Pupil premium

Pupil premium is additional money delegated to the academy and is matched to the number of pupils who are eligible for free school meals and who are children of service families. At Bracken Lane Primary Academy we use our funding for a range of purposes suited to the individual needs of our children.

Pupil premium strategy statement 24-25

Sports premium

All young people should have the opportunity to live healthy and active lives. A positive experience of sport and physical activity at a young age can build a lifetime habit of participation and is central to meeting the government’s ambitions for a world-class education system.

The PE and sport premium can help primary schools to achieve this aim, providing primary schools with £320m of government funding to make additional and sustainable improvements to the quality of the PE, physical activity and sport offered through their core budgets. It is allocated directly to schools so they have the flexibility to use it in the way that works best for their pupils.

Sports premium plan

How we intend to use the grant

PiXL autumn transition package / diagnosis therapy testing

  1. Identifying specific gaps in learning in key domains within English and maths for both whole class and specific individuals.
  2. Formulation of therapies to address the gaps.
  3. Guidance from Raising Standards Lead to support teachers in using the diagnostic question level analysis effectively.

Phonics intervention

  1. Additional daily phonics sessions taking place in early years, key stage 1 and year 3.
  2. Guidance, support and CPD for teachers from Phonics Lead.
  3. Purchase of additional resources to support small group intervention.
  4. Baseline of phonics knowledge on return to school to identify next teaching steps and children for intervention.
  5. Revision of phase 1 phonics revisited in reception as the building blocks of phonics development.

Early language intervention

  1. Staff CPD on early language development via Nuffield early language intervention.
  2. Appointment of Early Language Lead.
  3. Environment audit for communication friendly spaces.
  4. Every Child A Talker (ECAT) trackers used to identify children in need of intervention.
  5. Small group intervention for identified children.
  6. Deployment of additional adult.
  7. Early language and communication is prioritised within the setting.

Access to pastoral support and PiXL character and wellbeing

  1. Identification of children who require additional support – time allocated with pastoral lead where appropriate.
  2. Support for parents in terms of signposting to other agencies or counselling.
  3. Roll out of the PiXL Character and wellbeing programme to all year groups.

Revision of the curriculum

  1. Curriculum streamlined to ensure depth of coverage and to ensure identified gaps in learning are covered.

Poverty proofing – Covid response

  1. External audit focusing on the five key areas of food, learning, back to school, additional opportunities and pupil support.
  2. Action plan to reduce financial barriers to school.
  3. CPD for all staff on poverty, particularly poverty as a result of Covid.
  4. Development of a Poverty Proofing Lead.

How we will assess the effect of this expenditure on the educational attainment of our children

  • Teachers and the Raising Standards Lead will work together to analyse and compare data to autumn baselines to check that gaps in learning have been addressed and children are on track to meet their targets.
  • Phonics target is met or exceeded.
  • Communication and language end of year target met.
  • Children make typical or better progress in communication and language.
  • Attendance is good (97%+).
  • Children’s engagement and attitude to learning is positive. This will be tracked through Learner Voice, class/school learning forums
  • Financial barriers to school and the wider curriculum are removed though careful consideration of activities/events. Additional support will be available where necessary.