Pupil premium strategy statement for The Wroxham

This statement details our school’s use of pupil premium (and recovery premium) 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 outcomes for disadvantaged pupils last academic year.

School overview

Detail Data
School name The Wroxham
Number of pupils in school 218
Proportion (%) of pupil premium eligible pupils 11%
Academic year/years that our current pupil premium strategy plan covers 2022/2023 to 2025/2026
Date this statement was published September 2023
Date on which it will be reviewed September 2024
Statement authorised by Nicky Easey, Head of School
Pupil premium lead Jo Turner, Deputy  Headteacher
Governor / Trustee lead Leigh Kilpert, Chair of Local Governing Body

Funding overview

Detail Amount
Pupil premium funding allocation this academic year £40,288
Recovery premium funding allocation this academic year £4,205
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


Part A: Pupil premium strategy plan

Statement of intent

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already attaining at greater depth.

We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

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. 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.

Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils.

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:

  • ensure disadvantaged pupils are challenged in the work that they’re set
  • act early to intervene at the point need is identified
  • adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve


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


Challenge number Detail of challenge 

Speech and Language in our Early Years classes


Speech, language, and communication difficulties which cause lower starting points that in turn slows reading, writing and maths in subsequent years.


Baseline Assessments, WellComm and NELI Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils. These are particularly evident from Reception through to the end of KS1 and in general, are more prevalent among our disadvantaged pupils than their peers. On entry to Reception class in the last few years, approximately 33% our disadvantaged pupils arrive below age-related expectations compared to 24% of our non-disadvantaged pupils.


Supporting SEMH


Observations and discussions with pupils and families have identified social and emotional issues for many pupils, notably due to anxiety due to lockdown and a lack of enrichment opportunities during school closure. These challenges particularly affect disadvantaged pupils, including their attainment.


41% of pupil premium children have needed specialist social/emotional intervention in the last academic year compared to 8% of our non-pupil premium eligible children.


Reading Attainment


Reading data from Summer 2023 shows that pupil premium eligible children in all classes (except Year 2) achieve significantly less than non pupil premium eligible children.

Reading schemes in the Early Years and KS1 has been reviewed and a new scheme for phonics introduced. Books in the Early Years have been meticulously aligned to the phonic sounds the children are learning in class. A lot of money has been spent on the scheme. 


The table below shows the percentage of pupils achieving the expected standard and above in the summer of 2023.

Year group Pupil Premium Eligible Not Pupil Premium Eligible
Number of qualifying chn % of qualifying chn who passed

Number of qualifying chn

% of qualifying chn who passed
Year 1 (2022/23)


50% 28


Year 2 (2022/23)

1 100% 29


Year 3 (2022/23)


50% 28


Year 4 (2022/23)



28 100%

Year 5 (2022/23)

5 40% 25 88%

Year 6 (2022/23)

6 50% 24 88%

Maths Attainment


Internal assessments and statutory assessments indicate that maths attainment among disadvantaged pupils in KS2 is significantly below that of non-disadvantaged pupils in the same phase.




Lower punctuality and attendance rates reduces school hours, causing children to fall behind due to missed learning opportunities.

Our attendance data for the last academic year indicates that attendance among disadvantaged pupils has been approx. 4% lower than for non-disadvantaged pupils.


Wider opportunities


Generally disadvantaged children have less opportunity to experience the wider opportunities which are on offer than non-disadvantaged. This is due to ability to pay and awareness of opportunities.


National evidence and general feedback from pupils in school


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
1. Improve Speech and language skills for PP pupils in EYFS and KS1including SEND pupils Speech and Language assessments – Baseline and NELI, coaching of Early Reading teachers
2. Emotional difficulties supported

Access to Place2Be Counsellor or Art Therapist

Pupil Voice

3. Reading outcomes raised Phonics data, assessment data, fluency retesting, pupil voice, Observations of learning using Destination Reader and Accelerated Reader
4. Maths outcomes raised through focussing on fluency Assessment data, observations of teaching, coaching of teachers, Multiplication Tables Check outcomes at year 4
5. Increased attendance rates and punctuality for all PP pupils

Attendance data

6. Delivery of wider opportunities Increased pupil engagement and enthusiasm for learning – pupil voice. Increased visitors to the school.

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.


Budgeted cost: £23,800

NELI (100 x TA hours) £2,500+ SaLT Training £300+ Accelerated Reader £3,000+ Destination Reader £2,000 + Coaching £15,000

Activity Evidence that supports this approach Challenge number(s) addressed
Speech and Language in our Early Years classes

Link to evidence about NELI

Link to WellComm case studies


Following baseline assessments, the use of the NELI programme  and the WellComm programme will support our Early Years children to develop their speech and language skills

Speech and language training

Link to evidence from EEF


Regular access to speech and language CPD from a Speech and Language Therapist will provide our children with adults who can help them to develop the right mouth shapes and vocal sounds at an early age.

Coaching of EYFS staff and  KS1 staff to deliver the phonics programme

Link to evidence from the Chartered College of Teaching

Professional Development Mechanisms from EEF


Effective coaching from a peer or mentor has been  shown to have an immediate impact on teaching and therefore on learning. We are going to be using instructional coaching both ‘in the moment’ and as part of lesson observation feedback.

Purchase of Destination Reader programme providing clearly structured programme and CPD for teaching of comprehension

Link to evidence from the Open University

Link to Portsmouth Reading Project using  Destination  Reader


A structured and consistent approach to the teaching of reading skills enables pupils to feel confident in their comprehension lessons.

Purchase of Accelerated Reader to ensure that all children have access to carefully matched ability appropriate texts

Evidence from the EEF

Evidence from the  DfE on reading agency for children


This programme enables all KS2 children to read ability appropriate books and also allows them some independence in managing their reading choices.

Coaching of KS2 teachers to provide high quality maths lessons which have been adapted to meet the needs all children, especially those who are eligible for Pupil Premium

Link to evidence from the Chartered College of Teaching

Professional Development Mechanisms from EEF

Effective coaching from a peer or mentor has been shown to have an immediate impact on teaching and therefore on learning. We are going to be using instructional coaching both ‘in the moment’ and as part of lesson observation feedback.



Targeted academic support

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

Budgeted cost: £5,100

Small group tutoring £2,500 +MTC intervention £2,100 + Targeted SaLT £600+ Place2Be £0


Activity Evidence that supports this approach Challenge number(s) addressed
NELI early language intervention Nuffield research – DfE sponsored – support staff and teacher trained; resources provided – time out of lessons to work with PP children. 1, 4 and 5

Wider strategies

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

Budgeted cost: £ 10,465

Activity Evidence that supports this approach Challenge number(s) addressed
Increased communication with parents EEF – consider lines of communication and how it can be made flexible for parents (possible digital communication) – opportunity to be involved in individual PP plan on a termly basis.   1,2 ,3, 4 and 5
Emotional Literacy 6-week opportunity – adapted from The Hive scheme EEF – social and emotional guidance – using scheme from our local base as a starting point + our Wroxham additions. 1, 3 and 4
Art therapy for development of social and emotional stability CITY – University of London – focus on supporting behaviour difficulties and also supporting children who have difficulties with Locus of Control. 4 and 5
Introduction of Place 2 Be as a counselling service – PP children identified for access to this service EEF – social and emotional guidance – identified children will have access to this depending on their individual need. 4 and 5

Total budgeted cost: £ 42,465

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.

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.

As such, we undertook a number of internal measurements, both formal and informal to monitor and adapt to the needs of our PP children.

Data shows that PP children made good progress in most year groups, over both subjects. Where individuals are identified as not making good progress, we are working with the class team and parents to best support. There are in some cases additional factors that we are determined to come up with strategies that see increased improvement.

It is also worth noting that the percentages we deal with are considerably skewed, due to the very small number of children we have per class.

One of our significant positives from the year has been the PP Profiles and the ‘three weekly’ Pupil Progress Meetings – both of these have really allowed us to try and understand the individual child and think about what is best for them moving forward.