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Pupil Premium

Our Pupil Premium Strategy has been updated in the autumn term 2022 to take into account the aims of the over-arching 3 year plan, together with information gained over the course of the pandemic. The previous year plan (2021-2022) is reviewed below, and much of its content has been retained in the revised plan. 

Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 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

Plympton St Mary Infants

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)


Date this statement was published

September 2022

Date on which it will be reviewed

July 2023

Statement authorised by

Suzie Ottewell

Pupil premium lead

Yasmin Atkinson

Governor / Trustee lead

Ray Nair


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, regardless of their background and challenges they face, make good progress and attain well across all subject areas. The focus of this strategy is to ensure that all disadvantaged pupils achieve this goal, narrowing the attainment gap between disadvantaged and non-disadvantaged pupils.


High quality teaching is at the heart of our approach with a focus on reading, writing and mathematics. Ensuring that all pupils are taught well and challenged in their learning will improve the progress and attainment of all pupils in the school. Equipping children with a firm basis in reading, writing and maths will enable them to achieve across the curriculum.


Our approach will be responsive to common challenges and individual needs, rooted in accurate assessment and our understanding of the whole child. We know that children’s attendance in school is paramount, enabling them to build relationships, make progress academically, and have a sense of belonging within a supportive community.

Our ultimate objectives are:

  • To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
  • For all disadvantaged pupils to make nationally expected progress in reading, writing and maths.
  • To raise the aspirations, engagement and attendance of disadvantaged pupils.

We aim to do this through:

  • Ensuring that teaching and learning opportunities meet the needs of all pupils through robust assessment of the next steps in learning, which enables personalised feedback for each child.
  • Ensuring that provision is precise and appropriate through targeted support (interventions and additional support).
  • Developing the speech, vocabulary and oracy skills of all pupils, to support participation and engagement across the curriculum, but particularly in maths.  
  • Developing strong home-school links and relationships to support pupils and families, improve attendance, wellbeing, and aspirations.



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

Challenge number

Detail of challenge


Language & Communication: Assessments, observations and discussions with pupils indicate underdeveloped oral language skills, social skills and vocabulary gaps among many disadvantaged pupils. The impact of preschool closures on our Year 1 and some Year 2 pupils was evident through gaps in language, social skills and independence. Our 2022 reception cohort have had more time in preschool, which is showing through their adaptability, but there is still evidence of underdeveloped communication skills which are presenting as social and emotional difficulties. 


Phonics and Early Reading: Assessments, observations and discussions with pupils suggest that disadvantaged pupils generally have greater difficulty with retaining and applying the phonics they have been taught than their peers. Gaps in phonics and vocabulary negatively impact the children’s development in reading and writing. By the end of KS1, disadvantaged pupils do not perform as well as their peers in the phonics check or end of key stage assessments. 


Maths: Maths attainment among disadvantaged pupils is below that of non-disadvantaged pupils across the school. Observations show that some disadvantaged pupils are reluctant to show their understanding through fear of failure which can reduce their engagement and participation in lessons.


Wellbeing: The education and wellbeing of many of our disadvantaged pupils was negatively impacted by school closures, resulting in knowledge gaps which led to the gap widening, particularly in maths. The cost of living crisis is now impacting on families, with an increase in applications for free school meals, negative impact on parents’ mental health and some impact on attendance. As a result, it is imperative that pupils feel that they are safe and belong in our school community.


Attendance: Data shows that attendance for disadvantaged pupils nationally is lower than that of non-disadvantaged pupils . Our data reflects a similar picture (between 1.5% and 3% difference). The attendance of our disadvantaged pupils historically dips in the summer term and our level of persistent absence increases for a small number of disadvantaged pupils at this time of year.


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

Improve language skills and vocabulary among disadvantaged pupils. Assessments and observations show improved oral language among disadvantaged pupils. Learning walks and discussions with pupils and staff show that all pupils are able to articulate their needs and learning. Disadvantaged pupils apply new vocabulary in their speech, demonstrate understanding in their reading, and use varied vocabulary in their writing.  
Improve phonics and reading progress and attainment among disadvantaged pupils.All disadvantaged pupils pass the phonics screening check by the end of Y2. All disadvantaged pupils are read with frequently in school by a range of adults and can demonstrate a love of reading. As a result, disadvantaged pupils in KS1 maintain their good outcomes in reading.
Improve maths progress and attainment for disadvantaged pupils. Progress and attainment of disadvantaged pupils increases by 10% in each year group.

To improve wellbeing and self-esteem for all pupils, particularly those who are disadvantaged.

An improvement in wellbeing by the end of is evidenced by:

  • Improved self-perception in pupil surveys and pupil voice
  • A reduction in incidences of pupils needing referrals to outside agencies for support because need is well managed in-house
  • All pupils talk about a breadth of enrichment opportunities available to them through school and increasing numbers of disadvantaged pupils take part in these activities

Improve the attendance gap between disadvantaged and non-disadvantaged pupils.


Reduce the number of disadvantaged pupils who are persistently absent.

Good attendance for all pupils is achieved by 2023/4:

  • Overall absence rate for all pupils is no more than 3.5%, and the attendance gap between disadvantaged and non-disadvantaged pupils is no more than 1.5%
  • The percentage of all pupils who are persistently absent is below 10% and the figure among disadvantaged pupils is below 15%


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: £20,367


Evidence that supports this approach

Challenge number(s) addressed

Use of incremental coaching and CPD to support planning and teaching of maths and phonics in line with DFE and EEF guidance.


Teachers and TAs supported and coached to ensure accurate assessment of gaps for all PP pupils below ARE in maths and phonics.


EEF toolkit - Phonics has a positive impact overall (+5 months) with very extensive evidence and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.

Phonics | EEF (


 Five key recommendations for EYFS and KS1 maths:

EEF_Maths_EY_KS1_Guidance_Report.pdf (


Embedding oracy approaches in EYFS and KS1 to support pupils to communicate their ideas, explain their understanding and improve their vocabulary.

There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high quality classroom discussion, are inexpensive to implement with high impact. On average oral language approaches have a high impact on pupil outcomes of 6 months additional progress.

Oral language interventions | EEF (


Teacher PP surgeries

Providing regular surgeries with the PP Lead for each teacher to gain bespoke support for individual children to help them remove barriers to learning. This takes place in October with regular follow-ups across the year. Individualised targets will be set. The PP Lead will support setting up interventions, modelling pre and post teach etc for teachers/TAs where a need has been identified and requested.




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

Budgeted cost: £2,518


Evidence that supports this approach

Challenge number(s) addressed

Communication and Language screening for identified pupils.


All pupils in EYFS are screened using Infant Language Link in the first term of school and appropriate support put in place.  

On average oral language approaches have a high impact on pupil outcomes of 6 months additional progress.

Oral language interventions | EEF (


Daily phonics Intervention provided for disadvantaged pupils who require further support. This is monitored by class teachers and the Phonics Lead.

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly those from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period of up to 12 weeks.

EEF Blog: Phonics - mastering the basics of reading | EEF (



Reading fluency intervention in Year 2- pupils demonstrate increased levels of fluency in their core reading skills and in their enjoyment for reading. 


YARC individual reading assessments



Effective diagnosis of reading difficulties is important in identifying possible solutions.

Pupils can struggle with decoding words, understanding the structure of the language used, or understanding particular vocabulary, which may be subject-specific.


EEF blog: Shining a spotlight on reading fluency | EEF (


Reading comprehension strategies | EEF (


Tutoring 1:1 and small groups

Tuition has been shown to be effective where it takes place 1:1 or in small groups and directly targets pupils with low prior attainment or who are struggling in particular areas. Tuition is effective when additional to but explicitly linked to existing lessons.

One to one tuition | EEF (

Small group tuition | EEF (



Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £4,260


Evidence that supports this approach

Challenge number(s) addressed

Monitor disadvantaged pupils’ wellbeing through the use of surveys focusing on how a pupil feels about themselves, their engagement with the curriculum and their feelings about school.


CPD for staff on how to support the wellbeing of pupils.


Evidence from the EEF’s Teaching and Learning Toolkit suggests that effective SEL can lead to learning gains of +4 months over the course of a year.   teachers require support on how to develop these skills in their everyday teaching practice.

Improving Social and Emotional Learning in Primary Schools | EEF (



Embed principles of good practice set out in the DFE guidance.


Our Attendance Lead will have release time to develop and implement additional procedures to support good attendance.

Working together to improve school attendance - GOV.UK (


The DFE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence.


Provide enrichment activities across the curriculum including forest across and subsidise additional activities such as trips and clubs.

Enriching education has intrinsic benefits. We think all children, including those from disadvantaged backgrounds, deserve a well-rounded, culturally rich education.


Life skills and enrichment | EEF (


Forest Schools: impact on young children in England and Wales - Forest Research


Provide support for individuals and families and CPD for staff from the multi agency support team.

Parental engagement has a positive impact on average of 4 months’ additional progress. It is crucial to consider how to engage with all parents to avoid widening attainment gaps.


Parental engagement | EEF (




Total budgeted cost: £27,145



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 2020 to 2021 academic year.

  • By the end of Year 2 80% of disadvantaged pupils achieved the phonics screening test (national 2019 84% disadvantaged). Two pupils did not achieve the check – one was doubly disadvantaged SEND who went from a score of 5 to 24; one was triply disadvantaged who joined us in the January of Year 2 scoring 2 on a phonics check and scored 15 in the phonics check so made good progress.


  • There was only one disadvantaged child in Y1 who remained at ARE for R/W/M.
    In Y2, the cohort of disadvantaged pupils had several pupils who were doubly disadvantaged. In addition, this cohort were significantly impacted by Covid absence and staffing changes. The attainment for Y2 decreased in all subjects – Reading 38% to 33%; Writing 38% to 33%; Maths 50% to 33%

  • In 2021-22, the overall absence rate for all pupils was 7.66% (impact of Covid and chickenpox). The attendance gap between disadvantaged and non-disadvantaged pupils was 1.17% (1.29% in 2021).


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



Read Write Inc


Accelerated Reader


Infant Language Link / Speech Link

Speech Link

Pupil Attitudes to School Survey

GL Assessment

Reading Fluency



Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:



How did you spend your service pupil premium allocation last academic year?

We spent service pupil premium on providing interventions and support in-house. Some of the funding was spent on academic intervention to address gaps in reading/writing/maths. In addition, we were able to fund 1:1 support around wellbeing and emotions for families experiencing difficulties due to separation (due to the pandemic or deployment).

What was the impact of that spending on service pupil premium eligible pupils?

Intervention and other assessments showed progress in relevant subject areas. Wellbeing improved when children felt they had an outlet.





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