Detail

Data

Number of pupils in school

196

Proportion (%) of pupil premium eligible pupils

39% (77 pupils)

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

2025-2026

Date this statement was published

December 2025

Date on which it will be reviewed

July 2026

Statement authorised by

Elizabeth Turner (Principal)

Pupil premium lead

Heather Brown (Vice Principal)

Trust lead

Karen Stevenson (Trust Inclusion Lead)

Detail

Amount

Pupil premium funding allocation this academic year

£128,270

Recovery premium funding allocation this academic year

Recovery premium received in academic year 2023/24 cannot be carried forward beyond August 31, 2024.

£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

£128,270

School vision

Our school vision is to ensure that all children are given the opportunities to DREAM of a bright future, BELIEVE in themselves, and ACHIEVE their highest potential in school and throughout their life so that they can truly make a difference wherever they go.

The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal. When making decisions about Pupil Premium funding, we have considered the context of the school and the subsequent challenges that the school faces. We have also considered research by the Education Endowment Fund.

We recognise that there are a range of complex challenges faced by vulnerable pupils such as those whose family have an EHA and those who are under social care or those who are young carers. Additionally, pupils with SEND and EAL as well as a range of other factors become double and triple disadvantaged. Due to this we ensure that all teaching staff are involved in the analysis of data and identification of pupils, so that they are fully aware of the situation within school.

High-quality teaching is at the heart of our approach, with a focus on 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, as well. 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 targeted and strategic use of pupil premium will support us in achieving our vision.

Principles

• We ensure that teaching and learning opportunities are adapted to meet the needs of all the pupils, including through staff training and development.

 • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

• In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.

• We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

• Pupil Premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources mean that not all children receiving free school meals will be in receipt of Pupil Premium interventions at one time.

The contextual demographic at Newton Road (higher than average SEND) indicates that the disadvantaged pupil group at Newton Road School has a number of significant barriers and are therefore complex in need. 45% of the children identified with SEND are also disadvantaged. Of the SEN and PP cohort, 6 children have an EHCP and 4 pupils are in receipt of School Inclusion funding.

Our approach will be responsive to common challenges and individual needs, embedded with robust, multi-faceted and diagnostic assessment. To ensure they are effective, we will:

• intervene early when need has been identified

• ensure disadvantaged pupils have adaptations to work as necessary and are challenged to make further progress

• adopt a whole school approach in which all staff take responsibility for disadvantaged target pupils’ outcomes and raise expectations of what they can achieve through identifying barriers to learning.

Challenge number

Detail of challenge

1

Our Pupil Premium children enter the school with a significantly low attainment level and make lower than expected progress from their starting points. The percentage of our Pupil Premium children achieving ARE+ in reading, writing and maths in KS2 is significantly below National.

2

Attendance for our Pupil Premium children is often lower than the national average for ‘good’ attendance

3

Social, emotional and mental health of our Pupil Premium children impacts on readiness to learn

4

Socio-economic disadvantages of our Pupil Premium children reduce the number of wider experiences they have access to

Intended outcome

Success criteria

For attainment and progress of Pupil Premium children to improve in reading, writing and maths across the whole school, especially by the end of KS2, through targeted intervention and Quality First Teaching (QFT).

- Quality First Teaching in all classrooms

- CPD focusing on needs across the school for core subjects

- Weekly PiXL meetings to monitor attainment and progress of pupils and to plug gaps effectively

- CPD provided by Reading, Writing and Maths leads for all staff

- SLT team working closely together including phase leads to drive improvements across the school

For attendance of our Pupil Premium children to be no lower than that of Non-Pupil Premium children. For attendance to be no lower than 93% but aiming for closer to 96%.

- Close monitoring of attendance by the Attendance Officer in conjunction with the DSL

- Daily initial response following registers closing and monitoring of individuals who are absent

- Weekly monitoring of attendance of all pupils by the Attendance Officer and DSL

- Letters sent to parents for pupils who fall below 96%

- Parents invited in for a meeting to assess barriers to good attendance and address where support can be put in place  

- Parents placed on a parent contract to improve attendance if it does not continue to rise

- Incentives for attendance in school e.g. class attendance trophy as well as individual certificates and rewards

For pupil behaviour to improve through the development of the children’s ability to self-regulate

- Calm spaces within/outside classrooms to support pupils’ self-regulation

- Development of a sensory room to support regulation

- Growth mindset will be taught and referred to as part of normal practise by all staff

- Development of the Newton Road School Learning Pit to support a Growth Mindset approach

- Consistent behaviour policy applied (Newton Road Way expectations)

- Staff CPD on approaches to behaviour from outside support (Maplefields) as well as analysis by the Educational Psychologist to identify need

- Staff CPD on SEND needs and how to support pupils with additional needs

- Support from the Trust Mental Health and Wellbeing Lead

- Support from Equaliteach when necessary to prevent specific issues occurring

- Support from in-school Pastoral Support Officer providing individualised interventions

- Support from in-school SEMH Support Staff member providing support with behaviour as required, daily.

For Pupil Premium children to have access to wider experiences outside of the realms of their daily life

- All pupils across school to experience swimming lessons that they would otherwise not be able to access due to costs  

- Opportunities for school trips and/or visitors that would otherwise be missed

Activity

Evidence that supports this approach

Challenge number(s) addressed

To raise progress and attainment, additional teachers have been employed to enable us to have single class, year group specific teaching, rather than mixed.

Strategic deployment of teaching assistants is important to ensure that priority pupils are supported.

Additional teaching staff within certain year groups to enable year group specific content to be taught within individual year groups which will support attainment and progress of pupils.

Additional teaching staff for core subjects to reduce class sizes and support key year groups (Year 6) will result in better outcomes for pupils. Reducing class size will result in feedback being given to pupils more frequently. EEF Toolkit suggests that effective feedback can result in 7+ months progress for primary age pupils over the course of a year.  

Pupils accessing individual year group content rather than mixed year group teaching will make further progress and attainment will improve.

1

SENCO support and CPD provided to staff to develop adaptive practices to support pupils with SEN, including disadvantaged pupils

Disadvantaged children also have a range of SEND needs / learning difficulties requiring higher levels of support (EHCP).

Appropriate adaptation for pupils with SEND will see an increase in the progress and attainment of these pupils. Appropriate adaptation will also ensure pupils are accessing stage-appropriate work which will support SEMH needs and reduce cognitive overload.

Time allocated for SENCO surgeries for teaching staff, support staff and parents to ensure continual support and CPD.

1, 3

CPD provided through MELSA training

MeLSA training will help school leaders deploy highly skilled staff to engage the most vulnerable and challenging pupils. It is evidence informed training designed for TAs/LSAs and other educational staff to become skilled mediators. Many schools are already familiar with ELSAs (Emotional Literacy Support Assistants), an evidence-informed approach to supporting the social, emotional, and mental health needs of their pupils.

1, 3

One Decision subscription for PSHE lessons across school to improve social development and support SEMH needs

EEF Toolkit suggests that effective Social and Emotional Learning can lead to learning gains of +4 months over the course of a year.

Understanding of PSHE learning will develop through the use of a recognised scheme to support all pupils but especially those with SEMH needs.

Pupils cover a wide range of topics and will become well rounded in their knowledge of PSHE. 

1, 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

Quality interventions weekly in Years 3-6 using PiXL therapies to support identified gaps. 

EEF Toolkit: Small group tuition makes on average +4 months progress for pupils who receive the intervention over the course of a year.

EEF Toolkit: 1:1 tuition makes on average +5 months progress for pupils who receive the intervention over the course of a year.

Targeted academic support can support pupil progress and attainment. It can be used to develop a wide variety of areas across the curriculum. Interventions will be carefully linked to the needs of the child through close assessment using PiXL which in turn will result in positive progress as specific areas will be targeted.

1

Pastoral Support Officer employed to support a wide variety of pupils with SEMH needs across school on a 1:1 or small group basis. Support for pupils using strategies/provisions such as:

- My behaviour and me

- Think good, feel good

- Anxiety gremlin

- Volcano in my tummy

- Friendship formula

- Drawing and talking

EEF Toolkit: Metacognition and self-regulation strategies make on average +7 months progress over the course of a year for pupils who receive the support based on extensive evidence.

EEF Toolkit: Social and emotional learning strategies make on average +4 months progress for pupils who receive this intervention over the course of a year.

Pupils who receive this will be closely supported and understand how to self-regulate through the use of recognised strategies.

1, 3

SEMH support staff member employed to support pupils across the school with behaviour. This will be on a 1:1 basis as well as small group intervention when needed.

EEF Toolkit: Metacognition and self-regulation strategies make on average +7 months’ progress over the course of a year for pupils who receive the support based on extensive evidence.

Pupils who receive support from this member of staff will be closely supported and understand how to self-regulate through the use of recognised strategies.

EEF Toolkit: the average impact of behaviour interventions is +3 months’ progress over the course of a year. Evidence suggests that, on average, behaviour interventions can produce moderate improvements in academic performance along with a decrease in problematic behaviours.

1, 2, 3

Oxford Reading Buddy subscription used to support reading at home which includes the opportunity to quiz on reading books and improve comprehension skills

EEF Toolkit: Reading comprehension strategies make on average +6 months progress for pupils who receive the intervention over the course of a year.

Oxford Reading Buddy will provide at-home support as well as use in school to promote progress in reading. Pupils will develop reading comprehension skills. Progress and attainment will improve.

Pupils who are unable to afford books at home have access to a wealth of literature on the online system which supports those with socio-economic disadvantages.

1, 4

Times Tables Rockstars subscription used to support the learning and retention of times tables.

Times Tables Rock Stars is an award-winning maths learning platform that helps pupils practise and recall their times tables. The Times Tables Rockstars platform helps children to become fluent in their times tables, which in turn reduces the delay when thinking and calculating more complex mathematics.

Use of TT Rockstars boosts multiplication and division recall and improves maths confidence. It is used by millions of pupils worldwide in over 16,000 primary schools. It is an interactive approach which can be used both in school and at home on a variety of devices.

1

Squiggle Whilst you Wiggle EYFS handwriting programme books and resources purchased to support foundational transcription skills

Squiggle early writing programme uses neurological and physiological movements to create marks.

Squiggle can be done whole class, in smaller groups or even as a writing intervention.

Pupils’ gross motor skills will develop through daily Squiggle sessions which will have a positive impact on their fine motor skills. Writing in the Early Years will improve as foundational transcription skills will be supported.

1

Activity

Evidence that supports this approach

Challenge number(s) addressed

Swimming lessons provided to all pupils across school through the rental of a heated swimming pool (on site)

Pupils will learn to swim with instruction from Sporty Scholars in all year groups across school.

Pupils will be provided with a life skill that they may not have otherwise been able to access due to their socio-economic disadvantages.

4

Attendance Officer ensures attendance is closely monitored and addressed to ensure improvement across the school

Attendance and punctuality improve with families feeling supported whilst also being aware of their responsibilities with regard to their child’s attendance.

Weekly meetings between Attendance Officer and DSL to ensure attendance is closely monitored and addressed and parents are contacted regularly. Pupils falling below 96% receive a Stage 1 letter which is then monitored closely to track improvements. As a result of close monitoring, attendance will improve. As attendance improves, so will the progress of the children affected.

1, 2

Incentives to support attendance e.g. certificates/badges/pencils/bookmarks /attendance cup/book voucher token for 100%

Attendance monitoring will identify improvements in attendance figures for classes and for specific children.

Class attendance awards received weekly in assembly will raise the profile and importance of attendance at school. As attendance improves, as will the progress and attainment of particular pupils.

Pupils will receive attendance incentives at the end of each half term for those who have reached 97% or more.

1, 2

Breakfast club to support a healthy start to the morning and boost attendance for all pupils

A study by the EEF found that pupils in primary schools participating in breakfast clubs made on average two additional months’ progress in reading, writing and maths over the course of a year.

Many pupils within the school, including those eligible for pupil premium funding do not have a good breakfast before attending school. In some cases, pupils do not have breakfast whilst others primarily choose unhealthy options. In addition, social time at a breakfast club will support the SEMH needs of pupils and create a softer start to the day.

1, 2, 3, 4

Supporting strong starts in EYFS through developing an effective and well-resourced provision

Prioritising early learning within school prevents attainment gaps from establishing and widening in later years. Ensuring EYFS is well resourced will support attainment data and the needs of all pupils and will promote diversity and inclusion. This will also have an impact upon attendance of pupils in the Early Years and will ensure they have a positive experience in school.

1, 2, 3

 Support for Year 6 pupils through    high-quality intervention resources and strategies alongside opportunities to provide homework to support learning and increase progress and attainment

The EEF Toolkit suggests that the average impact of homework provides 3 months additional progress over the course of the year within primary schools.

EEF Toolkit: Reading comprehension strategies are high impact and on average 7 months’ additional progress can be made throughout the course of a year. High quality resources (texts and questions) will be used to support the delivery of reading comprehension strategies.

EEF Toolkit: Small group tuition makes on average +4 months progress for pupils who receive the intervention over the course of a year.   

1, 4

Funds available to support Pupil Premium pupils with access to trips and visitors to improve wider experiences

Access to wider experiences, that would otherwise be unavailable to pupils due to their socio-economic background, will be supported and barriers to experiencing a wide range of activities will be removed. The social and health benefits for pupils when participating in these activities can have many benefits for children including a positive impact on their overall wellbeing, with small links to academic achievement and increased attendance.

1, 2, 3, 4

Analysis of attendance data

Attendance data obtained from the IDSR (shown in the table above) shows an upward trend for disadvantaged pupils and for the whole cohort over the three-year period. PP attendance has improved steadily from 92.0% in 2022/23 to 92.2% in 2024/25, closing the gap slightly with the National PP figure however this remains an area requiring improvement and remains within our challenge areas for the strategy for the following year. Whole-cohort attendance has also risen from 92.3% to 93.8%, demonstrating good progress and moving closer to National levels. Although National benchmarks remain higher across all groups, the data indicates improvement and evidence that the actions put into place using the Pupil Premium Strategy have made an impact year upon year.

Analysis of performance data

The academic progress of disadvantaged pupils continued to be a focus throughout 2024-25 and continues to be a focus for the next academic year. The performance data shows sustained progress for disadvantaged pupils across the academic year in all core subjects. Reading improved steadily from 46% in Autumn to 54% in the Summer term, demonstrating consistent progress over time. Writing shows the most significant improvement, rising from 41% in Autumn to 53% in Summer. Maths outcomes also increased consistently from 48% to 59%, again indicating secure progress across the year. The gap in attainment between disadvantaged pupils and the whole-school cohort narrowed in each subject throughout the year. Whilst attainment of disadvantaged pupils is below the whole cohort, the gaps are relatively small with a maximum of a 6-percentage-point difference in any of the subjects. This highlights attainment of disadvantaged pupils in Reading, Writing and Maths as a continued priority for the following year.

Support for pupils with SEMH and behavioural needs continued to be a focus throughout 2024-25 with support provided from the school Pastoral Support Officer and an SEMH Support staff member. CPD has been in place for staff to support understanding of a variety of needs and how these can be supported in the classroom. Behaviour incidents continued to reduce throughout the year, and the rate of suspensions throughout 23-24 and 24-25 also significantly declined, showing a positive trend for behaviour in school. Pupil attitudes towards school are positive, as gathered during a round of Pupil Voice, with many stating they enjoy school and the way in which they are learning in the classroom.

Programme

Provider

Oxford Reading Buddy

Oxford Owl

Times Tables Rockstars

Times Tables Rockstars

PSHE curriculum (One Decision)

One Decision

Squiggle Whilst You Wiggle

Spread the Happiness

MELSA CPD

The Psychology Collaborative

For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year

The impact of that spending on service pupil premium eligible pupils