Detail

Data

Number of pupils in school

145

Proportion (%) of pupil premium eligible pupils

26%

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 – 2026

2026 – 2027

2027 - 2028

Date this statement was published

31.12.2025

Date on which it will be reviewed

31.12.2026

Statement authorised by

James Kelly

Pupil premium lead

James Kelly

Governor / Trustee lead

Alison Schulte

Detail

Amount

Pupil premium funding allocation this academic year

£69,690

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

£69,690

Challenge number

Detail of challenge

1

Lower than average attainment made by PP/disadvantaged children across school at ARE, especially in Reading and Writing.

2

Social and Emotional difficulties for pupils and families, including mental health issues.

3

Limited experiences beyond home and school life, due to disadvantages and recent pandemic influences.

4

Poor language skills, especially in the younger years, linked to lack of early experience and quality reading material in the home.

5

Financial constraints make it difficult for disadvantaged children to access extra-curricular activities, such as peripatetic music teaching

Intended outcome

Success criteria

Pupil Premium / Disadvantaged children’s standard of achievement is at least in line with the whole school.

End of summer 2026 data will show that PP children’s data is in line with national averages, if not above.

In-school data will show that PP children across the school make similar or greater progress than the whole class data.

Analysis of interventions will show that these have had a positive impact on the disadvantaged children’s learning and has helped to accelerate their progress.

Children and families with emotional and social health needs are identified early and supported through in-school pastoral care, or through liaison with outside agencies (such as CAMHS)

Classroom staff (Teachers & TAs monitor children’s emotional and mental health and report any concerns to SLT/DSL team.

In-school Pupil Premium champion touches base regularly with disadvantaged children and reports their concerns/needs to SLT/DSL team.

Appropriate support is identified and put in place for the children and families quickly, following discussions between the school and families.

The school will deliver a broad and varied curriculum, which will include extra-curricular and out-of-school experiences in order to enrich children’s life experiences and contextualise learning.

Teachers will plan and provide a wide-range of visits to places of learning around London, including Museums, Galleries, Places of Worship and Parks.

Throughout the year, visitors to the school will be invited to enrich the learning curriculum, through workshop experiences, such as Science or History days.

The school will plan enrichment experiences, such as Book Days, Mathematics, days and Oracy Competitions in order to excite the children’s interest for learning in context.

The school will promote religious and cultural feast days from across the spectrum of diversity included in the culture. This will have the effect of bringing cultural learning to life.

Examples of all of the above activities will be published on the school’s website and social media.

The majority of children (with the exception of those with specific learning needs, or who are recently arrived to the country) who are with school from Reception onwards will pass the Phonics Screening Test by the end of Year 1. Those who do not, will pass by the end of Year 2.

All children will progress through the Little Wandle Phonics and Early Reading programme from Reception and through Year 1, receiving daily teaching with relevant booster/intervention support.

New arrivals and those with special educational needs will continue to receive this support in Year 2 and beyond, with the whole school staff being trained in the relevant pedagogy.

Disadvantaged children have equal access to extra-curricular activities, such as peripatetic music teaching and after-school clubs with the rest of the school.

Analysis of registers shows interest from and support for PP families to access these activities.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Daily targeted interventions to support daily reading and maths programmes for children across school provided by TAs working across year groups in the afternoons.

Interventions monitored half-termly at Pupil Progress meetings.

Teaching Assistant Interventions

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/teaching-assistant-interventions

x1 HLTA - £35,528 pa (incl oncosts)

x1 TA - £32,891 pa (incl oncosts)

x1 ASC - £10,655 pa (incl oncost)

(PP grant paying 1/3 costs = £26,358)

1,4

Support for key year groups provided in the form of morning booster classes in Phonics (Year 1&2) and Reading, SPAG and Maths (Year 6)

Teaching Assistant Interventions

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/teaching-assistant-interventions

1,4

In-School Catch-Up funding used to subsidise the cost of an in-house tutor, directed to support the disadvantaged pupils in their identified areas of need.

Small group tuition

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

1,2,4,5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Subsidy to anti-bullying workshop and other SEMH/PSHE – based experiences

Metacognition and self-regulation

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation

Collaborative learning approaches

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches

Social and emotional learning

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/social-and-emotional-learning

Behaviour interventions

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions

Jigsaw PSHE - £920

CPOMS - £815

ELSA Training/Conference - £515

Diana Awards – cost of travel - £120

First Kicks/ Lunchtime 1:2:1 - £9,500 pa

2,3,4,5

After-school Music club subsidised through Pupil premium funding in order to target Disadvantaged pupils.

Arts Participation – Brent Makes Music

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/arts-participation

Small group tuition

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

Extending the school day

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/extending-school-time

2,3,5

Subsidy towards end-of-school residential trip for 3 days in order for Disadvantaged pupils to be able to access this opportunity.

Collaborative learning approaches

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches

Physical activity

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/physical-activity

2,3,5

Time allocated to Pupil Premium champion in order to be able to liaise with the disadvantaged children and check on their progress.

One to one tuition

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition

Feedback

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/feedback

1,2,4

Partnership with the local EWO service – targeting any Disadvantaged pupils whose attendance falls below 90%

Reinstate rewards for improved/sustained attendance

Wider strategies

https://educationendowmentfoundation.org.uk/public/files/

Publications/Pupil_Premium_Guidance_iPDF.pdf

Attendance SLA - £2411

2

Subsidising in-school events and out of school trips in order for all children to have access to a wide and engaging curriculum which broadens and contextualises learning.

Collaborative learning approaches

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches

Residentials and school visits - £1500

1,2,3,4,5