Pupil Premium


Pupil Premium Strategy Statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) 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



School name

Crackley Bank Primary School

Number of pupils in school



Proportion (%) of pupil premium eligible pupils


Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2020-21 to 2022-23

Date this statement was published

 October 2020

Date on which it will be reviewed

 October 2023

Statement authorised by

L Jackson

Pupil premium lead

S Stevenson

Governor / Trustee lead

A Jenkins

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


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



Part A: Pupil premium strategy plan

Statement of intent

Evidence suggests that pupil premium spending is most effective when schools use a tiered approach, targeting spending across the following 3 areas:

·      Quality First Teaching

·      Academic Support

·      Wider Approaches

The Education Endowment Foundation’s (EEF) pupil premium guide provides additional information and evidence about effective use of this funding and has been used to inform our pupil premium planning.

A similar tiered approach was used last academic year and has proved effective. Current plans have built upon this firm foundation.

It is the school’s intention to ensure that additional funding is used in order to improve the attainment and life chances of our disadvantaged pupils and to help to mitigate the additional negative impact of COVID-19 on these pupils.  The ultimate aim is, of course to ensure that there is no discernible gap between the performance of these and other pupils.  These plans are designed to work towards this aim by narrowing the gap. 


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

Challenge number

Detail of challenge


Gaps in prior knowledge, misconceptions


Early language and maths ability is below considerably average on entry


Lack of appropriate technological devices in the home to support learning


Lack of wider experience


Low self-esteem, and mental health challenges

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

Curriculum development becomes embedded.

There is in place a well-developed, sequenced curriculum leads to high standards of achievement.  Pupils ‘know more, remember more, understand and apply’

Assessment is continuous and means that all individuals’ learning is developed at an appropriate base.

Teachers regularly and routinely assess all pupils in order to refine their plans and that pupils ‘know more, remember more, understand and apply’

Learning is well sequenced for all children so that knowledge acquired over time becomes ‘sticky’.

Pupils will be able to apply their knowledge to a variety of problems and situations across the curriculum as a whole.

All older pupils have access to high quality technology to support and enhance Teaching and Learning both in school and at home.

All pupils in years 5 & 6 have an i-pad that is for their own use in school and at home.  There is evidence of independent learning for all pupils that consolidates crucial knowledge.

There is a well-resourced SSP that staff use consistently to teach phonics and early reading.

Pupils rapidly make progress in early reading and catch up on the gaps seen on entry.

Increasing mental health and nurturing needs of identified children - Pupils to have a positive image of themselves; emotional and mental well- being achieved


Children will have a sense of belonging and emotional maturity will be achieved. Pupils will take risks in learning, cope with the challenges of change,  display resilience and feel motivated and socially confident and maintain friendships 

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: £34,000


Evidence that supports this approach

Challenge number(s) addressed

Curriculum development -whole school focus and CPD activities.  Integrated approach across the whole year.

Ofsted research supports the approach that a well-planned and sequenced knowledge based curriculum is the most effective approach to delivering high quality learning

1 & 2

Access to good quality online and face to face CPD to develop the performance of all staff throughout the school

High quality staff CPD is proven as essential to delivering improved standards.  The aim of this is to ensure all children have highest quality first teach experience

1 & 2

School leaders are supported to develop their roles within the school- they have dedicated leadership time to ensure that the roles are valued and effective

School leaders play a key role in delivering the curriculum that ensure all pupils make good progress.  We closely monitor the effectiveness of their work and the value for money of this additional time.


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

Budgeted cost: £75,500


Evidence that supports this approach

Challenge number(s) addressed

All pupils in years 5 & 6 have an i-pad to be used for integrated home and school learning.

EEF toolkit highlights effectiveness of digital technology.

In school evaluation of engagement rates and learning progression reinforce that this is appropriate to our setting.


Programme of targeted additional support – individual, small groups, virtual, as appropriate.

EEF toolkit evaluates research around additional targeted support.

Students participation in virtual learning during last academic year adds further weight to this strand.

1 & 2

All pupils have access to Maths Whizz in school and at home

The programme is tailored to individual needs and addresses gaps and misconceptions. The company provides good statistical evidence to show the effectiveness of this tool, this is backed up by evidence in school from previous cohorts.

1 & 2

Additional phonics intervention in Y1

Tracking data shows that phonics has been impacted upon by the school closures.  Phonics intervention has proved successful in the past.


Additional TA time in each class to target pupils who are working below the expected level through daily reading support.

1:1 reading has proven to have the most impact upon pupils’ standard in reading

1& 2

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

Budgeted cost: £26,500


Evidence that supports this approach

Challenge number(s) addressed

Pupils from Y1-Y6 have the opportunity to attend an after-school club that they would otherwise not be accessible to them (cost is a barrier).

Clubs were arranged following pupil consultation. Uptake has increased and participation is high each week.

Pupils attending have shown social greater resilience especially in terms of covid recovery

4 & 5

Emotional Well-being ensuring children who require emotional support have access to the appropriate services either via school support or outside.

Support is nationally acknowledged to be essential for certain pupils – our support is targeted to address specific issues. School systems identify pupils who require support from internal staff and external providers are referred to if required. As a result, our school records show,  pupils who are receiving S&E support  in school are building better relationship with their peers.


Supporting parents and promoting a sense of belonging to the school via specific projects and uniform subsidy.

Parents speak very positively about the school and are very proud of it. This has a positive impact upon the behaviour and well-being of pupils. It is important for our pupil premium children that they feel fully included as part of the school.


Use of trailblazers, art therapy and emotional coaching for children who need additional mental health support.

Guidance suggests that an improvement in children’ wellbeing, resilience and motivation has a positive impact on learning



Parental engagement workshops on key curriculum areas to help develop parental support


Parental engagement workshops for EYFS to develop parental support for early reading and early maths

EEF suggests that parental engagement has a positive impact on progress.  We believe that when parents understand the learning they support the process and help children to meet milestones


Improve attendance of PP children.

Attendance officer and VIP Education have regular meeting.  They will be in contact with any parents and carers where attendance is a concern. Support options will be explored and programs implemented where appropriate.

Attendance is universally recognised as an essential prerequisite for learning and progress.


Impacts on all challenges

Total budgeted cost: £136,000


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 2020 to 2021 academic year.

Due to COVID-19, performance measures have not been published for 2020 to 2021.

Target to improve standards in KS2 cannot be verified by external data however internal data showed the small classes and targeted interventions and use of Teams to keep teaching going during lockdown ensured year 6 left ready for high school.

Internal data showed reading & writing 75% at standard

Internal data showed maths 68% at standard

Lower incidents of recording of referrals on the behaviour system.

Children participated well during remote learning with devices or school places prioritised for key and vulnerable children. 

Funding was spent to address remote learning with yr 6 accessing ICT resources so could TEAMS in for learning.  Year 5 children without ICT facilities invited in which has helped to keep year 6 (last year on track) and the current year 6 gaps at a minimum.