Detail

Data

Number of pupils in school

371

Proportion (%) of pupil premium eligible pupils

17%

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 – 2028

Date this statement was published

Dec 25

Date on which it will be reviewed

Dec 28 (Annually with Governors)

Statement authorised by

Rachel Legge

Pupil premium lead

Rachel Whalley (from Feb 26)

Governor / Trustee lead

Dan Molloy

Detail

Amount

Pupil premium funding allocation this academic year

£90,275

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

£90,275

Our intention at Stanah is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal and give them the same opportunities as their non-disadvantaged peers, including progress for those who are already high attainers.

At Stanah Primary school we believe, and research evidence shows (e.g. from EEF, Ofsted, DfE Reports), that the quality of teaching and learning is the most important factor in the achievement of all pupils. High-quality teaching is at the heart of our teaching and learning philosophy, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school.

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:

• ensure disadvantaged pupils are challenged in the work that they’re set
• act early to intervene at the point need is identified

·      adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve

We recognise that disadvantaged children can face a wide range of barriers which may impact their learning and so, in addition to providing academic support, our disadvantaged pupils have access to a wide range of opportunities to develop their cultural capital across a range of different areas of school life. As well as this, there is also specific support provided to improve attendance in school so that all of our disadvantaged children have the greatest chance to achieve their full potential.

Challenge number

Detail of challenge

1

Our wide range of assessments indicate that among some of the disadvantaged pupils, from EYFS through to KS2, have under developed speech and language skills and vocabulary gaps. This is particularly evident through RBA Assessments and TalkBoost screening.

2

Attainment of Pupil Premium children in core subjects is, on average, lower to that of their peers, particularly in writing from Y1-Y5. Although 69% of disadvantaged pupils achieved ARE in RWM in 2025.

3

Our internal tracking suggests that disadvantaged pupils find phonics more difficult to master than their peers.

Data needed from IDSR

4

Persistent lateness of PPG pupils is higher than their peers. They are missing key parts of their learning due to being late for school on a regular basis.

5

Mental health and Well Being of parents of pupils entitled to PPG is poorer than non-PPG. Data shown through pupils and families receiving support in school from FSW.

6

Our pupil and staff discussions indicate that disadvantaged pupils have less access to activities that develop their cultural capital when school is closed, during the weekends and holidays despite school directing parents/carers to free holiday club places.

Intended outcome

Success criteria

1.     Improved oral language skills and vocabulary among disadvantaged pupils.

A range of assessment data indicates that there has been a sustained significant improvement in these skills for disadvantaged pupils.

2.     To continue to ensure the outcomes for pupils in receipt of Pupil Premium are at least in line with those of peers in school across the curriculum through ensuring high quality teaching is effectively in place alongside targeted intervention.

Increased progress for pupils in receipt of pupil premium in reading, writing and maths in

line with their identified baseline.

3.     For the number of disadvantaged children passing the phonics screening checks in line with or above the national expectations for all groups.

The phonics Screening data shows an upward trend in the percentage of pupils achieving the expected standard at the end of Year 1. Above 80%

4.     To achieve sustained improvement in punctuality for disadvantaged pupils.

Reduction in children arriving after the register closes.

5.     Parents of pupils eligible for PPG feel well supported and able to support their children to thrive in school.

Children thriving in the school environment, accessing education in line with their peers.

6. Pupils have access to a wide range of experiences that develop their cultural capital.

Disadvantaged pupils have access to a wide range of experiences that will propel them to achieve their best in. The experiences they have mean they learn from the best that has been said and written, which enables them to move on to the next stage of their learning with confidence.

Activity

Evidence that supports this approach

Challenge number(s) addressed

SENCO out of class for 3 days per week to support children with SEND – focus given to children receiving PPG. Upskilling staff through team teaching to adapt teaching to support lower achieving children.

(£8721)

One to One Tuition/Precision teaching/EEF

SEND children need specific and timely support to ensure access to the curriculum is enhanced. This support takes place in all classrooms.

1, 2

High ratios of Teaching Assistants in class to support learning.

Teaching Assistants have been placed in each class and additional in areas of higher need to make use of their expertise so that SEND/PPG children make progress.

1, 2

Key Person to greet late children, ensure they have received breakfast, medication etc and are ready for learning.

(£4100)

PPG children have higher levels of lateness than their non-PPG peers.

Supporting pupils at drop off improves attitude to learning and a settled start encourages children to feel more comfortable in their environment.

4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Teaching assistant support in lessons & intervention programmes (Small group and 1:1) throughout the school day

(£23,187)

EEF Toolkit

EEF Effective use of Teaching Assistants EEF Teaching Toolkit – Small group

EEF- Lexia has been identified by the EEF as adding (+2) months to the children’s progress.

 Examples include;

·      Bug Club Phonics,

·      TalkBoost

·      NELI

·      Reading, Writing and Maths interventions.

·      Precision teaching

2

Disadvantaged pupils with additional needs will be given specific targeted programmes to ensure progress.

(£21,909)

Precision teaching/EEF

SEND children need specific and timely support to ensure access to the curriculum is enhanced. This support takes place in all classrooms.

Teaching Assistants have been placed in each class and additional in areas of higher need to make use of their expertise so that SEND children make progress.

DHT to target groups of children throughout school who are underperforming compared to their peers.

1-     3

Activity

Evidence that supports this approach

Challenge number(s) addressed

Maintain the role of the Family Learning Mentor to support children and their wider families socially and emotionally by providing practical advice and support

(£29,162)

EEF Improving Social and Emotional Learning in primary Schools.

The Family Mentor to provide advice and practical support to enable families to overcome barriers to school attendance and engagement.

To provide emotional in-house support to pupils and facilitate external support where required.

1, 2, 5, 6

Enrichment opportunities

(£18721)

EEF Social and Emotional Report Guidance EEF Effective use of Pupil Premium

PPG children have access to subsidised enrichment activities including music lessons, outdoor activity days.

Forest Schools Teacher released to support children.

5

·      Year 1 Phonics Data: 83% pupils overall met the expected standard. 100% of disadvantaged pupils met the standard.

·      Year 2 Phonics Data: Out of the 10 children retaking their Phonics test, 5 were disadvantaged – none of these children met the standard.

·      KS2 Reading: 85% of disadvantaged pupils achieved Expected or above, with 23% achieving GDS

·      KS2 Writing: 77% of disadvantaged pupils achieved Expected or above, with 8% achieving GDS.

·      KS2 Maths: 70% of disadvantaged pupils achieved Expected or above, with 8% achieving GDS.

·      KS2 GPS: 78% of disadvantaged pupils achieved Expected or above, with 23% achieving GDS.

·      KS2 RWM: 70% of disadvantaged pupils achieved Expected or above, with 8% achieving GDS.

·      Attendance for FSM6 was 93% opposed to 96% overall.

Programme

Provider

For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year

Providing one to one mental health support for pupils who’s parents have been deployed and were away for long periods of time.

Support for pupils with under-developed speech, language and communication.

The impact of that spending on service pupil premium eligible pupils

Children more comfortable and settled. Making more friends in their year groups. Processing emotions and needs ensuring that these are not a barrier to learning.

Improved speech and language skills. Pupils able to join in with class discussions and activities more.

Less reluctance to attend school.

·      Close links have been made with Fleetwood Town Community Trust who help us provide food parcels and present packages for our PPG children to ensure that they have positive experiences on a day to day basis and at key points in the year.

·      Supermarket Vouchers are issued to families entitled to FSM every holiday.

·      Local charity connections have been better established this year and FSW has accessed funding for several families to fund white goods and other appliances to support the children at home.