Detail

Data

Number of pupils in school

279

Proportion (%) of pupil premium eligible pupils

28.3%

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended – you must still publish an updated statement each academic year)

2025 to 2028 

Date this statement was published

31.12.2025

Date on which it will be reviewed

1.12.2026

Statement authorised by

Shelley Flanagan 

Pupil premium lead

Shelley Flanagan 

Governor / Trustee lead

Kevin Hebditch 

Detail

Amount

Pupil premium funding allocation this academic year

£133,253

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

£133,253

At Walliscote Primary School, we are committed to raising aspirations, promoting social mobility, and ensuring that every pupil—regardless of background—thrives both academically and personally. Our mission is to equip every child with the knowledge, skills, and confidence to become successful, active citizens, ready to access the careers and opportunities of their choice.

We believe that high-quality teaching is the most effective way to close the attainment gap. Therefore, our pupil premium strategy prioritises excellent teaching and learning for all pupils, alongside targeted support for those who are disadvantaged. Through a rigorous needs analysis, we ensure funding is directed where it will have the greatest impact—whether for individuals, groups, or cohorts.

Our approach is strategic and evidence-informed, integrating pupil premium funding within our wider school improvement systems. Decisions are underpinned by Education Endowment Foundation (EEF) research, ensuring interventions are rooted in best practice and deliver value for money. Strategies are monitored, evaluated, and refined regularly to maximise effectiveness.

We recognise that disadvantage is complex and extends beyond financial hardship. Current barriers to learning within our school community include:

-          Limited oral language and vocabulary development, particularly in the early years, affecting literacy and communication.

-          60% of pupils with English as an Additional Language (EAL), including many who are new to the country, requiring tailored language acquisition support.

-          Low confidence and self-esteem, reducing engagement and aspirations.

-          Behavioural challenges and emotional well-being concerns, impacting learning and personal development.

-          Poor attendance and punctuality, hindering academic progress.

-          Costal deprivation, economic, social, and health inequalities

-          Super output areas in lowest 1% nationally in the middle of the town (the catchment area ranges from lowest 1% to lowest 4% nationally).  

-          Challenges within the home environment, including limited parental capacity to support learning.

-          Large amounts of private landlord social housing. Limited outside areas, overcrowding, and damp issues.  

-          High mobility of pupils coming into and out of the school. This is due to seasonal work, refugee shelters, families in social housing (inc. bed and breakfast), families fleeing crisis.  

-          Close proximity to anti-social behaviour and street drinking culture. Many of our families walk through these routes each day.  

-          A number of families being supported through social care.   

Addressing these barriers requires a whole-school approach, involving strong partnerships with families and external agencies.

Key Objectives

1.      Close the attainment gap between disadvantaged and non-disadvantaged pupils by ensuring access to high-quality teaching and learning.

2.      Accelerate progress for disadvantaged pupils so they achieve at least expected outcomes, with many exceeding expectations.

3.      Support the personal development, well-being, and resilience of disadvantaged pupils, enabling them to flourish academically and socially.

Our Approach

We will achieve these objectives through:

-          A rich, inclusive curriculum that inspires ambition and nurtures individual strengths.

-          Consistently high-quality teaching tailored to meet the needs of all learners.

-          Targeted academic support and timely interventions based on robust assessment.

-          Extensive enrichment opportunities beyond the classroom to broaden experiences and aspirations.

-          A strong focus on attendance, behaviour, and well-being, ensuring pupils are ready to learn.

-          Close collaboration with families to break down barriers and provide tailored support.

At Walliscote Primary School, we firmly believe that disadvantage should never be a barrier to success. Through our pupil premium strategy, we will ensure every child receives the support, opportunities, and encouragement they need to achieve their full potential.

Achieving These Objectives

To close the attainment gap and ensure all pupils reach their potential, we have developed a strategic, evidence-informed approach that integrates high-quality teaching, targeted interventions, and wider support.

Key Areas of Focus

1. High-Quality Teaching and Engagement Strategies

-          Consistent, research-based teaching strategies, including scaffolding, retrieval practice, and metacognitive approaches.

-          Leveraging technology to enhance personalised learning, engagement, and feedback.

-          Adaptive teaching to ensure lessons are inclusive and accessible for all learners.

-          Embedding oracy-rich teaching to develop language and communication skills from EYFS to KS2.

-          Specialist support for EAL learners, including structured language interventions and vocabulary development.

2. Accelerating Progress and Raising Attainment

-          Targeted academic interventions for disadvantaged pupils to meet age-related expectations.

-          Focused support for higher-attaining disadvantaged pupils to reach greater depth.

-     Additional learning support, including small-group tuition and structured interventions in reading, writing, and maths.

3. Pastoral and Well-Being Support

-          Dedicated pastoral team providing behavioural, welling being, attendance, and family support.

-          Working with the EWO to provide proactive attendance strategies, including early intervention for persistent absence.

-          Mental health and well-being initiatives, including counselling, mentoring, and socialemotional learning programmes.

-          Engagement of the community including reading café and board game café. Regular coffee mornings with a focus e.g. SEND

-          Working with outside agencies to provide family support 

4. Broadening Horizons Through Enrichment and Cultural Capital

-          Subsidised access to enrichment activities, including educational visits, residentials, and cultural experiences.

-          Access to extracurricular activities that build confidence, resilience, and ambition.

Through these strategies, we ensure pupil premium funding is allocated effectively, maximising impact and enabling every child to succeed, regardless of background.

Challenge number

Detail of challenge 

1

Embedding a language-rich environment to improve vocabulary acquisition

Gaps in vocabulary and oral language skills, particularly from early years, limit pupils' ability to access the full curriculum. A strong focus on explicit vocabulary instruction and structured talk across all phases is needed.

2

Raising attendance and reducing persistent absence

Disadvantaged pupils have higher rates of absence and lower punctuality than their peers, negatively impacting attainment. Embedding relentless and proactive attendance strategies is a priority

3

Developing pupil engagement and motivation through a high-quality, enriching curriculum

Some pupils lack engagement in their learning, particularly those from disadvantaged backgrounds. Ensuring a curriculum that fosters curiosity, challenge, and enjoyment will improve engagement and attainment.

4

Maximising personal potential through access to broader opportunities

Many disadvantaged pupils have limited access to enrichment experiences that develop cultural capital and aspirations. Ensuring all pupils take advantage of extracurricular activities, leadership opportunities, and enrichment experiences will help raise aspirations and self-belief.

5

Improving mental well-being to enhance readiness to learn

Many disadvantaged pupils face social, emotional, and mental health (SEMH) challenges that impact their ability to engage fully in learning. Supporting emotional resilience and self-regulation is essential to ensuring strong academic and personal outcomes.

6 

Number of pupils speak English as an additional language and are new to country. 

Many of the pupils are learning English as a new language. They are also new to country and having to understand a new educational system that can be quite different to the one previously experiences. We also have some pupils who have not been to school before.  

7 

Number of pupils who are entitled to Pupil Premium are also on the Special Educational Needs register (45%). 

Many of our pupils are disadvantaged and have a Special Educational Need. This can mean their outcomes are lower in Reading, writing and maths. 50% of our children with an EHCP are also entitled to Pupil premium. 

Intended outcome

Success criteria

To embed a language-rich environment that strengthens vocabulary acquisition and communication skills. 

Internal and external data (e.g., phonics screening, NFER Reading) show improved literacy outcomes. 

Teaching and Learning strategies facilitate discussion rich lessons through turn and talks. 

Oracy strategies embedded across all subjects, evidenced in learning walks. 

Increased use of Tier 2 and Tier 3 vocabulary, tracked through curriculum audits. 

Early language interventions show measurable impact in EYFS/KS1.

Targeted academic support and timely interventions show an impact on academic data.  

Pupil engagement in structured talk activities improves classroom participation.  

To raise attendance and reduce persistent absence, ensuring all pupils benefit from fulltime education

Pupil Premium attendance improves to at least 93% with an aspirational target of 96% for 2027-2028. 

Persistent absence (PA) rates show a yearon-year reduction. 

Increased parental engagement in attendance strategies and workshops. 

Termly attendance rewards advertised around school throughout the year. 

Early intervention strategies lead to fewer term-time absences. 

Weekly attendance tracking enables rapid response to concerns.

To improve pupil engagement in learning, fostering curiosity, challenge, and ambition.

Learning walks and lesson observations show high levels of active participation.

Greater depth attainment increases in core subjects for disadvantaged pupils. 

Use of retrieval practice and metacognition strategies is evident in lessons. 

Pupil surveys reflect increased enjoyment and engagement in learning. 

Adaptive teaching strategies are consistently applied to stretch and support all learners

Targeted academic support and timely interventions show an impact on academic data.  

To ensure all disadvantaged pupils access enrichment opportunities to enhance cultural capital and personal potential.

Extracurricular club participation for disadvantaged pupils increases to at least 75%. 

All pupils access curriculum-linked trips, residentials, and cultural experiences. 

Leadership and personal development opportunities increase for pupil premium pupils. 

Enrichment activities support raised aspirations and exposure to diverse careers.

All Year 6 pupils access Into-University opportunities to help raise aspirations for further education. 

To improve mental well-being, resilience, and emotional readiness to learn for disadvantaged pupils.

Reduction in behaviour and SEMH concerns, tracked through CPOMS.

Increased engagement in pastoral support and well-being initiatives. 

Pupil voice surveys show improved confidence and emotional well-being.  

Staff CPD on SEMH strategies, and self-regulation leads to consistent classroom support.

Number of pupils speak English as an additional language and are new to country. 

All pupils are effectively screened on entry and full educational history had been obtained. 

High quality teaching and language exposure supports pupils to make rapid progress. 

Targeted academic support and timely interventions show an impact on academic data.  

Languages and cultures are valued and celebrated in the school involving families were possible. 

Number of pupils who are entitled to Pupil Premium are also on the Special Educational Needs register (45%).

Targeted academic support and timely interventions show an impact on academic data.  

Effective use of additional adults within the school supports pupils to make rapid progress. 

More pupils are age related expectation for reading, writing and maths. 

Activity

Evidence that supports this approach

Challenge number(s) addressed

Opening Worlds and HEP science Training and implementation (including books) 

Implementation of a high quality humanities and science curriculum which is aimed at improving vocabulary and writing outcomes.  

A research and expertly written program.  

Supports outcomes for disadvantaged pupils.   

A high quality implementation program will ensure that coaching is provided to support teachers developing their teaching of this curriculum.  

1, 3, 4, 6, 7

Ongoing coaching and support for the implementation of years 5 of the program.

Class based TA support to enhance quality first teaching and to provide reactive interventions and support where needed.

Teaching assistants must support pupils to develop independent learning skills and manage their own learning. 

Research has shown that improving the nature and quality of TAs' talk to pupils can support the development of independent learning skills, which are associated with improved learning outcomes.

Ensuring opportunity for CPD for support staff to improve effective practice.  

EEF teaching assistants 

1, 3, 4, 6, 7

Activity

Evidence that supports this approach

Challenge number(s) addressed

Speech and Language interventions:  Talk Boost, 1:1 speech and language programmes 

EEF oral Language Interventions +5 months 

Evidence shows that language interventions positively impact on attainment and pupil attitudes, self regulation and confidence.  

1, 3, 6, 7

Academic interventions: Quick fire phonics, 1:1 reading, comprehension interventions ,

EEF evidence 1:1 tuition +5 months

EEF reading comprehension +6 months 

1, 3, 6, 7

Quick fire spelling, Doodle maths and spelling intervention   

EEF phonics +4 months   

Self-regulation interventions: 

Bucket time, nurture, bespoke planned pastoral programs.    

EEF Behaviour Interventions +3 months 

EEF Social and emotional learning Interventions +4 months

Social and emotional learning interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school.  

2, 4, 5, 7

Activity

Evidence that supports this approach

Challenge number(s) addressed

Breakfast club is free for pupil premium families 

Number of pupil premium accessing breakfast club and the positive impact it has on the start of the day for those particular children

IFS researchers in collaboration with the National Children’s Bureau finds that offering relatively disadvantaged primary schools in England support to establish a universal, free, beforeschool breakfast club can improve pupils’ academic attainment Children who come to school hungry are less attentive, more disruptive and less likely to understand and remember the day’s lessons.

2, 4, 5

Attendance lead monitoring pupil premium  attendance, first day response with phone calls, analysis of attendance data, raise and praise, home visits and truancy sweeps alongside EWO  

Pastoral / attendance   who monitors and develops responses to attendance needs – if children are not in school they cannot learn effectively and reach their potential

2, 4

Pastoral interventions: proactive groups 1:1 support and reactive support

EEF parental engagement +3 months

EEF Behaviour Interventions +3 months EEF Social and emotional learning Interventions +4 months  

2, 4, 5, 7

Family support interventions: reading café, board game café, family support groups e.g. SEND coffee morning  

EEF parental engagement +3 months

EEF Behaviour Interventions +3 months

EEF Social and emotional learning interventions 

+4 months

EEF parental engagement +3 months

Behaviour Interventions +3 months 

EEF Social and emotional learning Interventions  +4 months

2, 4, 5, 7

Trips and Visits including year 6 residential camp  

To expand experiences and aspirations around careers, university, and further education Pupils often require good educational outcomes. Raising aspirations is therefore often believed to incentivise improved attainment. (EEF) Trips and visits provide a world view and enhance pupils’ cultural capital and this can provide them with contextual understanding to support their learning.

3, 4

After School Clubs

The average impact of the engaging in physical activity interventions and approaches is about an additional one month’s progress over the course of a year. There is some evidence that involvement in extra-curricular sporting activities may increase pupil attendance and retention. (EEF) After school clubs such as drama and science will deepen understanding and enhance children’s confidence and self-belief. 

2, 4

School uniform 

Help children feel a sense of belonging to the school 

4

Programme

Provider

Doodle maths 

Doodle spelling 

Doodle learning 

Opening Worlds 

Opening worlds 

HEP

The Education Partnership 

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

N/A – No service pupils 

The impact of that spending on service pupil premium eligible pupils

N/A – No service pupils