Detail

Data

School name

Bournville Primary

Number of pupils in school 

Nursery – Y6

Reception – Y6 

493

409

Proportion (%) of pupil premium eligible pupils

54%

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

2023 - 2026

Date this statement was published

December 2025

Date on which it will be reviewed

September 2026

Statement authorised by

Marie Berry

Pupil premium lead

Marie Berry 

Governor / Trustee lead

John Wheatley

Detail

Amount

Pupil premium funding allocation this academic year

£

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

£340,832

The ultimate objective for our disadvantaged pupils is to enhance attainment and improve learning outcomes 

Our current pupil premium strategy plan work towards achieving those objectives by:

The key principles of the strategy are:

Quality first teaching for all – we deliver ‘quality first teaching’ and provide consistently high standards by setting expectations, monitoring performance and sharing best practice 

A school culture of supporting pupils to manage their emotions and be self-regulators – our trauma-informed practice creates a shared understanding and common language about how to create a welcoming, caring, respectful and safe school. All pupils benefit from learning environments that are: calm, predictable and supportive. Building pupils’ resilience when dealing with challenges, whether academic or emotional is a priority across the school. Specific pastoral intervention allows us to support pupils and build resilience to find new ways of viewing challenges and setbacks, helping them to believe that even if they struggle with certain skills, their abilities aren't set in stone.

Whole-school ethos of attainment for all – we have an ethos of attainment for all pupils and avoid stereotyping disadvantaged pupils as all are facing similar barriers or have less potential to succeed. The school recognises that those pupils labelled as disadvantaged are under resourced and therefore the aims of this strategy are to close the gap created by this under resource. 

Addressing behaviour and attendance – we ensure effective behaviour strategies are in place, respond quickly to poor attendance and provide strong social and emotional support, including working with families.

Broad and balanced curriculum – we deliver a broad and balanced curriculum, developing key skills in core and noncore subjects. Pupils are exposed to a rich diet of experiences to benefit learning. All children will have access to all educational visits and in Year 6 residential experiences providing life experiences to help with developing their personal learning and giving an opportunity for broader experiences.

Meeting individual learning needs - we identify each pupil’s challenges and interests and seek the best strategies to help each pupil make the next step in their learning. We provide individual support for specific learning needs and group support for pupils with similar needs. 

Deploying staff effectively - devolve responsibility to frontline staff, use our best teachers to work with pupils who need the most support and train teaching assistants to effectively support pupils’ learning 

Impact driven and responsive to evidence - we effectively use data, and other evidence, to identify pupils’ learning needs, review progress regularly and address underperformance quickly. We have manageable assessment for learning systems, which provide clear feedback for pupils. 

Ambitious leadership have high aspirations and lead by example - all staff are accountable for raising attainment and do not accept low aspirations and variable performance. We are aware of best practice within, and beyond, the school and invest in staff training.

Challenge number

Detail of challenge 

1

Our assessments, observations, internal and external assessments indicate that expressive and receptive language attainment among disadvantaged pupils is significantly below that of non-disadvantaged pupils. 

2

Our assessments and observations indicate that disadvantaged pupils are working below age related expectations in the prime areas and reading, writing and maths.  This includes higher than average levels of disadvantaged pupils with SEND 

3

Our assessments and observations indicate that the long term impact of the pandemic is still being felt.  These findings are supported by national studies. This has resulted in significant knowledge gaps leading to disadvantaged pupils falling further behind age-related expectations, especially in maths, reading and writing.  In addition the significant national increase in SEND in the post pandemic period has had a significant impact on pupil outcomes.  The impact of the pandemic of basic routines and social norms has been most felt by the children of disadvantaged parents.     Their lack resilience to return to the pre-pandemic norms has impacted pupils: 

4

A broad and balanced curriculum is especially important for those pupils who come from disadvantaged backgrounds, as a narrowed curriculum could result in restricting children’s life choices and opportunities.

5

Our observations and use of Boxall assessments indicate that pupils may have emotional, social and behavioural barriers to learning and participation.

6

Pupil’s emotional health may be impacted by social and economic issues within families 

7

Pupils may not attend school regularly and on time  

Intended outcome

Success criteria

Challenge addressed

Over the next three years disadvantage pupils have improved expressive and receptive language skills and vocabulary  

80% of pupil premium children achieving Communication Early Learning Goal by end of Reception 

80% of children achieving Speech and Language intervention targets by end of KS1

1,2,3

Over the next three years disadvantaged pupils are working at age related expectations in reading writing and maths and prime areas in EYFS by the end KS1.

Over three years this gap will close in line with national data

80% pupil premium children achieve intervention targets (non-SEND)

1,2,3

Over the next three years maths, reading and writing attainment for disadvantaged pupils at the end of KS2 will improve to the national average

70% of pupil premium children reading at ARE (non-SEND)

Increased number of pupil premium children working at ARE in maths

Increased number of pupil premium children writing at ARE

1,2,3

Pupils will know more and remember more as a result of a broad and balanced curriculum

Wider curricular activities

Pupils will have an increased understanding and experience of opportunities outside of school and their home environment

Pupils can draw on and apply their experiences through multiple areas of learning

Pupils will have an increased knowledge of the world away from their home 

4

Disadvantaged pupils are more resilient. Emotional and behavioural barriers are impacting less on children’s learning

Reduction in behaviour incidents 

Increase in the amount of time in class 

All pupil premium children achieve intervention targets

All pupil premium children achieve pastoral support plan targets

School will continue to signpost families towards early help

Teachers will use Boxall profiles to target areas of Nurture to focus on within the class.     

5,6

All pupils, including disadvantaged will sustain good attendance inline with national attendance rates.

Attendance team will ensure policies are followed.

Attendance team will regularly monitor pupils who are not meeting a good attendance rate.

School will adopt a variety of strategies and incentives to increase attendance rates.

Including use of the DFE attendance toolkit and the DFE termly attendance reports including the ABIE target.      

7

Activity

Evidence that supports this approach

Challenge number(s) addressed

Opening Worlds Training and implementation 

Implementation     of a high quality humanities curriculum which is aimed at improving vocabulary and writing outcomes.  

A research and expertly written program.  

Supports outcomes for disadvantaged pupils.   

A high quality implementation program will ensure that coaching is provided to support teachers developing their teaching of this curriculum.  

Ongoing coaching and support for the implementation of years 5 of the program.

1  2  3  4

Coaching 

Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be a top priority for pupil premium spending. (EEF) 

1  2      3   4   5      6   7 

Class based TA support to enhance quality first teaching and to provide reactive interventions and support where needed.

Rationale: Teaching assistants must support pupils to develop independent learning skills and manage their own learning. Research has shown that improving the nature and quality of TAs' talk to pupils can support the development of independent learning skills, which are associated with improved learning outcomes.

Ensuring opportunity for CPD for support staff to improve effective practice.  

EEF teaching assistants

1  2      3   4   5      6   7

Activity

Evidence that supports this approach

Challenge number(s) addressed

Speech and Language interventions: Narrative, Talk Boost, 1:1 S and L programmes 

Rationale: 

EEF oral Language Interventions +5 months 

Evidence shows that language interventions positively impact on attainment and pupil attitudes, self regulation and confidence.  

1    2    3       5    6

Academic interventions: Quick fire phonics, 1:1 reading, comprehension interventions 

Quick fire spelling

Doodle maths and Spelling intervention  

Rationale:

EEF evidence 1:1 tuition +5 months

EEF reading comprehension +6 months 

EEF phonics +4 months   

1    2    3       5     6

Self-regulation: 

Bucket time, Nurture, Zones of regulation, bespoke planned pastoral programs.     

EEF Behaviour Interventions +3 months 

EEF Social and emotional learning Interventions +4 months

Social and emotional learning interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school.  

1  2  3     4   5   6

Activity

Evidence that supports this approach

Challenge number(s) addressed

Breakfast club subsidised to be low cost and open access for pupil premium families, pastoral support provided, sports coaches provided daily exercise.

Number of pupil premium accessing breakfast club and the positive impact it has on the start of the day for those particular children

IFS researchers in collaboration with the National Children’s Bureau finds that offering relatively disadvantaged primary schools in England support to establish a universal, free, before-school breakfast club can improve pupils’ academic attainment Children who come to school hungry are less attentive, more disruptive and less likely to understand and remember the day’s lessons.

5    6   7

Attendance lead monitoring pupil premium  attendance, first day response with phone calls, analysis of attendance data, raise and praise, home visits and truancy sweeps alongside EWO 

Pastoral / attendance   who monitors and develops responses to attendance needs – if children are not in school they cannot learn effectively and reach their potential   

6    7

Pastoral interventions: proactive groups 1:1 support and reactive support

Rationale:

EEF parental engagement +3 months

EEF Behaviour Interventions +3 months EEF Social and emotional learning Interventions +4 months 

1   2   3      4    5    6

Family support interventions:  

Jigsaw family, Early Help, parental engagement events and activities

Family engagement worker 

Rationale:

EEF parental engagement +3 months

EEF Behaviour Interventions +3 months

EEF Social and emotional learning interventions 

+4 months

EEF parental engagement +3 months

Behaviour Interventions +3 months 

EEF Social and emotional learning Interventions 

+4 months

1   2   3       5    6   7

Nurture Hub and whole school Nurture approach

Social and emotional learning approaches have a positive impact, on average, of 4 months’ additional progress in academic outcomes over the course of an academic year. (EEF) Children are supported to allow self-regulation and this enables them to return to class and engage with their learning. 

4

Trips and Visits 

To expand experiences and aspirations around careers, university, and further education Pupils often require good educational outcomes. Raising aspirations is therefore often believed to incentivise improved attainment. (EEF) Trips and visits provide a world view and enhance pupils’ cultural capital and this can provide them with contextual understanding to support their learning. 

3

After School Clubs

The average impact of the engaging in physical activity interventions and approaches is about an additional one month’s progress over the course of a year. There is some evidence that involvement in extra-curricular sporting activities may increase pupil attendance and retention. (EEF) After school clubs such as drama and science will deepen understanding and enhance children’s confidence and self-belief. 

3  4  6

Challenge number

Detail of challenge 

1

Our assessments, observations, internal and external assessments indicate that expressive and receptive language attainment among disadvantaged pupils is significantly below that of non-disadvantaged pupils. 

2

Our assessments and observations indicate that disadvantaged pupils are working below age related expectations in the prime areas and reading, writing and maths

3

Our assessments and observations indicate that disadvantaged pupils have been impacted by school closures to a greater extent than other pupils. These findings are supported by national studies. This has resulted in significant knowledge gaps leading to disadvantaged pupils falling further behind age-related expectations, especially in maths, reading and writing.

4

A broad and balanced curriculum is especially important for those pupils who come from disadvantaged backgrounds, as a narrowed curriculum could result in restricting children’s life choices and opportunities.

5

Our observations and internal emotional literacy assessments indicate that pupils may have emotional, social and behavioural barriers to learning and participation.

6

Pupil’s emotional health may be impacted by social and economic issues within families 

7

Pupils may not attend school regularly and on time  

Programme

Provider

Doodle Maths 

Doodle Spelling 

Doodle Learning 

Headline Areas For Development 2024 – 2026

Pupil premium area for 

development

Focus area

Pupil premium intended 

outcome

2024

2025

2026

Teaching and 

targeted academic support

To deploy staff effectively and ensure all staff effectively support the needs of pupils

Improved outcome in reading, writing and maths for pupils eligible for pupil premium

Reading

To raise standards phonics and reading to at least the same attainment levels as non-PP pupils nationally - intervention

Improved outcomes in reading for pupils eligible for PP 

Close the gap between pupil premium     and non-pupil premium pupils

Writing

To raise standards in writing to at least the same attainment levels as non-PP pupils nationally – intervention and QFT

Improved outcomes in writing for pupils eligible for pupil premium

Close the gap between pupil premium and non-pupil 

premium  pupils

Maths

To raise standards in maths to at least the same attainment levels as non-PP pupils nationally – intervention and coaching

Improved outcomes in maths for pupils eligible for pupil premium

Close the gap between pupil premium     and non-pupil premium  pupils

Broader 

curriculum

Cultural Capital

To ensure we continue to deliver a broad and balanced curriculum that develops key skills in core and noncore subjects – opening worlds curriculum for History, Geography and RE

Improved and quality assured curriculum design will enrich and inspire, focusing on process as well as outcome. 

Attendance

To improve and maintain levels attendance and  punctuality 

Improved attendance and punctuality percentages in line with national averages