Pupil premium strategy statement 2024-2025

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 Locking Primary School
• Number of pupils in school 338
• Proportion (%) of pupil premium eligible pupils 24.3% (67 pupils)
• Academic year/years that our current pupil premium strategy plan covers 2022-2025
• Date this statement was published December 2024
• Date on which it will be reviewed December 2025
• Statement authorised by Roxanne Simpson Headteacher
• Pupil premium lead Roxanne Simpson
• Governor / Trustee lead Charlotte Martin

Funding overview
Detail Amount

Pupil premium funding allocation this academic year £81, 863.33 (includes Service premium £340)

Recovery premium funding allocation this academic year N/A

Tutoring programme 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 £81, 863.33

Part A: Pupil premium strategy plan

Statement of intent

The aim for our pupils at Locking is for our disadvantage children to close gaps and attain in line with their peers. We will achieve this through several approaches.

Having a school culture of high aspirations for all children. Believing that every child has the potential to achieve at school.

Providing and sustaining quality first teaching for all. Having high standards that are regularly monitored. Using pedagogical principles to reflect and improve our classroom practise. Deploying staff effectively within classrooms to maximise impact. Providing quality feedback to ensure learners can keep improving.

Building strong relationships with pupils and their families. Inviting parents and carers into school to share the achievements of their children and providing them with resources and strategies to support their children.

Targeting intervention for pupils to close gaps and meet their individual needs. We will find the best strategies to support them to get back on track.

Leaders will regularly check the impact of the pupil premium spend and adjust support accordingly. They will have a clear justification for how we choose to spend the money and will evaluate the impact of this spend. Leaders will communicate clearly with all stakeholders the vision and intent.

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

Challenge number

Detail of challenge

1 Our PP pupils lack resilience around their learning, finding it difficult to employ strategies to break through work they perceive to be hard. Our PP pupils are facing SEMH challenges especially around regulating their emotion and this impacts their ability to resolve conflicts in friendships and make positive relationships.

2 Our PP pupils have large gaps in their maths knowledge particularly around number. Their mental maths knowledge is particularly impacted which in turn makes other areas of maths harder for them to access.

3 Our PP pupils lack the stamina and resilience needed for writing.

4 Poor oral and social communication skills including a less well developed vocabulary, means that speaking and listening, early reading and writing are a barrier for many pupil premium pupils. Assessments, observations and teacher discussions suggest that disadvantaged pupils generally have greater difficulties with phonics than their peers. This also negatively impacts on their development as a reader

5 Our PP pupils may not attend regularly or be on time to school.

6 Lack of opportunities outside of school for high quality provocations that stimulate curiosity, imagination and play in their early years as well as a lack of rich and varied experiences and resources means that
knowledge of the world (cultural capital) is limited. This has a direct impact on the enhancement of contextual knowledge within the curriculum.

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 and Success criteria

Our PP pupils will be able to chunk learning into manageable steps to achieve perceived difficult tasks. We will provide explicit narratives to support developing independence and executive function. - Children will be able to achieve tasks which are consider hard by putting strategies into place.

Mental maths knowledge and number awareness will be increased and secured.- The number of sole-PP pupils achieving ARE in maths will be closer to the numbers of non-PP pupils achieving ARE in maths.

Our PP pupils lack the stamina and resilience needed for writing. - The number of sole-PP pupils achieving ARE in writing will be closer to the numbers of non-PP pupils achieving ARE in writing.

Pupils will have strategies for dealing with conflict in peer relationships and have a range of positive strategies for regulating emotion.- Behaviour of PP pupils will improve especially during break and lunch times.

Parents/carers of PP pupils will feel more welcome in actively engaging in school and supporting their children to achieve and reach their potential. This will result in improved progress, higher attainment,
higher attendance and less lateness. - Parent will be supported by the pastoral staff. Teachers will provide advice and strategies for parents to support pupils at home Breakfast club will enable pupils to
have a calm start to the day PP attendance is in line with non-pp attendance.

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: 50K
Activity Evidence that supports this approach 

Challenge number(s) addressed

Mastering number programme in EYFS, Year 1 and Year 2

A report by the Fair Education Alliance looks at schools with good outcomes for disadvantaged
children in maths. Investigating 20 schools and Early Years providers, it pinpoints the factors in
their success. Many of the schools cite teaching for mastery as a key factor. NCTEM. 2

Embedding dialogic activities across the school curriculum. (TALK BOOST EYFS, KS1 and
KS2; Helicopter Stories; Bucket time and Sunshine Circles). These support pupils to articulate key ideas, Consolidate understanding and extend vocabulary.

We will purchase additional training and resource and fund training and release time for all staff
There is a strong evidence base that suggests oral language interventions, including dialogic activities
such as high-quality classroom discussions, are inexpensive to implement with high impact on reading:
Oral language interventions | Toolkit. Strand | Education Endowment. Foundation | EEF. 1, 2 and 4

Explicit coaching with staff on the planning for, teaching of and assessment of writing (Opening Worlds and HEP Science)

EEF report Improving writing at KS2
EEF report: Improving writing at KS1

3 and 6

Specific CPD opportunities identified for all staff to engage in developing an effective whole
school approach (narrative and culture) to dealing with challenging behaviour.

EEF Improving Behaviour

CPD training session for all staff in Term 4 to look at supporting children during free time especially with a
direct focus on conflict resolution.

 Trauma Informed training
 Implementation of Zones of Regulation as part of a whole school narrative
 Resourcing to ensure effective implementation
 Implementation of SEMH Boxall profile
 Training for staff in SENSORY provision (from B-SENSORY) for developing sensory circuits. 4

Effective implementation and use of adaptive technology for all learners

EEF Using digital technology to improve learning

All staff received training on this as well as follow- up opportunities to ensure staff have been up-
skilled. 1 3

Successfully implement (year 2 of 5) Opening Worlds (wider curriculum in History, Geography, RE
and Science

Working alongside Opening Worlds Implementation Lead, ensure staff have regular opportunities for developmental feedback and collaboration/trouble shooting https://educationendowmentfoundation.org.uk/news/eef-blog-anchoring-curriculum-knowledge-using-
metacognitive-strategies

1, 2, 3, and 4

Inclusion team carries out proactive and reactive work to support those with behaviour and
emotional needs

 EEF toolkits show +3 and +4 months for behaviour interventions and programmes targeting
social emotional learning respectively

 Training for Attendance Lead on ELSA training in January 2025 to support EBSA pathway

 Class teams in KS2 have identified children needing additional social and emotional support to
access coaching/ social thinking group or 1:1 Mental Health First Aid
EEF_Social_and_Emotional_Learni ng.pdf
(educationendowmentfoundation .org.uk
1 and 3

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

Budgeted cost: 18K
Activity 

Evidence that supports this approach
Challenge number(s) addressed

Numberstacks program in KS1 and KS2

A report by the Fair Education Alliance looks at schools with good outcomes for disadvantaged children in maths. Investigating 20 schools and Early Years providers, it pinpoints the factors in their success. Many of the schools cite teaching for mastery as a key factor. NCTEM 1 and 2

ELSA training and implementation

EEF Social and emotional learning - the importance

KS” have been targeted to receive support around building and maintain friendships and dealing with conflict within friendships. 1 and 6

Sunshine circles and Theraplay

Sensory Circuits

EEF Social and emotional learning - the importance

EYFS-focused interventions around SEMH and conflict-resolution.

1 and 6

Clicker8

EEF Using digital technology to improve learning

Using Clicker8 as an adaptive technology program will aim to increase PP pupils engagement with
writing and remove some of barriers (spelling, transcription) associated with it to allow more success.

1 and 3

Nessy

EEF Improving Literacy in the classroom

Spelling is vital to improving literacy, Through Nessy, support is being given to those who find this skill the
hardest, thus helping to remove one of the barriers to writing successfully. 3

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

Budgeted cost: 15K
Activity Evidence that supports this approach
Challenge number(s) addressed

Pupil SEMH needs supported by pastoral team

EEF Social and emotional learning - the importance

Focussed 1:1 work or small group work led by Learning Mentor 4

Monitor of attendance with attendance clinics

EEF Attendance interventions evidence 5

Families supported by breakfast club provision and afterschool club

IFS researchers in collaboration with the National Children’s Bureau finds that offering relatively disadvantaged primary schools in England support to establish a universal, free, before- school breakfast club can improve pupils’ academic attainment.
Children who come to school hungry are less attentive, more disruptive and less likely to understand and
remember the day’s lessons. 5

Exciting trips and visits planned to enhance the curriculum including Year 6 residential -Purchase
of ‘handling boxes’ to support the wider curriculum

Children who are exposed to these have an informed and contextual knowledge to enhance their
understanding of the world. -It will increase ‘cultural capital’ of PP pupils exposing them to similar
experiences that more advantaged peers have 3, 4, 5 and 6

Music wider opportunities through whole class music Children who are exposed to these have
an enhanced knowledge and understanding of the world. Lessons and whole class workshops (supported by the North Somerset Music HUB)

Children who are exposed to these have an enhanced knowledge and understanding of the world.
-It will increase ‘cultural capital’ of PP pupils exposing them to similar experiences that more advantaged
peers have
-children are able to follow hobbies and passions without finance being a barrier. This will foster a love of
music and raise their self-esteem. 3, 4, 5 and 6

Total budgeted cost: £81, 863.33

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 2022 to 2023 academic year.

Our assessments during 2023-2024 show that for children in receipt of PP writing outcomes remain a concern however there were some improvements in outcomes. Writing data across the school has been highlighted as a priority but those pupils who are disadvantaged have more of a gap to close. In response to this, we will be looking more closely at which aspects of writing are holding our pupils backs (composition, spelling, transcription) and target these both in the classroom with first quality teaching,
adaptive technology and use of instructional coaching to support pedagogical approaches to writing; implementation of Opening Worlds with a focus on vocabulary and oracy.

The work completed on early reading, phonics and guided reading has proved positive. Outcomes in Year 1 Phonics remain above 90%. Impact of intervention especially quick fire phonics is effective.

Outcomes in mathematics in EYFS and Year 1 and Year 6 are increasing and the gap between disadvantaged and non-disadvantaged is closing – outcomes are improving and progress is positive.This is closely aligned with impact of instructional coaching and intervention of Numberstacks. School will continue to monitor impact of Mastery number in EYFS, Year 1 and 2.

Whole school attendance for 23-34 was 94.3%. There continues to be a concern around persistent absence at 16.4%. Registers regularly needed to be checked for accuracy. Full implementation of first day response and whole school focus on attendance. The lower figure from this academic year to the previous (attendance overall was 95.4% in 20/21). Changes to attendance procedures and developing a culture of positive school attendance is key priority for the year ahead.

Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme Provider

White Rose Online - White Rose

Times Table Rockstars and Numbots - Maths Circle

Jigsaw RE - Jigsaw RE

Nessy - Nessy Learning Ltd

Talk Boost (KS1, EYFS and KS2) - Talk Boost and North Somerset CPD

Phonics Play - Phonics Play

Mastering Number - NCETM

Opening Worlds - Haringey Provider

Clicker8 (assistive technology) - Clicker8

Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information:

Measure Details

How did you spend your service pupil premium allocation last academic year?

2 service pupil last year

What was the impact of that spending on service pupil premium eligible pupils?

1:1 support/check ins provided by
Learning Mentor and Mental Health Lead