Reviewed by: Eben Groenewald, Achievement Committee, Autumn 2024
Next Review: Autumn term 2025
Pupil premium strategy statement
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 effect that last year’s spending of pupil premium had within our school.
School overview
| Detail | Data |
| School name | Kelvin Grove Primary School |
| Number of pupils in school | 519 |
| Proportion (%) of pupil premium eligible pupils | 223 pupils = 43% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2023-2026 |
| Date this statement was published | 31st December 2024 |
| Date on which it will be reviewed | October 2025 (Data) |
| Statement authorised by | Eben Groenewald |
| Pupil premium lead | Ian Hyde |
| Governor / Trustee lead | Eben Groenewald |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £330,040 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0.00 |
| 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 | N/A |
Part A: Pupil premium strategy plan
Statement of intent
| At Kelvin Grove we aim to ensure that all children are given the opportunity to achieve their full potential both academically and socially irrespective of their race, gender, cultural heritage or previous experience. We want our children to feel challenged yet successful, autonomous yet sensitive to others and ultimately proud to be a part of a successful learning community which is preparing them for the future. It is our stated aim to ensure that a child’s chances of success are not related to his or her socio-economic background, gender or ethnicity. What is the Pupil Premium? Pupil Premium funding is additional funding allocated to all schools to support disadvantaged pupils. Kelvin Grove receives pupil premium for: children who are in care or adopted from care; children whose parents are in the armed forces; and for every pupil who has received free school meals at any time in the last 6 years. The Government takes the view that head teachers and school leaders have the best understanding of the needs of children in their schools and, as such, they should be the ones to decide how best to use the Pupil Premium Grant. How can I find out if my child is entitled to the Pupil Premium funding? The process for applying is straightforward and confidential. You can check online using a ‘Free School Meals / Pupil Premium Service’ at www.fsm.lgfl.net. After entering essential details into the web site, the online application process links to the Department for Education system for checking eligibility and gives an immediate ‘yes’ or ‘no’ response, and will notify our school. Alternatively, you can speak to our admin officers by calling 020 8699 6300 (10am-4pm), who will be able to assist you through this process. All enquires will be treated in confidence. If you qualify for free school meals then you should always apply, even though up until the end of year 2 (excluding nursery) all children are entitled to universal free school meals. If you are eligible for free school meals and do not apply then the school will not be allocated the funding for spending on additional support for your children. How is the funding used? Kelvin Grove seeks to ensure effective use of its Pupil Premium funding narrows the attainment gap for our most disadvantaged and vulnerable pupils. This may at times include children who are not entitled to Pupil Premium, such as children from families with no recourse to public funds. We recognise that barriers to achievement take a variety of forms, make no assumptions about the impact of disadvantage and look for ways to support each child to achieve their very best. We want all children to strive to meet our core values of: Self-improvement Compassion Health and well-being Building community Our whole school approach to the personalisation of learning is at the heart of what we do and ensures that all staff are responsible for narrowing the attainment gap for disadvantaged pupils. We offer all our children challenge, support and a wide range of opportunities and ensure that expectations and outcomes are raised for all. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 Oracy | Baseline assessments, observations, and discussions with pupils indicate low oral language comprehension, language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers. |
| 2 Reading/Writing | Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers and writers into their secondary education |
| 3 Maths | Internal assessments and external, national data indicate that maths attainment among disadvantaged pupils is below that of non-disadvantaged pupils. |
| 4 Health and wellbeing | Our assessments and observations indicate that the education, mental health and wellbeing of many of our disadvantaged pupils have been impacted on to a greater extent than for other pupils, during school closures and the cost of living crisis. These findings are supported by national studies. Some pupils from disadvantaged backgrounds find regulation more difficult, are less resilient and are less advanced in metacognition. This has resulted in pupils are not performing as well in independent learning and tests as they do in the classroom when guided and supported. |
| 5 Enrichment and experience | Many children from disadvantaged backgrounds have less opportunity to experience enrichment activities and develop talents and interests. Research suggests that this leads to a lowering of aspiration and ambition. |
| 6 Attendance | Our attendance data over the last 3 years indicates that attendance among disadvantaged pupils has been between 3-4% lower than for non-disadvantaged pupils. 29% of disadvantaged pupils have been ‘persistently absent’ compared to 14.5% of their peers 23-24. Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress. |
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.
| Outcome | Intended outcome | Success criteria |
| 1 Oracy | Increase access to a high-quality oracy for disadvantaged children, ensuring all children are equipped with the oracy skills they need to succeed in school and in life. | Attainment in all subjects is raised and the gaps between disadvantaged and non-disadvantaged narrow. |
| 2 Reading/Writing | Children from disadvantaged backgrounds make progress which brings reading and writing attainment in line with all other pupils. | Gaps in GLD, Phonics and reading, writing and maths along with combined are no more than 10% |
| 3 Maths | Children from disadvantaged backgrounds make progress which brings maths attainment in line with all other pupils. | Disadvantaged pupils perform better in the reasoning papers in maths and the gap between disadvantaged and non-disadvantaged is narrowed. |
| 4 Health and wellbeing | Children from disadvantaged backgrounds show more resilience when challenged in learning or in social situations. | For disadvantaged pupils: * Reduction in behavior incidents * Wellbeing assessments show overall improvements * Improved attendance |
| 5 Enrichment and experience | School continues to subsidise and support families from disadvantaged backgrounds in taking up wider curriculum offer. Pupils from disadvantaged backgrounds take up at least 40% of places on enrichment clubs and school journey opportunities. | Disadvantaged pupils have new experiences and opportunities, develop new skills and a greater enjoyment of wider school life. |
| 6 Attendance | Targeted support for disadvantaged PA children balanced with the rigor of attendance meetings with EWO result in diminishing number of PA children. | Attendance for disadvantaged pupils is above 95%. PA below 20% for disadvantaged. |
High quality teaching (an effective teacher in front of every class)
Budgeted cost: £68,890
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Improving QFT | Sutton Trust (2011) QFT is especially significant for children from disadvantaged backgrounds. | 1/2/3 |
| Subscription to Voice 21 to give teachers the understanding and skills to teach oracy skills to children and include purposeful talk opportunities in all lessons. Includes appointment of 3 oracy champions across the school. | Disadvantaged children at 5 can start school up to 20 months behind. EEF – oracy improves children’s learning, thinking and well-being. | 1/2/3/4 |
| Subscription to National Thinking Classrooms to help staff to develop reasoning, self-regulation and meta-cognition in pupils. | Sutton Trust (2011) QFT is especially significant for children from disadvantaged backgrounds. | 1/2/3/4/ |
| DHT – teaching and learning 40% deployed to ensure high quality teaching and learning produces good progress for disadvantaged children. | Sutton Trust (2011) QFT is especially significant for children from disadvantaged backgrounds. | 1/2/3/4/ |
Targeted academic support (for example, turtoring, one-to-one support, structured interventions)
Budgeted cost: £125,372
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Literacy TA EYFS | EEF Targeted TA support on specific, measured intervention. Phonics keep up. | 2 |
| Phonics – keep up | EEF Targeted TA support on specific, measured intervention. Importance of systematic approach to learning to read. Keep up, not catch up. Little Wandle. | 2 |
| ELSA sessions run by support staff for children currently struggling with mental health and wellbeing including school anxiety. | Lower overall mental health and wellbeing in disadvantaged children (NFER, 2021) (Education Policy Institute, 2023) | 1/2/4/6 |
| Selected TAs to attend course to improve subject knowledge in maths and better implement maths interventions. (SKTM) | Effective use of teaching assistants (EEF, 2021) | 2 |
| Reading support | Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions: Phonics | Toolkit Strand | Education Endowment Foundation | EEF | 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £135,717
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Attendance support Attendance officer | Embedding principles of good practice set out in the DFE’s Improving School Attendance advice. Attendance officer to monitor, support and challenge attendance of PP children. | 6 |
| Access to Forest School (FS) for Nursery Breakfast club Reduced charge/ free provision | Evaluation of Breakfast Clubs in Schools with High Levels of Deprivation, (DFE, 2017) | 4/5/6 |
| Enrichment clubs Reduced charge/ free provision | A Level Playing Field, (Centre for Social Justice, 2021) | 4/5/6 |
| Groove School Reduced charge/ free provision | A Level Playing Field, (Centre for Social Justice, 2021) | 5 |
| School journey support Reduced charge/ free provision | A Level Playing Field, (Centre for Social Justice, 2021) | 5 |
| Forest School/Gardening | Forest School/Gardening | 4 |
Total budgeted cost: £330,040
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 2023 to 2024 academic year.
Pupil Premium Characteristics
(July 2024)
| Year Group | Proportion Pupil Premium | Of PP, % SEND | Of PP, % EHCP |
| Reception | 37% | 29% | 19% |
| Year 1 | 45% | 21% | 17% |
| Year 2 | 30% | 40% | 20% |
| Year 3 | 47% | 27% | 17% |
| Year 4 | 40% | 24% | 15% |
| Year 5 | 37% | 50% | 15% |
| Year 6 | 41% | 49% | 23% |
EYFS (2024)
| Cohort | Pupil Premium | Non Pupil Premium | Attainment Gap | |
| Count | 83 | 31 | 52 | |
| Comm and Lang | 81% | 74% | 85% | -11% |
| PSE Development | 82% | 74% | 87% | -13% |
| Phy Development | 77% | 71% | 81% | -10% |
| Literacy | 64% | 58% | 67% | -9% |
| Maths | 72% | 61% | 79% | -18% |
| GLD | 64% | 58% | 67% | -9% |
| Phonics Pass | Cohort | Pupil Premium | Non Pupil Premium | Attainment Gap |
| Year 1 | 65% | 52% | 76% | -24% |
| Year 2 resit | 87% | 77% | 93% | -16% |
Internal Data 2023-2024 (Complete July 24)
| Reading | Attainment Gap (EXS+) | % Expected Yearly Progress + | % Accelerated Yearly Progress | ||
| Year Group | Pupil Premium | Non PP | Pupil Premium | Non PP | |
| Year 1 | -20% | ||||
| Year 2 | -13% | 72% | 64% | 20% | 18% |
| Year 3 | -14% | 89% | 79% | 19% | 25% |
| Year 4 | -12% | 88% | 82% | 18% | 8% |
| Year 5 | -9% | 96% | 88% | 31% | 23% |
| Year 6 | -24% | 89% | 86% | 17% | 26% |
| Writing | Attainment Gap (EXS+) | % Expected Yearly Progress + | % Accelerated Yearly Progress | ||
| Year Group | Pupil Premium | Non PP | Pupil Premium | Non PP | |
| Year 1 | -41% | ||||
| Year 2 | -19% | 64% | 77% | 16% | 17% |
| Year 3 | -13% | 89% | 90% | 11% | 13% |
| Year 4 | -11% | 82% | 78% | 21% | 16% |
| Year 5 | -25% | 85% | 88% | 8% | 14% |
| Year 6 | -28% | 94% | 100% | 40% | 40% |
| Maths | Attainment Gap (EXS+) | % Expected Yearly Progress + | % Accelerated Yearly Progress | ||
| Year Group | Pupil Premium | Non PP | Pupil Premium | Non PP | |
| Year 1 | -33% | ||||
| Year 2 | -16% | 52% | 64% | 8% | 17% |
| Year 3 | -15% | 89% | 100% | 17% | 13% |
| Year 4 | -13% | 68% | 73% | 21% | 12% |
| Year 5 | -9% | 85% | 86% | 23% | 14% |
| Year 6 | -26% | 89% | 96% | 25% | 18% |
Attendance
| Year Group | % Attendance | % Persistent Absence | ||
| Pupil Premium | Non PP | Pupil Premium | Non PP | |
| Reception | 89.8 | 92.9 | 42% | 21% |
| Year 1 | 88.6 | 92.7 | 48% | 22% |
| Year 2 | 90.3 | 94.3 | 41% | 18% |
| Year 3 | 92.0 | 94.2 | 36% | 14% |
| Year 4 | 91.8 | 95.0 | 24% | 10% |
| Year 5 | 94.2 | 95.5 | 23% | 12% |
| Year 6 | 93.3 | 95.5 | 26% | 12% |