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John Bamford Primary

Pupil Premium Strategy Statement

This statement details our school’s use of Pupil Premium (and Recovery Premium for the 2023-2024 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



School name

The John Bamford Primary School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


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

2021/2022 to 2024/2025

Date this statement was published

December 2023

Date on which it will be reviewed

July 2024

Statement authorised by

Louise Ferguson,

Head Teacher

Pupil Premium Leads

Sally Phillips and Laura Aldred

Governor Lead

Kath Bryan

Chair of the Governing Board

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


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


Part A: Pupil Premium Strategy Plan

Statement of intent

Our intention is that all pupils make at least expected progress and attainment so that they achieve well across the curriculum. The focus of our Pupil Premium strategy is to support disadvantaged pupils to achieve their targets. We will consider all challenges for disadvantaged and vulnerable pupils, including those children who are Looked After. The activity that is outlined in this statement will support their needs.

At The John Bamford primary School, we pride ourselves in providing high quality teaching which is our priority approach, and then focus on areas in which disadvantaged pupils require the most support. This provides the most impact in closing the disadvantaged attainment gap and benefits all children in our school.

Our approach will be based on individual needs and to ensure that they are effective we will:   

-       review and intervene at the point need is identified   

-       set high expectations and ensure that all disadvantaged pupils are challenged

-       ensure that all staff across the school will be responsible for raising standards with all pupils; in particular, disadvantaged pupils             

In the Autumn term 2023, additional teachers will support classes, thus releasing experienced teachers to work with groups of children.


This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Teacher assessments and observations indicate that reading skills (including phonics) are an issue with some disadvantaged pupils.


Internal and external assessment data indicate that maths attainment among disadvantaged pupils is below that of non-disadvantaged pupils.


Writing assessments of disadvantaged pupils demonstrate that attainment and progress is lower than that of non-disadvantaged pupils.


Increasing difficulties regarding anxiety, social, emotional and poor mental health, including negative early childhood experiences for those children who are looked after.


Children in receipt of pupil premium must receive systematic and effective support in a variety of ways from school and outside agencies so that academic progress is unhindered

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

Improved reading and phonics skills across all year groups.

- Pupils with below expected attainment in phonics and reading are identified quickly on entry to Reception and Year 1 and 2                                               

- All staff receive training on the EP approach (Educational Psychology) and the approach is embedded                                                                     

- Interventions have SMART targets at their core and outcomes are monitored by class teacher and phase teacher for effectiveness               

- Monster Phonics is implemented (all new staff receive CPD) and has a successful impact on children's phonic knowledge                                                                 

- Whole class guided reading in KS2 focuses on specific reading domains  

Improved maths attainment among disadvantaged pupils

- Timetabled intervention strategies (both small groups and 1:1 sessions) are effective and have an impact on learning                                      

- Numberstacks and Numbersense intervention programmes (for KS2), Mastering Number (Early Years and KS1) and end of unit assessments are used across school                                                                                       

- All year groups following the Mastery curriculum are supported by maths lead and Maths Mastery specialist (Jason Darley)                                                                             

-Tracking of pupils in receipt of Pupil Premium shows at least expected progress is being made             

- In-phase marking sessions supports staff CPD regarding the school's marking assessment policy 

Improved writing stamina and sentence structure for all pupils across the school

- Timetabled intervention strategies (both small groups and 1:1 sessions) are effective and have an impact on learning                                     

- Structured teaching of the Write Stuff approach in classes; children given opportunities to write 'at a distance' (independently)                                                          

- In-phase marking sessions supports staff CPD regarding the school's marking assessment policy                                                     

 - Tracking of pupils in receipt of Pupil Premium shows at least expected progress              

To embed and develop positive mental health and wellbeing across the school

- Pupils across the school talk about themselves in terms of Growth Mindset; of not being able to do things 'yet'                                                                

- The school value of 'Resilence' is reflected in stakeholders' understanding that effort and application of skills are the key to success                                                         

- The Forest Schools philosophy underpins the strengthening self-confidence amongst children in receipt of Pupil Premium                                         

- All children are able to attend Wellbeing Wednesday drop-in sessions                                     

- All staff to receive CPD regarding trauma and attachment and emotion coaching                               

- A comprehensive programme of enrichment is in place for all children

- The school behaviour policy is reviewed in consultation with pupils, staff and parents

- Headteacher is a member of mental health network meetings – information is shared and then cascaded to all

- Two members of staff are Mental Health First Aiders

- Mental Health Lead qualification obtained

- SIP priority for 2023/24 is Relational and Restorative Practice (RRP)

- The Wellbeing Quality Mark award is achieved

Children in receipt of Pupil Premium receive systematic and effective support in a variety of ways from school and outside agencies so that academic progress is unhindered.

- All referrals and renewals are successful due to a high quality of information gathered                        

- For those children in receipt of Pupil Premium, progress across the curriculum is at least as strong as it is for other children                          

- Children in receipt of Pupil Premium experience a full entitlement to enrichment activities                                                                                 

- School/parent communication systems have improved parent participation in the form of parent voice, wellbeing parent group, PTA, 100% attendance at termly parents evenings             

- School is a member of ARC (Attachment, Regulation and Competency)

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: £40,400


Evidence that supports this approach

Challenge number(s) addressed

Enhancement of our maths teaching and curriculum.                                                          

Maths lead release time and funding to attend network meetings.                      

CPD for all staff regarding marking and assessment and maths programmes (Numberstacks, LBQ and Numbersense).

The DfE non - statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence - based approaches. The EEF guidance is based on a range of the best available evidence: EEF Improving mathematics in Key Stage 2 and 3

Frequent practice of basic skills such as number bonds, times tables and phonics enable transference to long-term memory. These skills are essential to accessing higher-level maths and writing.


Continued use of a DfE validated systematic synthetics phonics programme (Monster Phonics) to secure stronger phonics teaching for all pupils, including resources and reading books.                                                                     

CPD for new staff and parents to the school on Monster Phonics.

Phonics approaches have a strong

evidence base that indicates a positive

impact on the accuracy of word reading

(though not necessarily

comprehension), particularly for

disadvantaged pupils:

EEF phonics toolkit


Deployment of Family Support Manager Role (SENDCO)

Providing support for pupils and families with The John Bamford Primary School                              

Proportion of SENDCO time allocated to attend D.I.P meetings. These occur 1 morning every half term. This equates to 18 hours of release time across the year.

Some children in receipt of Pupil Premium funding require additional support to ensure they are accessing the curriculum. Children require support of specialised trained school staff to attend and facilitate a wide variety of meetings.


Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £46,250


Evidence that supports this approach

Challenge number(s) addressed

Numberstacks, Numbersense and LBQ (Learning by Questions) programmes for maths and literacy

Intervention targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils, small groups (1:3) and some 1:1 with qualified teaching staff.



Engaging with the National Tutoring Programme to provide a blend of tuition via tuition partners and school-led tutoring for pupils whose education has been impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be in receipt of Pupil Premium.

Intervention targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils, small groups (1:3) and some 1:1 with qualified teaching staff.



Additional maths and English sessions targeted at disadvantaged pupils who require further support across the school.

We want to provide extra support to maintain strong progress for the lower ability children. Small group interventions with high quality staff have been shown to be effective, as discussed in reliable evidence sources such as EEF toolkit small group tuition

Also according to the EEF, 1 to 1 precision teaching can be effective and on average accelerate learning by approximately five additional months’ progress. Short, regular sessions (about 30 minutes, 3-5 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact.




Wider strategies

Budgeted cost: £28,700


Evidence that supports this approach

Challenge number(s) addressed

Forest Schools Experience Sessions for pupils in Year 3 and Year 4 as part of a rolling programme:                                               

- 2 Forest Schools lead workers designing a stimulating experience for whole classes with the aim of ensuring that our children can make good progress academically as a result of them having strong self-esteem and inner confidence                           

- Specific Forest Schools nurture groups                       - Creating and adhering to H&S risk assessments to ensure a safe learning environment for all children.

Forest Schools is an inspirational process that offers ALL learners regular opportunities to achieve and develop confidence and self - esteem through hands - on learning experiences in a woodland or natural environment with trees. Forest School is a specialised learning approach that sits within and compliments the wider context of outdoor and woodland education. Research supports improvements to the following:

- Confidence - developed by the children having the freedom, time and space to learn and demonstrate independence.

- Motivation and concentration - the woodland fascinates the children and they develop a keenness to participate and the ability to concentrate for longer.

Forest Research


Enrichment (residential):                    

- Subsidised trips and residential courses                                                                

- Governors agreed to meet pupils' needs and have outdoor educational experiences 80% funded so that they can attend residential settings with peers

As a school, we have total commitment to equal opportunities for all stakeholders. This means that our Governing board is proactive in ensuring enrichment opportunities are equally available to children, regardless of their economic circumstances at home.


TIAAS (Trauma Informed Attachment Aware Schools CPD)  and Emotion Coaching 

ARC membership                                           ELSA                                      


The ELSA course focuses on supporting emotional needs of children in schools, looking at the holistic development of the child. https://www.elsanetwork.org/wp-content/uploads/2017/11/ELSA-Report-Investigation-into-the-Effectiveness-of-ELSA-in-Schools_Plymouth.pdf

Based on internationally validated discoveries in neuroscience, the TIAAS approach enables staff to notice, improve and value their skills in establishing brain-building relationships with children and young people. There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers).




Total budgeted cost: £115,350

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 2022 to 2023 academic year.

During 2022/2023, in Early Years, teacher assessments indicate that attainment of disadvantaged pupils was higher than in the previous academic year (63% achieved GLD). In Year 1, there was an increase in the amount of disadvantaged pupils passing the Phonics Screening test (63%). In addition, the attainment of disadvantaged pupils was higher at the end of KS1 than in the previous year (Reading - 45%, Writing - 36%, Maths - 45%). At the end of KS2, the attainment of disadvantaged pupils was lower than the previous academic year (2021/22 Reading, Writing and Maths combined was 55% compared to 2022/23 at 42%).                                                                                                                                                                    

All children in receipt of Pupil Premium received intervention either in class or in small group situations. Many children in receipt of Pupil Premium received tutoring through the National Tutoring Programme (via FFT Lightning Squad and Third Space Learning). This intervention has had a positive impact on raising standards and closing the gap between disadvantaged and non-disadvantaged pupils. Third Space Learning tutoring will continue next academic year.                                                                                                                                                                             

The DfE validated systematic synthetic phonics programme (Monster Phonics) has been embedded in Early Years and Key Stage 1, leading to an improved Phonics Screening pass rate. This programme will continue to be used in 2023/24.                                                                      

A member of staff has become a Key Stage 1 writing moderator, which has supported staff in making correct judgements and led to increased confidence.                                                                                                                           

All staff have received training in Maths Mastery and been supported by both the maths lead and Maths Mastery specialist (Jason Darley). This has led to improved confidence and consistency in teaching maths via this approach.                                                                                                                            

The teaching of writing has also become more consistent as a direct impact of The Write Stuff programme. Forest Schools has continued to be highly successful this academic year and all children have thrived, including those in receipt of Pupil Premium.

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England