils where SEMH needs are evident.

Targeted interventions for children�s individual needs.

Nurture provision is provided for identified pupils.

Children�s wellbeing is positive and they are prepared for learning.

Improved outcomes from targeted ELSA interventions.

Improved Boxall Profile scores.

Pupils must be willing to participate in the organised interventions and be supported by the school�s PSA.

Timetabling.

Extra-curricular and enrichment opportunities access for PP pupils.

Financial and logistical difficulties in the children staying after school to access extra-curricular clubs.

Some pupils have limited experiences outside of the school environment due to financial pressures.

Every pupil premium child to attend an afterschool club each term if they want to.

Parents of pupil�s entitled to the PPG will be given a credit to use for extra-curricular experiences.

Enrichment opportunities provided to pupils as part of curriculum learning.

100% of all PP pupils attend an extra-curricular club in KS1 and KS2 if they wish to.

All pupils� will have the opportunity to access enrichment experiences e.g. educational visits, curriculum experiences, residential visits.

Arrangements for pick up times � discussions with parents to ensure pupils are able and encouraged to access extra-curricular clubs if they want to.

Projectedspending

�43,555

Total Projected spend for 2025-26

114,555

Priority

IImpact/OutcomeAchieved

Howisthisinforming2025/26?

Oral language skills

A qualified speech and language therapist has worked in school to provide 1:1 and group support to pupils as well as staff. This support has been beneficial ensuring pupils make rapid progress in their speech and language development and any needs/difficulties in both language and speech needs are identified and targeted early. Staff are positive about being able to access specialist support, advice and resources more readily and parents have reported the benefits of accessing early intervention, especially in the Early Years. This intervention will continue in 2025-26.

Continue to employ a SALT to come into school on a regular basis to provide targeted speech and language intervention. The SALT will also support staff in implementing provision and provide timely feedback and support to parents.

Progress in Reading

Daily reading lessons and the focus on VIPERS has continued to have a significant impact on the progress of pupil's attainment in reading. Accelerated Reader is firmly implemented and pupils engage well with the quizzes used at the end of each book to assess their comprehension of what they have read. Children have access to a wide range of literature in school and also visit the local library to develop a love for reading.

At the end of KS2 70% of PP children achieved ARE in reading compared to 90% of non-PP children. 8% of PP children achieved the GDS in reading compared to 58% of non-PP children. 4 PP children did not achieve ARE in reading at the end of Year 6 however both children had EHCPs.

Reading remains a strength of the school although it would be positive to see less discrepancy between PP and non-PP children and those securing GDS at the end of KS2.

Progress in Writing

At the end of KS2 46% of PP children achieved ARE in writing compared to 87% of non-PP children. No PP children achieved GDS in writing at the end of KS2.

�Out of the 7 children who did not achieve ARE in writing at the end of KS2, 3 had an EHCP and 1 was going through an EHCNA.

There still remains a significant discrepancy between PP and non-PP children achieving the ARE although it is notable that almost a third of the children entitled to the PPG also have SEND.

Writing lead to provide ongoing training and the teaching and monitoring of writing will remain a regular agenda item on whole school and phase meetings. �SLT to monitor writing. Ensure there are many opportunities for cross-curricular writing across all subject areas. Utilise technology to support pupils� where writing is a barrier to learning. Writing lead to also provide CPD on GPS. Cluster writing moderation. Pupils will receive QFT and teachers maintain high expectations of pupils writing. Toolkits firmly embedded across the school.

Pupils will access daily spelling lessons that demonstrate clear progression in the teaching of knowledge and skills across KS2.

Progress in Mathematics

54% of non-PP children compared to 90% of PP children achieved ARE at the end of KS2. This % lis ower than last year however 5 out of the 13 children entitled to the PPG had SEND and 3 of these children had EHCPs.

At the end of KS1

Overall 79% of children achieved at least ARE. 63% of PP children compared to 80% of non-PP children achieved ARE.

For KS1 children there were less than 10 children so data can be considered statistically unreliable.

Staff and pupils continue to be positive about the use of pre-teaching and pot-holes to support in maths. Pupils are given sufficient time to address areas of learning that have proved to be challenging and pre-teaching enables pupils to feel more confident about future learning.

Ensure TAs provide pot-holes and pre-teaching for pupils in maths where needed.

Ensuring the teaching of reasoning is firmly embedded across the school.

Teachers and subject lead to monitor ALL pupils accessing reasoning and problem-solving questions during daily maths lessons.

Implementing adaptive teaching methods.

Ensure pupils access modelling and scaffolding.

SLT to monitor planning and complete regular book looks to monitor the quality of teaching and learning. �

Progress in phonics and spelling

At the end of KS2 89% of pupils achieved ARE in GPS compared to nationally 72%

At the end of KS2 78% of PP Pupils achieved ARE in GPS compared to 91% of non-PP pupils.

In Year 1, 91% of pupils passed the PSC. �There were 6 children in Y1 entitled to the PPG and all of these pupils passed the PSC compared to 90% of non-PP children.

Phonics lead and SLT to monitor the teaching and learning of phonics through Phonics Tracker. Targeted intervention by TA to support pupils off-track. Motivate pupils to read texts both in school and at home that support the acquisition of phonic skills. Continue intervention to ensure high standards are maintained and early intervention is established when needed.

Emotional regulation

Zones of regulation is used consistently across the school. Pupils with significant difficulties with emotional regulation have received targeted support and a great deal of success has been achieved with ensuring personalised approaches are used to support vulnerable learners. Some pupils who could not previously access termly assessments in core areas of learning are now able to do so. Support from outside professionals e.g. specialist OTs, have been accessed for a small number of pupils and parents/carers have reported a significant positive impact of this intervention. Home and school work effiectively together to ensure pupil�s needs are met. Pupils who have received targeted intervention from our PSA e.g. anxiety, bereavement, transition, social interaction and self-esteem. and trained nurture practitioners have made good progress and the voice of the child in many cases has evidenced the positive impact of interventions. A significant number of pupils have received direct intervention from the MHST and PSA supported 63 children across the year and 18 children accessed nurture provision.

Utilies support from MHST to provide ongoing CPD for staff.

Use a range of assessment tools to assess pupils SEMH needs and ensure timely intervention is maintained.

PSA and Inclusion lead to continue to plan ongoing intervention for vulnerable pupils with emerging mental health needs.

Attendance

Attendance of regular meetings between the Inclusion Manager and Head Teacher have ensured timely intervention for pupils where attendance goes below 90%. Meetings have been held with some families to support and plan strategies to improve pupils� attendance and communication between home and school has been sustained. Close liaison between home and school ensures timely intervention is achieved when attendance issues arise. Review attendance policy and regular home school communication has been in place. There is still a gap between PP children�s attendance and the rest of the school � PP children�s attendance was 89.5% compared to whole school 95.3%

Challenge persistent absence (below 90%). Ensure letters and communication is maintained where attendance becomes a concern. Regular communication with parents about the impact of good/poor attendance. Ensure wider professionals are involved when attendance becomes a concern. Engage positively with LA attendance officer and seek support when attendance becomes a concern. Late attendance will be monitored closely and communication maintained when this is a concern.

Enrichment

Pupils in receipt of the PPG were provided with a credit that enabled them to access extra-curricular opportunities and educational visits. The school funded coach travel to Young Voices through the PPG. Many PP pupils also had the opportunity to attend sporting activities off-site. Wherever possible parents of disadvantaged pupils have been supported to access music lessons, purchase uniform and support educational visits/in-school visitors and the residential visit in Y6.

Provide an enrichment credit to families in receipt of the PPG.