Pupil Premium

Pupil Premium Strategy

Pupil premium strategy statement.

This statement details our school’s use of pupil premium (and recovery premium for the 2024-2025 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 Detail Data School name Northlands Primary School Number of pupils in school 208 Proportion (%) of pupil premium eligible pupils 40% (84) Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended) 2024-2027 Date this statement was published September 2025 Date on which it will be reviewed September 2026 Statement authorised by Julian Davoile Pupil premium lead Katie Isaac Governor / Trustee lead Virginnie Laignelet Funding overview Detail Amount Pupil premium funding allocation this academic year £ 112,480.00 Recovery premium funding allocation this academic year £ 0 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 £ 112,480.00 Northlands Primary School One Community – Many Cultures – Achieving Together 2025-2026 Pupil Premium Strategy 2 Part A: Pupil premium strategy plan Statement of intent At Northlands Primary School, we aim to ensure that all pupils, regardless of their background and starting points, make good and better progress in line with their peers and strong attainment across all subject areas, including within extra-curricular opportunities. Our pupil premium strategy is designed to support the disadvantaged pupils to achieve that goal and broaden their life chances, including those that already achieve well. When creating our strategy, we will also consider the challenges faced by those vulnerable pupils, such as young carers and design activities to support their additional needs. The challenges we have outlined in this statement are also intended to support their needs, regardless of whether they are disadvantaged or not, as we believe for these children to make progress; it is not just about supporting them academically, but their wider well-being too. Through careful monitoring, we will also respond to low levels and persistent absences to ensure that all pupils have access to consistent and regular schooling. Quality-first teaching underpins the pupil premium strategy, with a focus on the areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers. The approach outlined within the strategy will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment and not based on assumptions about the impact of being disadvantaged. These approaches are selected to compliment each other to help pupils excel. In order to ensure they are effective we will: • Ensure disadvantaged pupils are both adequately supported and challenged in the work that they’re set. • Act early to intervene at the point where need is identified. • Adopt a whole school approach where staff all take responsibility for pupil outcomes and raise expectations of what they can achieve. • Respond to low levels and persistent absences to ensure that all pupils have access to consistent and regular schooling Northlands Primary School One Community – Many Cultures – Achieving Together 2025-2026 Pupil Premium Strategy 3 Challenges This details the key challenges to achievement that we have identified among our disadvantaged pupils. Challenge number Detail of challenge 1 Through our assessments, observations and pupil voice the attainment upon entry to school is low. On entry, 0% of children from disadvantaged backgrounds met NHS developmental markers. 2 As a result of assessment, observations and pupil voice, poor communication skills, poverty of language and English as an Additional Language (EAL) is prevalent among our disadvantaged pupils (42% of EAL are also PP). Of particular concern, is the absence of reading at home amongst our disadvantaged children. 3 A number of pupil premium pupils also have SEND. This impacts further on their progress and attainment. 4 In 2019, Rugby Borough ranked 222 out of 317 local authorities (1 being the most deprived). The majority of the most deprived areas fall around the centre of Rugby town and to the north and west of Rugby Borough. The community faces a number of socio-economic challenges and Rugby town centre, where the school is located, is ranked 6507 / 32844 (2019) in the multiple deprivation rank where 1 indicates the most deprived area and 32844 is the least, Across Rugby (15.5%) live in fuel poverty. Whilst our PP population has declined over the recent years, a number of families are on work visas and do not have access to pupil premium funding despite being in poverty. 5 Although our attendance data has improved over the last academic year (95.5% total) the data still indicates that attendance among disadvantaged (94.67% 1.9.24-31.2.25) is lower than nondisadvantaged pupils. Disadvantaged pupils have been ‘persistently absent’ compared to their peers non-disadvantaged peers during that period. Our assessments demonstrate that absenteeism is negatively impacting disadvantaged pupils’ progress. 6 Although our data is an improving picture, and we are increasingly meeting 10% differential, a number of disadvantaged children are still performing lower than their peers across subjects: Assessments for classes in Key Stage 2 indicate that attainment is lower for disadvantaged pupils compared to non-disadvantaged pupils in Reading. Assessments indicate that attainment is lower for disadvantaged pupils compared to non-disadvantaged pupils in Writing. This is particularly the case in Key Stage 2. Northlands Primary School One Community – Many Cultures – Achieving Together 2025-2026 Pupil Premium Strategy 4 Assessments for Key Stage 2 children indicate that attainment is lower for disadvantaged pupils compared to non-disadvantaged pupils in Maths. 7 Our assessments, observations and rise in teacher referrals indicate disadvantage pupils require additional support in their capacity to share, understand and regulate emotions. 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 To improve reading attainment among disadvantaged pupils and narrow the gap to 10% between pupil premium and non-pupil premium pupils. Pupil Premium data for KS2 reading data will show comparably to that of non-pupil premium pupils and individual gaps in performance will have been narrowed To improve writing attainment among disadvantaged pupils and narrow the gap to 10% between pupil premium and non-pupil premium pupils. Pupil Premium data for KS2 writing data will show comparably to that of non-pupil premium pupils and individual gaps in performance will have been narrowed. To improve maths attainment among disadvantaged pupils and narrow the gap to 10% between pupil premium and non-pupil premium pupils. Pupil Premium data for KS2 maths data will show comparably to that of non-pupil premium pupils and individual gaps in performance will have been narrowed. To ensure pupils are ready to learn through high-quality interventions that address the SEMH needs of pupils. This includes, external councillor and external and internal pastoral care and high quality regular academic interventions. Assessments and observations demonstrate an increase in engagement in lessons and an improvement in formative assessment. To ensure that all enrichment opportunities are offered at a reduced cost for those in receipt of pupil premium funding to broaden their experiences and offer the same life chances as non-PP. Trip records and club records demonstrate that PP children have had opportunities to attend. Class trips offer a 50% discount for disadvantaged. PP are offered first refusal and free attendance to school clubs. Northlands Primary School One Community – Many Cultures – Achieving Together 2025-2026 Pupil Premium Strategy 5 To improve the attendance of disadvantaged pupils. Sustained high attendance from 2025/26 demonstrated by attendance for disadvantaged children being in line with non-disadvantaged pupils. For pupils who have SEND and are eligible for pupil premium support (21%) to have improved outcomes. Pupil Premium data for SEND & PP for reading, writing and maths will show a sustained or narrowing of any gaps.