Pupil Premium Allocation
Principles/Statement:
All the work through pupil premium will be aimed at accelerating progress, moving children to at least age related expectations; initially this will be in English and Maths.
Pupil premium resources may also be used to target able children, who are eligible for the funding, to achieve above age related expectations at the end of KS1 or KS2.
The school will publish information on how they have used their pupil premium grant to address the issue of ‘narrowing the gap’ for socially disadvantaged pupils.
The school may use pupil premium if appropriate to address language barriers.
Barriers for educational achievement:
Boothferry pupils eligible for PPG have the following barriers.
- Low early language acquisition
- English as a second language
- Difficulties in accessing specialist outside support due to financial strain and isolation.
Planned approach for 2025 – 2026
The Pupil Premium funding for Boothferry Primary for the financial year 2024-2025 is £153,437 including the recovery curriculum.
For a detailed breakdown please see below:
Impact of Pupil Premium
As a result of the support put in place, the majority of pupils receiving free school meals make expected or above expected progress.
Pupil progress tracking is carried out on a regular basis and identifies any free school meals child at risk of under attainment.
Strategies are immediately identified to provide appropriate additional support to narrow the gap
For more detailed analysis please see below
Pupil Premium 2024 Review
The Disadvantage Gap
Definition of disadvantage
Disadvantaged pupils are ordinarily defined as: those who were registered as eligible for free school meals at any point in the last six years, children looked after by a local authority or have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order.
How well have disadvantaged children done?
Overall, results for disadvantaged pupils compare well with disadvantaged pupils nationally, especially for GPS. Gaps between disadvantaged and non-disadvantaged pupils are greatest in Reading and Maths. Results for non-disdvantaged school and non-disadvantaged national are on a par, except for writing.
“Pupils behave consistently well. They display very positive attitudes towards their learning.”
“Leaders deliberately broaden pupils’ experiences by enabling them to take on responsibilities within school.”
“The school has established a vibrant curriculum for all pupils. Adults bring learning to life through the many opportunities that the curriculum offers.”
“Pupils feel valued and are proud to be themselves. The school is a very happy place to learn.”
“Leaders at Boothferry Primary School have established a distinctive school vision based on respect, cooperation and ‘international mindedness’.”
“Children in early years quickly master new sounds in phonics and enjoy curling up with their favourite book.”
“Pupils understand difference and diversity. They know that everyone deserves to be respected.”
“Staff who are new to the profession flourish due to the effective support and professional development provided.”
“Leaders have established an ambitious curriculum. The school has clearly identified the most important knowledge that pupils need to learn.”
“Staff are proud to work in this school.”
“The support that pupils with SEND receive is exemplary. Pupils with SEND are flourishing.”
“Leaders have made reading a priority. Staff share carefully chosen stories that inspire pupils to read.”
