Pupil Premium Strategy Statement 2026-29

Detail

Data

School name

Brixworth CEVC Primary School

Number of pupils in school�

487

Proportion (%) of pupil premium eligible pupils

12.1%

Academic year/years that our current pupil

premium strategy plan covers (3 year plans are recommended)

2026-2029

Date this statement was published

September 2026

Date on which it will be reviewed

July 2027

Statement authorised by

Mr Neil Tyler (Headteacher)

Pupil premium lead

Mrs Sharon Marsh

Chair of Governors

Mr John Trenfield

Detail

Amount

Pupil premium funding allocation this academic year

(including service pupil premium)

�117,200

Recovery premium funding allocation this academic year

N/A

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

�117,200

Brixworth CEVC Primary School is committed to providing a happy, safe and stimulating environment in which every child is valued, supported and able to fulfil their potential. Working in partnership with families and the wider community, we aim to equip our pupils with the knowledge, skills and personal attributes they need for the future, while inspiring them to become confident, resilient and lifelong learners.

We take a whole-school approach to supporting pupils who are eligible for the Pupil Premium Grant, alongside other vulnerable learners. All staff share responsibility and accountability for identifying and addressing barriers to learning, wellbeing and participation. These barriers are identified at the earliest opportunity, beginning when children enter the Foundation Stage, so that timely and effective support can be put in place.

Our Pupil Premium strategy is rooted in Quality First Teaching, with ambitious expectations and consistently strong provision for every pupil. The grant is used strategically to strengthen this universal provision and provide carefully targeted, evidence-informed support that responds to pupils' individual needs. Through regular monitoring and evaluation, we seek to maximise the impact of our Pupil Premium funding, reduce educational disadvantage and ensure that every eligible pupil has the opportunity to thrive and achieve their full potential.

The EEF advised that funding should be divided through a tiered approach. It is recommended that 50% of funding is spent on tier one; teaching, 25% of funding on tier two; targeted academic support and the last 25% of funding is spend on tier three; wider strategies. Many of the decisions around this strategy and funding are based on the research by Marc Rowland �Addressing Educational Disadvantage,� the Education Endowment Toolkit and case studies from successful support and interventions that have been implemented across the school.

As a school we recognise that some of our vulnerable children are not always children who are entitled to the PPG, however we recognise that many of the provisions outlined in this strategy can successfully be used to support these children also.

Our objectives are to:

To achieve our objectives and overcome identified barriers we will:

� Provide CPD to both teaching and non-teaching staff on adaptive teaching, vocabulary, reading, writing and maths.

� Provide targeted intervention and support to quickly address identified gaps in learning across the curriculum.

� Target funding to ensure that all pupils have access to trips, residentials, first hand learning experiences, uniform and other necessary resources.

� Provide opportunities for all pupils to participate in enrichment activities including sport and music.

� Meet pupils� social, emotional and mental health needs through targeted pastoral support, regular wellbeing check-ins, nurture and resilience-building activities, access to trusted adults and opportunities to develop emotional regulation, confidence, independence and life skills.

� Identify and address individual barriers to regular attendance, strengthening relationships with families, providing targeted pastoral support, celebrating positive attendance and intervening early when attendance begins to decline.

Challenge number

Detail of challenge�

1

Readiness for learning of pupils � a number of our disadvantaged children have had Adverse Childhood Experiences (ACEs) or difficulties with their social, emotional or mental health needs; including attachment needs, which impact on their academic progress and engagement.

2

The number of disadvantaged children achieving a Good Level of Development (GLD) by the end of Foundation Stage is lower than those who are non-disadvantaged. Writing is the main barrier for some disadvantaged children not achieving a GLD.

3

A number of our children enter school with poor oral language skills and may have specific speech difficulties that impacts on their acquisition of early literacy skills and phonics.

4

Academic ability � many vulnerable children enter school achieving below expectations in core areas of reading, writing and number and support with learning outside of school can be inconsistent. There is still an attainment gap between disadvantaged and non-disadvantaged children by the end of KS2 and whilst our children often make accelerated progress it is important we continue to try and close the gap. In recent years we have noticed an increase in the number of non-core pupils impacting the attainment of our disadvantaged children and subsequently the wider impact on support for all.

5

School attendance and punctuality - there is a discrepancy of 5.3% between the attendance of children entitled to the PPG compared to whole school attendance data. This impacts negatively on their progress and engagement in learning and can also impact on their social and emotional development.

6

Access to wider opportunities � some low-income families find it hard to afford extra enrichment activities and access appropriate support so pupils can reach their potential. 

7

There are a small number of parents and carers who can be difficult to engage in meetings, school events and parenting workshops that would be beneficial in enabling them to support their children out of school.

Intended outcome

Success criteria

At the end of Foundation Stage the % of children achieving a GLD will be more in line with those of non-disadvantaged pupils and will consistently exceed national averages for disadvantaged children.

The percentage of disadvantaged pupils achieving a Good Level of Development (GLD) is equal to or greater than that of non-disadvantaged pupils.

Disadvantaged pupils meet or exceed the national average GLD for disadvantaged children.

Year One Phonics outcomes for disadvantaged are in line with outcomes for non-disadvantaged and above that of national disadvantaged outcomes.

The percentage of disadvantaged pupils passing the Phonics screening check is equal to or greater than that of non-disadvantaged pupils within the school.

The percentage of disadvantaged pupils passing the Phonics screening check is above the national average for disadvantaged pupils.

Progress measures show that disadvantaged pupils are making expected or better-than-expected progress from their starting points in phonics.

To narrow the attainment gap in reading, writing and maths in disadvantaged pupils.

The outcomes for disadvantaged pupils reaching the expected standard in reading, writing and maths in 2026- 27 will improve and the gap between disadvantaged and non-disadvantaged pupils will reduce.

To improve oral language skills and vocabulary.

Assessments will show improved oral language and vocabulary among disadvantaged pupils. The gap between disadvantaged pupils and non-disadvantaged pupils at the end of Foundation Stage will show a narrower attainment gap between disadvantaged and non-disadvantaged pupils (In Jul 26 the gap was 24% but there were only 7 PP children in the year group so data is statistically challenging to analyse). Where there are concerns that a child may have speech, language and communication needs timely assessment, referrals and intervention will take place to ensure these barriers can be removed. A small group of identified children (at least 5) with speech sound difficulties will receive support through Traded Services and staff CPD will be provided to ensure in-class support is accessible on a regular basis.

To ensure all parents and carers of disadvantaged children attend school events that may support their child�s development e.g. parents� evenings, parenting workshops

All parents and carers of disadvantaged children will have met with their child�s class teacher each term to discuss their child�s progress and ways they can support their child at home.

All parents and carers will be offered the opportunity to attend a range of parent information sessions or workshops to help them support their child�s development (Inclusion Intervention Support Team or Mental Health Support Team).

To improve the range of enrichment opportunities available to support pupils� wellbeing, as well as their physical and mental health, for all pupils in our school, particularly our disadvantaged pupils.

All disadvantaged pupils will have access to a wide range of enrichment, wellbeing and extracurricular opportunities to improve aspirations for the future and their own mental health and wellbeing. This will be monitored through the take up of these opportunities alongside pupil, staff and parent voice.

The number of disadvantaged pupils accessing enrichment opportunities is at least in line with those who are not disadvantaged.

All children will access off-site and residential visits when they are available, and financial barriers will be removed where possible.

100% of disadvantaged pupils are offered funded access to at least one enrichment activity per term, such as sports, music, dance or lunchtime clubs and the uptake of this is consistently at least in line with non-disadvantaged children.

To increase attendance for disadvantaged pupils and to reduce persistent absence.

The attendance rate for all pupils will increase to 96% or above and the attendance gap between disadvantaged and non-disadvantaged pupils will reduce.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Embed a revised, thorough spelling programme across the school that continues from the phonics programme taught in KS1. This approach is based on syllables, vowel length and types of syllable (open or closed).

The EEF guidance is based on a range of the best available evidence: KS1 Recommendation 6 & KS2 recommendation 5:

https://educationendowmentfoundation.org.uk/edu cation-evidence/guidance-reports/literacy-ks-1 �

https://educationendowmentfoundation.org.uk/edu cation-evidence/guidance-reports/literacy-ks2

4

Teacher Professional Development on Coaching and in-school /class follow up support post training through:

Whole school training on instructional coaching using the Rosenshein Principles and the Walk Thrus package.

Regular review and impact monitoring through learning walks, peer observations, coaching visits and staff voice.

Recommendations b, d and e from EEF�s professional development in Putting Evidence to Work: A School�s Guide to Implementation, are directly related to coaching and in-school follow up support to make the implementation of any professional development effective. As we will be focussing a lot on professional development, to ensure high-quality teaching, we will be utilising the recommendations in this report to ensure that they are successful and impactful.

Education Endowment Foundation | EEF

1, 2, 4

Funding to support training for TAs for high-quality intervention.

Impact of TAs delivering interventions in small groups shows an average impact of four months� additional progress over the course of a year.

Small group tuition | EEF

2, 4

Further CPD delivered to teachers and TAs to embed adaptive teaching methods across the school to ensure consistency of approach and across the wider curriculum.

Recommendations from the EEF on the importance of adaptive teaching:

Adaptive teaching in practice: using feedback to check� | EEF

2, 4

Small group teaching by a qualified teacher for a group of targeted children in Key Stage 2 to support core areas of reading, writing and maths.

Small group teaching has proven to lead to at least 4 months progress in a 12-month period.

Small group tuition | EEF

4

For pupils with multiple vulnerabilities, provision will be systematically reviewed to ensure that they consistently receive high-quality, targeted support that meets their individual needs as well as challenge.

The EEF guidance states Supporting high-quality teaching is pivotal in improving children�s outcomes especially children with SEND

Special Educational Needs in Mainstream Schools | EEF

1, 2, 3, 4

Specific CPD focused on the teaching of times tables. Recapping strategies to ensure they are firmly embedded in teaching and learning. Consistent vocabulary will be used across the school.

Pupils should be encouraged to develop recall of mathematical facts

Improving Mathematics in Key Stages 2 and 3 | EEF

EEF_Maths_EY_KS1_Guidance_Report.pdf

4

Activity

Evidence that supports this approach

Challenge number(s) addressed

HLTA provides targeted phonics intervention to individual children/small groups based on assessment information regularly reviewed in Phonics Tracker.

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils: Phonics | Toolkit Strand | Education Endowment Foundation | EEF

Phonics | EEF

4

Small group and bespoke support provided by TA�s in all year groups to provide targeted support across core areas of reading, writing and maths.

Reduced group sizes (ratio of 1:6 or less) ensuring more teacher / TA pupil interaction and focus.

Identified gaps able to be covered in small group/individual basis.

Pre-teaching and potholes will be provided to support on a bespoke basis.

1, 2, 4

Mixed age class � Disadvantaged children who are taught in a mixed age class receive small group teaching and learning opportunities which are age specific (in maths, phonic and science).

Smaller classes impact upon learning if the reduced numbers allow teachers to teach differently � for example, having higher quality interactions with pupils. Reducing class size | EEF

4

Bespoke support provided by TA�s in all year groups during whole class teaching input to support vulnerable learners and maximise teaching and learning opportunities.

Small group tuition | EEF

TA�s support small

2, 4

Traded Services Support � SALT will support specific children on a 1:1 basis who have speech sound difficulties.

EEF � Oral language interventions

Oral language interventions | EEF

3

Small group teaching by a qualified teacher for a group of targeted children in Key Stage 2 to support core areas of reading, writing and maths.

Smaller classes impact upon learning if the reduced numbers allow teachers to teach differently � for example, having higher quality interactions with pupils. Reducing class size | EEF

4

Teaching assistant to deliver speech and language intervention for pupils showing difficulties.

EEF � Oral language interventions

Oral language interventions | EEF

3

Activity

Evidence that supports this approach

Challenge number(s) addressed

Parents of children entitled to the PPG will have a credit to support with payment of extra-curricular activities, educational visits/residentials or music lessons.

Pupils have access to a wide range of activities within and beyond the curriculum experience to enhance their cultural capital.

6

All children access Forest School as part of the school curriculum offer which develops their independence, creativity and collaborative learning.

Research conducted by the New Economics Foundation highlights that Forest Schools foster confidence, independence, and development in language and communication as a result of attending Forest Schools.

Forest Schools: impact on young children in England and Wales - Forest Research

3, 6

Parents will have a credit to support with funding access to breakfast club and after school clubs.

Pupils have access to a wide range of activities within and beyond the curriculum experience to enhance their cultural capital.

Supporting working parents with wrap around care.

6

Full-time Pastoral Support Assistant to support with children�s social, emotional and mental health needs.

Improving Social and Emotional Learning in Primary Schools reviews the best available research to offer school leaders six practical recommendations to support good SEL for all children. It stresses this is especially important for children from disadvantaged backgrounds and other vulnerable groups, who, on average, have weaker SEL skills at all ages than their better-off classmates.

Evidence from the EEF�s Teaching and Learning Toolkit suggests that effective SEL can lead to learning gains of +4 months over the course of a year.

Improving Social and Emotional Learning in Primary Schools | EEF

1, 2, 3, 5

Parents/Carers will be invited to a termly coffee afternoon that will be hosted by the Inclusion Lead, PSA and wider professionals to support them with managing their children�s needs outside of school (emotional regulation/behaviour)

The EEF recommendations, which are based upon available evidence and research regarding Working with Parents to Support Learning:

Education Endowment Foundation | EEF

7

To widen our pastoral education support for all parents/carers and children, with a focus on the disadvantaged and hard-to reach families, by:

� introducing support for families regarding how to help their child(ren) with learning at home. This will be though informal drop-in sessions at school, Family Help, social events and information sessions.

� Providing time and resources in school to support children with learning including homework clubs.

The EEF recommendations, which are based upon available evidence and research regarding Working with Parents to Support Learning:

Education Endowment Foundation | EEF

4, 7

Embedding principles of good practice set out in the DfE�s Improving School Attendance guidance. This will involve:

� continuing with regular attendance meetings

� providing training and release time for staff to offer bespoke support.

� Prioritise early intervention when emerging concerns arise.

The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence.

Working together to improve school attendance - GOV.UK

Attendance procedures have been put in place with a robust monitoring system. The attendance lead is continuing to develop and implement new procedures to improve attendance.

Work closely with families to support reasons for persistent absence. We will also draw on the guidance and recommendations from the EEF which supports the impact of parental engagement Attendance-and-Persistent-Absence-ESC-Submission.pdf

5, 7

Nurture Provision supports children with social, emotional and interaction needs. Small group (no more than 10) support two groups of children twice a week (KS1 and KS2)

The Timpson Review of School Exclusion, published in May 2019, highlighted nurture groups saying: �they support children who have not had strong early nurturing experiences, by providing a safe and structured environment where children are encouraged to develop positive and trusting relationships with both teachers and other pupils�

Nurtureuk-evidence-pack_eVersion.pdf

1, 3, 4

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