Pupil Premium

We have high aspirations and ambitions for our children. We strongly believe that all children have the right to achieve their best and realise their potential regardless of their family income.

Background to Pupil Premium Funding

The pupil premium is a government initiative that targets extra money at pupils from deprived backgrounds. Research shows that pupils from disadvantaged backgrounds underachieve compared to their non-disadvantaged peers. The premium is provided to enable these pupils to be supported to reach their potential. The government has used pupils entitled to free school meals (FSM), looked after children and service children as indicators of disadvantage, and have provided a fixed amount of money for schools per pupil based on the number of pupils registered for FSM over a rolling six year period. At Mead Vale we shall be using this funding to ensure that children that qualify for this funding make best progress in line with those nationally, including the most able.

Pupil Premium and Disadvantage Approach at Mead Vale

Money has been ring-fenced and used to benefit all pupil premium pupils. We use research evidence (Education Endowment Foundation 2015) and careful monitoring of the impact of our spending to help us to decide the best way to spend our pupil premium grant. Our chair and vice chair of governors take responsibility for holding the senior leadership team to account for the best use of this funding.

Our current children premium strategy plan work towards achieving those objectives by:

Improving attendance of our disadvantaged children
Improving the academic outcomes for our disadvantaged children
Planning academic and pastoral interventions and support that disadvantaged children will receive that will close the gaps between their peers or exceed their peers

The key principles of the strategy are:

A school culture of supporting children to manage their emotions and be self-regulators – our trauma-informed practice creates a shared understanding and common language about how to create a welcoming, caring, respectful and safe school. All children benefit from learning environments that are: calm, predictable and supportive. Building children’s’ resilience when dealing with challenges, whether academic or emotional is a priority across the school. This growth mind-set approach allows us to support children to find new ways of viewing challenges and setbacks, helping them to believe that even if they struggle with certain skills, their abilities aren't set in stone.

Whole-school ethos of attainment for all – we have an ethos of attainment for all children and avoid stereotyping disadvantaged children as all are facing similar barriers or have less potential to succeed.

Addressing behaviour and attendance – we ensure effective behaviour strategies are in place, respond quickly to poor attendance and provide strong social and emotional support, including working with families.

Quality first teaching for all – we deliver ‘quality first teaching’ and provide consistently high standards by setting expectations, monitoring performance and sharing best practice.

Meeting individual learning needs - we identify each children’s challenges and interests and seek the best strategies to help each children make the next step in their learning. We provide individual support for specific learning needs and group support for children with similar needs.

Deploying staff effectively - devolve responsibility to frontline staff, use our best teachers to work with children who need the most support and train teaching assistants to effectively support children’s learning

Impact driven and responsive to evidence - we effectively use data, and other evidence, to identify children’s learning needs, review progress regularly and address underperformance quickly. We have manageable assessment for learning systems, which provide clear feedback for children.

Ambitious leadership have high aspirations and lead by example - all staff are accountable for raising attainment and do not accept low aspirations and variable performance. We are aware of best practice within, and beyond, the school and invest in staff training.

Latest Spending

Since the pupil premium funding was introduced we have seen an improvement in outcomes for our children both in engagement and achievement. We also continue to learn which approaches are having greatest impact.

Pupil premium strategy statement Mead Vale Primary School (2025-2028)

This statement details our school’s use of pupil premium funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged pupils last academic year.

School overview

Detail	Data
Number of pupils in school	200
Proportion (%) of pupil premium eligible pupils	19.5% (39 children)
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 Reviewed December 2026
Date this statement was published	December 2025
Date on which it will be reviewed	December 2026
Statement authorised by	Jo Jaloszynski
Pupil premium lead	Jo Jaloszynski
Governor / Trustee lead	Caroline Laing

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£ 70, 904.86
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	£70, 904.86

Part A: Pupil premium strategy plan

Statement of intent

The ultimate objective for our pupils is to improve learning outcomes.

Our current pupil premium strategy plan work towards achieving those objectives by:

Accurately identifying the barriers
Ensuring quality first teaching in all classes
Ensuring the curriculum has impact and pupils know more and remember more
Planning academic and pastoral interventions and support so that pupils will receive that will close the gaps between their peers or exceed their peers

The key principles of the strategy are:

Addressing attendance – we act quickly to address poor attendance, offering strong social and emotional support while building positive relationships. By working closely with families and understanding barriers, we create practical solutions and foster trust, ensuring every child feels valued and able to attend regularly

Quality first teaching for all – we deliver ‘quality first teaching’ and provide consistently high standards by setting expectations, monitoring performance and sharing best practice.

Impact driven and responsive to evidence - we effectively use data, and other evidence, to identify pupils’ learning needs, review progress regularly and address underperformance quickly. We have manageable assessment for learning systems, which provide clear feedback for pupils.

Deploying staff effectively - devolve responsibility to frontline staff, use our best teachers to work with pupils who need the most support and train teaching assistants to effectively support pupils’ learning

A school culture of supporting pupils to manage their emotions and be self-regulators – our trauma-informed approach creates a shared understanding and common language for building a welcoming, respectful, and safe school. All pupils benefit from calm, predictable, and supportive environments that promote resilience and a growth mindset. We prioritise helping pupils reframe challenges, academic or emotional, so they see setbacks as opportunities to learn, believing that abilities can develop through effort and support.

Whole-school ethos of attainment for all – we uphold a whole-school ethos of attainment for every pupil, ensuring high expectations and equal opportunities for success. Our approach actively challenges stereotypes and promotes an inclusive culture where all learners are supported to achieve their full potential.

Meeting individual learning needs - we identify each pupil’s challenges and interests and seek the best strategies to help each pupil make the next step in their learning. We provide individual support for specific learning needs and group support for pupils with similar needs.

Challenges

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

Challenge number	Detail of challenge
1	Attendance - Pupils may not attend school regularly and on time.
2	High-quality teaching - Securing high-quality teaching in school is a significant challenge because it requires consistently meeting the diverse needs of all pupils while maintaining high expectations. Teachers must balance providing appropriate support and scaffolding for those who struggle, alongside offering sufficient challenge for those ready to progress. This demands adaptive teaching—being responsive to prior knowledge, learning barriers, and individual differences—without resorting to lowering standards or creating artificial groupings. Achieving this consistently across classrooms is complex but essential for ensuring every pupil can succeed.
3	Expressive and receptive language - Our observations, internal and external assessments indicate that expressive and receptive language attainment among pupils who are identified as disadvantaged is significantly below that of non-disadvantaged pupils.
4	Low baseline data - Our assessments and observations indicate that some pupils are working below age related expectations in key areas – reading, writing, maths and prime areas in EYFS.
5	School closures - Our assessments and observations indicate that disadvantaged pupils have been impacted by school closures to a greater extent than other pupils. These findings are supported by national studies. This has resulted in significant knowledge gaps leading to disadvantaged pupils falling further behind age-related expectations, especially in maths, reading and writing.
6	Emotional regulation - Our observations and internal emotional literacy assessments indicate that pupils may have emotional, social and behavioural barriers to learning and participation.
7	Home life - Pupil’s emotional health may be impacted by social and economic issues within families

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

Success criteria

Attendance - Over the next year there is an improvement in the attendance of pupils.

Pupils identified show improved and consistent attendance.

Pupils identified show an improvement in punctuality.

Closing the gap - Pupils working below age related in reading, writing and maths will close the gap over time to be at age related by the end of key stage 2.

Over three years this gap will close in line with national data

85% pupil premium children achieve intervention targets

Attainment - Over the next three years there is improved attainment in maths, reading and writing attainment for pupils at the end of KS2

Increased number of pupil premium children reading at age related expectations

Increased number of pupil premium children working at age related expectations in maths

Increased number of pupil premium children writing at age related expectations

Teachers consistently demonstrate and use a range of pedagogical approaches

Quality first teaching - Pupils identified as needing additional support to ‘catch up’ or close gaps will be prioritised and strong professional dialogue will be facilitated between all stakeholders so that interventions are effective

All staff are confident in their role, have knowledge and skills to deliver and adapt (pedagogical approaches) and are used to effectively to maximise impact on pupils.

Quality first teaching is consistently judged at the expected standard/strong standard through rigorous monitoring and evaluations

Work effectively with a range of outside agencies to gain additional programme of support, professional advice for those who are identified

Opening Worlds Curriculum

Opening Worlds improves teaching and pupil outcomes by providing a coherent, knowledge-rich humanities curriculum supported by expert teacher training. Its structured sequencing builds deep understanding. This approach raises literacy, engagement, and attainment—particularly for disadvantaged pupils—by maintaining high expectations and fostering inclusive, motivating learning experiences – children know more and remember more.

Mastery Maths

Boolean Hub’s mastery maths programme strengthens teacher expertise, embeds research-backed classroom practice, cultivates positive learning mindsets, and fosters sustainable improvement—resulting in deeper understanding and enhanced outcomes for all pupils.

HEP Science Curriculum

Teachers benefit from comprehensive resources and ongoing professional development, which increases confidence and consistency in delivery. The curriculum also promotes inclusion by maintaining high expectations for all pupils, supporting vocabulary development, and addressing misconceptions. These features help pupils develop secure scientific understanding, investigative skills, and curiosity, leading to better preparedness for secondary education and closing attainment gaps.

Intervention - Pupils will make good or better progress in phonics and reading – this will support their language acquisition and speaking and listening skills

To close the percentage point gap in listening & attention, speaking and understanding.

During pupil conferencing and lesson observations pupils are observed as having a breadth of vocabulary that reflects their experiences and pupils will be observed to connect ideas orally and explain what is happening coherently – showing they know more and remember more.

Pupils will develop a love of reading and will engage with quality texts.

All staff are confident in the teaching and learning of phonics and reading through access to regular high quality professional development, monitoring and resources to support the delivery.

Targeted quick-fire phonics and helicopter stories interventions will track the progress and pupils will make at least 5-months progress from baseline.

Curriculum - All pupils will access a broad and balanced curriculum and wider curricular activities.

Pupils will have an increased understanding and experience of opportunities outside of school and their home environment.

Pupils can draw on and apply their experiences through multiple areas of learning increased knowledge and experience of the world away from their home.

Self-regulation – All pupils have the tools needed to managed their social and emotional wellbeing

Pupils will be able to communicate how they are feeling use a common language

Pupils will be emotionally ready to learn

The emotional well-being of disadvantaged children will improve.

Early help - Improved family engagement will enable dialogue with parents to support children’s learning and attendance to ensure pupils are able to attain the very best outcomes.

Families are accessing early help.

Pupils have good, sustained attendance.

Activity in this academic year

This details how we intend to spend our pupil premium funding this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £26, 940.02

Activity

Evidence that supports this approach

Challenge number(s) addressed

Opening Worlds Curriculum

Opening Worlds is a knowledge-rich humanities programme for teaching history, geography and religion in Years 3 to 6. We provide curriculum resources together with training, support and ongoing programme-related professional development for primary school teachers. Because of its rapidly discernible effects on literacy and highly inclusive approach, Opening Worlds quickly gained appeal in schools tackling under-achievement in areas of social disadvantage.

Haringey Primary Science Curriculum

Scope, sequencing, coherence and rigour are the four key principles that underpin the Haringey Primary Science curriculum (HEP). These principles ensure our curriculum is accessible for all children and maximises their progression.

Opportunities are provided to demonstrate understanding through application to formal knowledge as well as in informal, everyday experience. The curriculum emphasises the significant contributions to science made by scientists from diverse backgrounds. The HEP Science curriculum supports all pupils to access new information and effectively communicate their ideas in a variety of contexts.

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

Budgeted cost: £35, 933.87

Activity	Evidence that supports this approach	Challenge number(s) addressed
Speech and Language interventions: Narrative, 1:1 S&L programmes, helicopter stories	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.	3 4
Academic interventions: Quick-fire phonics, BRP, 1:1 reading, comprehension interventions, writing conferencing	EEF toolkits show where 1:1 or small group (3) targeted support is put in place +4 -5 months - Data indicates there is a gap between disadvantaged and non-disadvantaged with identified areas of concerns in early reading, phonics and writing	3 4
Pastoral interventions: PSPs, proactive groups 1:1 support and reactive support	There is some evidence to suggest that disadvantaged pupils are less likely to use self-regulatory strategies without being explicitly taught these strategies. Explicit teaching of self-regulatory strategies could therefore encourage such pupils to practise and use these skills more frequently in the future	6 7

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

Budgeted cost: £8,030.97

Activity

Evidence that supports this approach

Challenge number(s) addressed

Attendance lead monitoring pupil premium attendance, first day response with phone calls, analysis of attendance data, home visits and truancy sweep alongside EWO

Attendance lead who monitors and develops responses to attendance needs – if children are not in school, they cannot learn effectively and reach their potential

Improvement in attendance in line with national data

Extra-curricular experiences – cultural capital

Extracurricular experiences help disadvantaged children build cultural capital by exposing them to opportunities and knowledge beyond their immediate environment. Activities such as sports, music, drama, and educational trips broaden horizons, develop confidence, and strengthen social and communication skills. These experiences enrich vocabulary, spark curiosity, and connect classroom learning to real-world contexts, helping pupils access cultural references that support academic success and raise aspirations for the future.

Total budgeted cost: £70, 904.86

Part B: Review of the previous academic year

Outcomes for disadvantaged pupils

Attendance - Our average attendance for 2024 - 2025 95.8%

2022 – 2023 PP 87.79%

2023 – 2024 PP 91.56%

2024 – 2025 PP 93.64%

Attainment - Our end of key stage statutory assessments 2023 - 2024 indicates the performance of disadvantaged pupils is improving. We will continue to work hard to accelerate progress for all our pupil premium and educationally disadvantaged pupils this year, ensuring consistently high-quality classroom practice, with a focus on oracy language acquisition in all its forms across the whole curriculum.

Mead Vale Primary School – Pupil Premium Attainment
	Reading	Writing	Maths
2023	26.32%	42.11%	52.63%
2024	40.00%	60.00%	60.00%
2025	56.16%	51.37%	60.96%

Academic Intervention - There is only a small gap between pupil premium pupils (67%) and non-pupil premium pupils (73%) in phonics outcomes. This suggests that the intervention is having a positive impact, particularly for disadvantaged pupils. Therefore, we will continue to use this intervention for pupils requiring phonics support in the coming year.

Pastoral Support – Pastoral support plans have been effective in ensuring pupils have appropriate support and targets. This has allowed for pupils to spend more time in the classroom accessing the high-quality teaching. Pastoral inventions have focused on resilience, self-esteem and self-regulation. Pupil voice and parental feedback has shown that pupils feel these interventions have allowed them to understand their own emotions, how they learn and access their learning in a more focused way.

Breakfast Club – 20% of breakfast club was attended by pupils who are eligible for pupil premium.

Externally provided programmes

Please include the names of any non-DfE programmes that you used your pupil premium to fund in the previous academic year.

Programme	Provider
None

Service pupil premium funding (optional)

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

None

The impact of that spending on service pupil premium eligible pupils

Download the report

Converted to HTML with WordToHTML.net | Document Converter for Windows

Pupil_premium/PP_Strategy_3_year_MV_2025-2028.pdf