Pupil premium strategy statement
This statement details our school’s use of pupil premium for the 2025-2026
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 |
Manland
Primary School |
|
Number of pupils in school |
203 |
|
Proportion (%) of pupil premium eligible pupils |
3% (7) |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2024-2027 |
|
Date this statement was published |
November 2025 |
|
Date on which it will be reviewed |
October 2026 |
|
Statement authorised by |
Michael Comer (Interim Headteacher) |
|
Pupil premium lead |
Michael Comer |
|
Governor / Trustee lead |
Libby Montgomery |
Funding
overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£7575 |
|
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 |
£7575 |
Part A: Pupil premium strategy plan
Statement of intent
|
At Manland, we use the Pupil Premium Grant
to ensure that pupils from a disadvantaged background receive the best
possible education, and leave primary school with the academic attainment,
cultural capital and personal well-being to make a successful transition into
secondary school and beyond. Our ultimate aims are: 1.
To ensure that the attainment of pupils
from a disadvantaged background is high and at least in line with pupils from
a non-disadvantaged background. This means that, wherever possible, pupils
should leave Manland school achieving at least at the Expected Standard
across the curriculum with many achieving at Greater Depth, and that any
issues of slowing progress quickly identified and addressed. We will use
evidence-based strategies to help us achieve this. 2.
To ensure that pupils from a disadvantaged
background receive every opportunity to experience a rich and wide variety of
educational and social experiences which develop their talents, widen their
world view and inspire their love of learning. To achieve these aims, we will
focus on three key principles of: 1.
Teaching and learning: Most
importantly, we will ensure that the quality of education at Manland is outstanding and that teachers take responsibility for the
progress their pupils make, through the use of robust assessment for learning
strategies which ensures that pupils are challenged at their level and take
part in lessons which maximise their progress across the curriculum. The
continuing professional develop of teachers will be at the heart of this aim,
alongside robust monitoring and challenge. 2.
Specific targeted support: In
order to ensure that pupils from a disadvantaged background achieve at the
highest level, we will quickly identify any areas of their learning where
gaps in attainment are present or where progress has begun to slow. We will
implement a targeted and tailored package of interventions, which is
underpinned by evidence, to address these issues, using both our dedicated
learning mentor and other paraprofessionals to provide these. 3.
Wider pastoral support: We
will ensure that we know our pupils and their families. We will develop an
understanding of their wider life experiences and use knowledge of their
cultural, socioeconomic and family background to provide a personalised
package of experiences which enhance and support their development of their
cultural capital, aspirations and
personal wellbeing. We will identify any additional family supports which may
be of benefit and include outside organisations, where appropriate, to
further support the pupils and families from a disadvantaged background. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
Observations and evaluations of teaching, indicate that
there is still progress to be made within the school on adaptive and
responsive teaching. We are still working to develop a more secure
understanding and implementation of robust & consistent Assessment for
Learning strategies. |
|
2 |
There are indicators that some pupils from a disadvantaged
background have limited cultural capital and are their exposure to wider
cultural and social opportunities is lacking. |
|
3 |
There are indicators that some pupils
from a disadvantaged background experience a complex social situation. They
are consequently in need of additional support to ensure they attend school
regularly and are well supported at home. They also have a greater need of
external support than many other pupils in our catchment who are from
non-disadvantaged backgrounds. |
|
4 |
Our internal assessments, and
analysis indicate that while all pupils in receipt of pupil premium funding
are currently working at the expected standard in all core curriculum
subjects, we need to remain vigilant that no gaps begin to emerge in either
progress or attainment, as historically this has been the case. |
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 |
|
The quality of teaching and the curriculum at Manland will be as strong as
possible and AFL will be secure in all classes to ensure that children make
as much progress through our intended curriculum as possible. |
The majority of pupils from a disadvantaged group will be
working at least at the Expected Standard across the curriculum, with many attaining
at Greater Depth [evidence: work in books, assessment data] Pupils will be able to articulate their own strengths,
achievements and areas of development in their learning and know when they
are making progress against these. [evidence: pupil voice, lesson observations,
interventions] Robust assessment for learning strategies will be securely
in place across the school and across all lessons, which will be tailored to
the needs of learners. [evidence: lesson observations, work in books,
assessment data] Marking and feedback will be effectively used to move pupils’s learning on and will be evident in books. [evidence: lesson observations, work in books,
assessment data] Teachers will confidently talk about the next steps in pupils’s learning and routinely plan lessons from these
starting points. [evidence: lesson observations, Pupil progress
& attainment discussions, assessment data, work in books] |
|
Provision for those pupils
who are classed as disadvantaged and SEND will be effective in supporting
them to achieve their potential. |
Learning for pupils with SEND and who are from a
disadvantaged background will be tailored specifically to their needs and
feedback will move pupils’s learning on. [evidence: lesson observations, Pupil progress
& attainment discussions, assessment data, work in books] The attainment gap for pupils with complex additional needs will
have narrowed significantly and pupils will have made accelerated progress to
across the curriculum. [evidence: lesson observations, Pupil progress
& attainment discussions, assessment data, work in books] Targeted interventions will evidence clear impact on
progress and attainment. [evidence: Intervention books, lesson
observations, Pupil progress & attainment discussions, assessment data,
work in books] Pupils with SEND and who are from a disadvantaged background
will have developed a love of learning and talk positively about the progress
they have made. [attendance 95%+, pupil voice, lesson observations] Pupils with SEND and who are from a disadvantaged background
will (where appropriate) attain highly in all public examinations. [evidence: SATs results, multiplication checks,
phonics screening] |
|
Targeted interventions will
address specific issues and support pupils to “catch-up” in their learning.
As a result, no gaps in attainment will open. These will be specifically focused
at those pupils who have joined the school at a point other than the normal
age at which pupils normally might. |
High quality, short term & targeted interventions will
be in place for specified pupils. [evidence: Intervention books, assessment data,
work in books] Intervention books and in subject books will demonstrate
progress in the identified area of need. Evidence:[Intervention books] Pupils will be able to articulate the progress they have
made in their own learning and be able to identify their own strengths and
area of improvement. [pupil voice, lesson observations] |
|
Pupils from a
disadvantaged background will have had opportunities to develop individual
interests and passions and will benefit from significant cultural capital. They
will have high aspirations for their own lives. |
Pupils from a disadvantaged background will have developed a
wide set of cultural and personal interests, which include: playing
instruments, participation in sports clubs and other areas of interest. [pupil voice, attendance at clubs, music lessons
etc.] Pupils will read widely and will be able to talk confidently
about wider cultural issues, with a knowledge and appreciation of the world
around them. [pupil voice, lesson observations, work in books] Evidence in books will demonstrate their wider cultural
capital, as their vocabulary will be broad, and their knowledge of classic
and contemporary texts will be clear. [pupil voice, lesson observations, work in books] Pupils will talk enthusiastically of their life choices and
aspirations. They will look forward to coming to school and enjoy learning. [pupil voice, lesson observations, work in books,
attendance 95%+] |
|
Families in complex
circumstances will be supported with their needs and be well integrated into
school life. |
Parents/carers of pupils from disadvantaged backgrounds will
talk positively about their experience at Manland school and engagement will
be high. [parental attendance at events & parent
evening, relationships with school, survey data] Pupils from complex family backgrounds will attend school
regularly and enjoy coming to school. [pupil voice, attendance 95%+] Evidence will show that families in complex circumstances
will be well supported by external agencies, where appropriate and this will
have a positive impact on educational outcomes for pupils. [parental attendance at events & parent
evening, relationships with school, survey data, external agency involvement] |
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: £4575
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Continued
development of adaptive and responsive teaching, based upon Rosenshine’s
principles of instruction as outlined in SDP. |
We know that the most impactful way of improving outcomes
for disadvantaged groups is to improve the quality of teaching and learning
for all. At Manland, we are keen to recruit and retain the most skilled
teachers to improve student outcomes and drive up standards across the
school. See below: 1. High-quality teaching | EEF
(educationendowmentfoundation.org.uk)
|
1
& 4 |
|
Staff
meetings, coaching and CPD for teachers and support staff to develop
effective approaches to Assessment for Learning and feedback strategies. |
We know that feedback is an important area of teaching and
learning and that feedback is most useful when pupils act upon the feedback
given by teachers. We also know that this is an area we would like to develop
in our school. See below: Providing feedback is a
well-evidenced and has a high impact on learning outcomes. Effective feedback
tends to focus on the task, subject and self-regulation strategies: it
provides specific information on how to improve. There are positive impacts
from a wide range of feedback approaches – including when feedback is
delivered by technology or peers. Impacts are highest when feedback is
delivered by teachers. It is particularly important to provide feedback when
work is correct, rather than just using it to identify errors. Feedback | EEF (educationendowmentfoundation.org.uk)
|
1
& 4 |
|
Lesson
observations, book scrutinies and Pupil Progress
and attainment discussions, carried out by HT, DHT and other members of SLT to
monitor and develop teaching practice, in order to ensure consistent high
quality teaching and learning. |
We know that through a combination of high quality teaching
and effective leadership and development of our practitioners, we can ensure
that all pupils, particularly those from a disadvantaged background attain
highly and achieve their potential. 1. High-quality teaching | EEF
(educationendowmentfoundation.org.uk) Effective Professional Development | EEF
(educationendowmentfoundation.org.uk)
|
1
& 4 |
|
Continued CPD on adaptive and
responsive teaching in maths, with a focus on manipulative use and
vocabulary. |
We know, through lesson observations and book scrutinies that there are aspects of our maths mastery
approach which are still developing– particularly for those pupils who have
come from a disadvantaged background. We also know that the impact of mastery
learning approaches has the potential to add an additional five months
progress, on average, over the course of a year. See below: Mastery learning | EEF (educationendowmentfoundation.org.uk)
|
1
& 4 |
Targeted academic
support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £2000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Continue to implement
our bespoke reading intervention programme, which identifies specific
barriers to reading progress (decoding & phonic knowledge, prosody &
comprehension) to ensure no gaps in attainments open up. |
We know, through book scrutinies,
lesson observations, assessment data and pupil progress and attainment
discussions that there are specific areas of learning that individual pupils
need to focus on. We also know that targeted deployment, where teaching
assistants are trained to deliver an intervention to small groups or
individuals has a higher impact. See below: Teaching Assistant Interventions | EEF
(educationendowmentfoundation.org.uk)
|
1,
2 & 4 |
|
Implementation of time
limited interventions, based on analysis of assessment data to ensure any
gaps in foundational knowledge are secured. |
We know that for some of our pupils form a disadvantaged
background, particularly in light of school closure, that they have specific
areas of the curriculum which they are yet to master and, which is holding
them back from making the desired progress and attaining highly across the
curriculum. This is an area we would like to address in our school. We also know that small group tuition is most likely to be
effective if it is targeted at pupils’ specific needs. Diagnostic assessment
can be used to assess the best way to target support. See below: Small group tuition | EEF
(educationendowmentfoundation.org.uk)
|
1
& 4 |
Wider strategies (for example, related to attendance,
behaviour, wellbeing)
Budgeted cost: £1000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Continue
to offer sustained and targeted support for families with complex needs to
ensure that home life is as positive as possible and that pupils continue to
attend school regularly. |
We know that many of our families who qualify for the pupil
premium grant have complex home situations and we are committed to offering
as much support to these families as possible. See below for more
information: Working with Parents/carers to Support Pupils's
Learning | EEF (educationendowmentfoundation.org.uk)
|
2 & 3 |
|
Continue
to provide funded opportunities for pupils from disadvantaged groups to
develop their cultural capital and personal interests, through: ·
funding music lessons ·
providing targeted reading
material ·
funding any extra-curricular
activities of interest. |
We know that many of our pupils from a disadvantaged
background have English as an additional language and also have fewer
opportunities to develop wider cultural experiences and build up cultural
capital which is essential for social mobility. See below: |
2 & 3 |
Total budgeted cost: £12760
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 2024-2025 academic year.
|
The number of children
in receipt of Pupil funding remains low as a percentage of the cohort: for
the academic year 2024-2025, 2.5% of children were in receipt of the funding.
For the 2025-2026 academic year, 3.5% of children are in receipt of funding. Outcomes for 2025 for children in receipt of Pupil Premium
Funding: · There were no children
in receipt of Pupil Premium funding who took end of Key Stage assessments in
2024-2025 academic year (0 children in Year 6 cohort.) · 1 of 1 children in EYFS
achieved a Good Level of Development · 1 of 1 children took and
passed the Phonics Screening Check in Year 1 · Internal assessments in
all other year groups indicated that all children in receipt of PPG funding
achieved at least in-line with their curriculum year group expectations for
the curriculum year 2024-2025. Review of Intended Outcomes of previous strategy: Quality of teaching and curriculum: A great deal of work has
been done to improve the quality of education at Manland over the last 3
years. New curriculum Intents have been established in every subject and
extensive CPD has been carried out to ensure the implementation of the
intended curriculum is strong. Whilst improvements to
teaching & curriculum have been made, the school continues to refine our
curriculum intents, to ensure that they deliver the foundational and complex
knowledge children need to secure in order to achieve well and be well prepared
for their next stage of education. Provision for SEND & PPG There are currently no
children who are both SEND and are in receipt of Pupil Premium funding, nor
where there any in last years End of Key Stage data set. Narrowed attainment gap: Our personalised
approach to tracking and monitoring the progress and attainment of children
in receipt of Pupil Premium, through termly conferences, coupled with
targeted intervention packages continues to have a positive impact in
narrowing the attainment gap. Internal assessments
indicate that there are now no children in this category working below the
Expected Standard for their curriculum year and all are making at least
expected progress. Consequently, the attainment gap has been narrowed
significantly. Development of cultural capital Our strategy has been
successful in ensuring that children in receipt of Pupil Premium Funding
develop cultural capital. No child has missed out on a school trip since the
implementation of our strategy, including residential trips and many of these
have been funded. The school offers a
broad and balanced range of extra-curricular clubs and take-up amongst
children in receipt of Pupil Premium funding is high. In the last academic
year, 5 out of 6 children attended a funded after school club. Currently (2025-2026
academic year) 6 of 7 children attend funded extra-curricular clubs. Along with this,
children from disadvantaged backgrounds have been encouraged and succeeded in
representing the school in positions of responsibility, such as House
Captains and on the Pupil Parliament. Supported Families We have built, and
continue to have close relationships with our families in receipt of Pupil
Premium funding. Our strategy has helped to establish a culture in the school
which prioritises children from disadvantaged backgrounds. Children in receipt of
Pupil Premium funding attend school regularly. Attendance data from the
academic year for 2024-2025 is show comparatively below:
Areas of continued focus: · Our school development
plan reflects the areas of continued focus to ensure that the quality of teaching
continues to develop, in line with whole school priorities. · There are still a small
number of our families in complex circumstances, who may require extra
support to ensure their children thrive. · We note that there are
no children in the category of Pupil Premium who receive extra-curricular
music lessons. This will be a line of enquiry this academic year. |
Externally provided programmes
|
Programme |
Provider |
|
N/A |
|
|
|
|
Service pupil premium funding (optional)
|
Details |
|
|
How did you spend your service pupil premium allocation last academic year? |
N/A |
|
What was the impact of that spending on service pupil premium eligible pupils? |
N/A |