Pupil Premium

What is Pupil Premium?
Pupil Premium is funding allocated to schools, in addition to main school funding, for the purpose of boosting attainment of pupils from low income families. It is intended to enable schools to provide targeted support to help children reach their full potential.

What is Early Years Pupil Premium?
From April 2015 the government is providing additional funding to improve the provision of education for 3 and 4 year old children in state-funded settings for each child taking up the full 570 hours funded entitlement to early education.

Bantock Primary School could receive over £302 each year for every eligible 3 or 4 year old which will able the school to better support children’s development, learning and care. In order to claim the funding we need to know which of our families meet at least 1 of the following criteria.

Downloads

Pupil Premium Grant Spending
For more information about our Pupil Premium Spending view on this page or click on the downloads below.

Pupil Premium Policy.pdf

Download File

Pupil Premium Strategy Statement 2024-2025

Download File

We can claim the funding for your child if your family gets any 1 of the following:

Income Support
Income-based Jobseeker’s Allowance
Income-related Employment and Support Allowance
Support under part VI of the Immigration and Asylum Act 1999
The guaranteed element of State Pension Credit
Child Tax Credit (provided you are not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
Working Tax Credit run-on, which is paid for 4 weeks after you stop qualifying for Working Tax Credit
Universal Credit.

We can also claim the funding for your child if:

They have been looked after for 1 day or more
They have been adopted from care
They have left care under a special guardianship order or residence order.

If you believe that any of the above apply to your family then please contact Mrs Sohi in the office.

The Pupil Premium is allocated to children:

Who are currently known to be eligible for Free School Meals (FSM)
Children who have been looked after continuously for more than six months and the children of members of the armed forces
This will also include pupils eligible for FSM at any point in the last six years

What is the purpose of Pupil Premium?
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Schools are free to spend the Pupil Premium as they see fit. However, they will be held accountable for how they have used the additional funding to support pupils from low-income families. New measures will be included in the performance tables that will capture the achievement of those deprived pupils covered by Pupil Premium.

What is our approach to spending the Pupil Premium?
At Bantock Primary we believe that all children have an equal opportunity to participate in a broad and balanced curriculum according to their needs, abilities and interests. We aim to remove all barriers to achievement and make every child SHINE.

SUCCEED HAPPY INSPIRE NURTURE EDUCATE

As such our key priorities for children eligible for Pupil Premium funding are to educate them as individuals, carefully monitoring their progress and planning next steps on their learning journey to:

Achieve the highest possible standards in everything they do
Become happy, inspired, confident and successful learners
Build trust and respect through strong relationships
How are we spending the funding?

Our belief and research evidence (The Sutton Trust) shows that, the quality of teaching and learning, which we call ‘Quality First Teaching’ is the most important factor in the achievement of all pupils. This remains a consistent focus of the school as it is a focus of our staff training and support from the leadership team.

In addition to this, additional targeted intervention and support strategies are deployed to make sure all children fulfil their potential.

The Pupil Premium strategy is reviewed in the Autumn Term.

Pupil Premium Strategy Statement

This statement details our school’s use of pupil 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
Number of pupils in school	438
Proportion (%) of pupil premium eligible pupils	62%
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
Date this statement was published	Autumn 2025
Date on which it will be reviewed	Autumn 2026
Statement authorised by	Governing Board
Pupil premium lead	Headteacher – Mr Thomas
Governor / Trustee lead	Mrs J Cockburn

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£365,115
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	£365,115

Part A: Pupil premium strategy plan

Statement of intent

At Bantock Primary we promise a caring community where everyone can SUCCEED. We provide a HAPPY and exciting environment to INSPIRE children to learn and grow. We will NURTURE their talents and EDUCATE them in everything you do. We aim to encourage every child to SHINE.

Early Intervention

We strongly believe all children can be successful, confident and successful learners and there are no limits to what they can achieve with dedication and a commitment to learning. We know the ‘barriers’ for children, such as socio economic factors, low prior attainment, proficiency in English, social care involvement, stability and mental health and well-being and we are therefore determined to create a climate that does not limit a child’s potential by providing a fun, stimulating learning environment where each new day brings fresh challenges and rewards, and inspiring our children with our creative balanced approach to the curriculum and interventions, providing a firm foundation for lifelong learning. We believe character development, building strong relationships based on trust and respect and highly valued pupil voice by us all will guide us to listen, value and act on what is important to our children.

High Quality Teaching and Learning

We treat all our children as individuals, carefully monitoring their progress and planning next steps on their learning journey to achieve the highest possible standards in everything they do so that no child is left behind.

We take an evidence-informed approach that informs teachers and leaders by combining research (Education Endowment Foundation), professional expertise and the school context to make decisions.

Challenges

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

Challenge number	Detail of challenge
1 Low Prior Attainment	Assessment on entry to the early year’s foundation stage and throughout school in any year group shows many of our children have poorly developed communication skills, little or no English and poor personal, social and emotional development therefore many of our children’s attainment on entry is well below the developmental expectations.
2 Socio Economic Factors Impeding Learning	The school’s deprivation indicator is classed as “Well above average” when compared to all schools nationally. In 2024 – 2025 the percentage of children eligible for free school meals (FSM6) is 62%, which is classed as “Well above average” when compared to the National Average of 26% (source: Inspection Data Summary Report November 2025)
3 Social Care	A significant proportion of our families are currently supported by social care and strengthening families. Collaboration with external services, regular safeguarding training and updates for all staff, an open-door policy for parents as well as a range of strategies, (e.g. counselling) provided by the school help to support our most vulnerable families.
4 Proficiency in English	90% of our children are from minority ethnic families, compared to the National Average of 38% of which 63% speak English as an additional language in comparison to the national 21.4%. 64% of all EAL children have either no English or are developing acquisition of language (Proficiency in Language A to C)
5 Mental Health and Well Being	A number of our children have challenges with routines, managing emotions and behaviours, social relationships and self-care skills. Parent capacity support from the school can be centred around meeting basic needs, ensuring safety, emotional support, guidance and boundaries and stability at home.
6 Mobility	The school is consistently subjected to very high levels of mobility year on year. For 2024 – 2025 the school’s % stability was 64%, which is classed as “Well below average” when compared to schools nationally with many of our children arriving from overseas with no or limited English and little or no prior education.

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
Achievement Continue to narrow the attainment gap between Pupil Premium children and their peers.	Pupil Premium children’s attainment by the end of KS2 is broadly in line with Pupil Premium National Averages in Reading, Writing and Maths.
Attributes Children have the ability to learn, manage their emotions, form and maintain good relationships and to cope with, and manage change	Children with mental health, social and emotional barriers notice how they are feeling and continue to build respectful relationships and are responsible for their choices.
Access An inclusive approach continues to ensure all children have access to opportunities that enrich learning and improve academic language	Children with English as an additional language and/or social and emotional barriers, including new arrivals feel safe, nurtured, confident and calm at school. They continue to develop a sense of belonging.
Aspirations Pupil Premium children’s attendance is sustained in line with peers	School support for all stakeholders to sustain and improve attendance, reducing the impact on missed learning

Activity in this academic year

This details how we intend to spend our pupil premium funding this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £187,521

Activity

Evidence that supports this approach

Challenge number(s) addressed

Inclusive Teaching

Leadership Team to support greater consistency in high quality teaching as well as monitoring the effectiveness of interventions.

Quality First Teaching

Wave 1 : Waves of Intervention

EEF Menu

Evidence Brief

1,2

Inclusive Teaching

Targeted in house and external professional development for

· early career teachers

· teaching staff

· teaching assistants

Quality First Teaching

Wave 1 : Waves of Intervention

1,2,4

Phonic Development

Strategies for targeted phonics for learners across all year groups to close the gap with the expected standard and to meet the needs of the high proportion of pupils who join the school

EEF Menu Evidence Brief PP

Small Group Phonics

1,2,4

Diagnostic and Contextual Data Analysis

Use academic, contextual, behavioural data for personalised and targeted academic, social and emotional learning.

· Gap assessment analysis

· High quality planned feedback

· Targeted interventions

EEF

Moving Forwards, Making a Difference

2022 – 2023

1,2,4

Accessible Technology

All KS2 pupils to have access to individual learning devices to enable learning in the digital and hybrid realms across different locations. Continue subscription to online learning resources for access at home, updating and replenishing the digital resources.

EEF Menu Evidence Brief PP

EEF

Moving Forwards, Making a Difference

2022 – 2023

Digital & Technology

Standards

Microsoft Showcase School Programme

1,2,5

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

Budgeted cost: £122,138

Activity

Evidence that supports this approach

Challenge number(s) addressed

English & Maths – Y2-Y6 Diagnostic Assessment Analysis

Forensic analytical monitoring of pupil progress, gap analysis and a review of provisions with a focus on identifying pupils at risk of not achieving (Key Marginals) and ensuring targeted interventions to address underachievement and misconceptions.

Partners in Excellence (PiXL)

1,2

English and Maths – Smaller Classes Y6

Increase the teacher to pupil ratio for intensive support for pupils regardless of their starting point and to minimise disruption.

EEF Menu Evidence Brief PP

Reducing Class Sizes

1,2,4

English and Maths – Teachers Boosters Y6/Y4

Closing the gaps linked to the curriculum to reinforce and consolidate learning through out of hours boosters.

EEF Menu Evidence Brief PP

Extending the School day

Physical, emotional and mental health well-being

Review health, mental well-being and relationships, work with external partners to further develop school policy to identify and support learners through an inclusive approach

· Professional development, outreach support

· Social Care, NHS, Strengthening families

· Parent Ambassador Support

Pupil and Family Support Worker

DFE

Mental Health and Behaviour in Schools

Wolverhampton

Inclusion Support Service

Getting it Right

The Carnegie Centre of Excellence for mental Health in Schools

EEF Menu Evidence Brief PP

2,5,6

Social and Emotional Support

Provide targeted individual intensive and emotional support for short, regular sessions over a period of time.

EEF Menu Evidence Brief PP

BACP

Counselling Research

Stirling Well Being Scale

3,5

Sustain Attendance

Targeted pupil and family support and education welfare officer support to sustain school engagement for at risk families and new families to improve attendance.

EEF Menu Evidence Brief PP

Parental Engagement

Social Mobility Commission

4,5,6

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

Budgeted cost: £77,954

Activity	Evidence that supports this approach	Challenge number(s) addressed
Enhance Physical, Mental Health and Emotional Wellbeing of Learners Further engage pupils in extended learning opportunities to support children’s positive attitudes to learning, broaden their experiences and refine physical activities at playtimes.	EEF Menu Evidence Brief PP Extra-Curricular Activities	3,4,5
Parental Engagement and Involvement Support and build parent relationships in order to gain contextual insight into life, learning and well-being to better support existing and new learners.	Participation in National Institute of Economic and Social Research ParentKind	1,3,4,5
Wrap Around Care Providing a breakfast and afterschool club to extend social and learning opportunities for children and working parents.	EEF Menu Evidence Brief PP Breakfast Clubs	2,5

Total budgeted cost: £387,613

Part B: Review of the previous academic year

Outcomes for disadvantaged pupils

Raise Achievement Success Criteria – Pupil Premium children’s attainment by the end of KS2 is broadly in line with Pupil Premium National Averages in Reading, Writing and Maths.

(Pupil premium children at Bantock can join at different points throughout the year and have different levels of prior schooling, therefore some will have different starting points)

· With the exception of Reading (School 54%, National 63%)), at the end of KS2 Disadvantaged children’s attainment at Expected Standard is above National Averages, Writing 62% (National 59%), Maths 62% (National 61%), Combined R, W & M 49% (National 47%)

Attributes Success Criteria – Children with mental health, social and emotional barriers notice how they are feeling and continue to build respectful relationships and are responsible for their choices.

Targeted work from within school as well as in partnership with external partners has provided intensive social emotional support for vulnerable disadvantaged pupils and has resulted in an increased stability in pupil’s mental health and sustained emotional well-being so that these vulnerable pupils were able to continue to access full time mainstream education.

During 2024 – 2025, 82% of pupils who accessed counselling were pupil premium children.

Of the 12 key statements in the Stirling Wellbeing Scale (September 2025) which is used to measure self-esteem and wellbeing, an average of 95% of pupils provided positive a response to each of the statements. Of the six questions relating to ‘positive outlook’, an average of 94% of all pupils provided a positive response to these statements, for example, ‘I think good things will happen in my life’. Of the six questions relating to ‘positive emotional state’, 93% of pupils provided a positive response to these statements, for example, ‘I’ve been in a good mood’.

Bantock Primary School have successfully been reaccredited with the Gold Mental Health Award delivered by Carnegie Centre of excellence for Mental Health in Schools.

Access Success Criteria – Children with English as an additional language and/or social and emotional barriers, including new arrivals feel safe, nurtured, confident and calm at school. They continue to develop a sense of belonging.

Further development of the acquisition and application of academic language across the curriculum is demonstrated pupil’s confidence, coherence and a deepened level of proficiency in academic language across the curriculum, especially for new arrivals (27 for 2024 – 2025) and pupils with low proficiency in English (64%). At the end of KS2 for Reading, 48% of EAL pupils achieved the expected standard of which 50% are also Pupil Premium. At the end of KS2 for Writing, 57% of EAL pupils achieved the expected standard of which 54% are also Pupil Premium. At the end of KS2 for Maths, 62% of EAL pupils achieved the expected standard of which 50% are also Pupil Premium.

Aspirations: School support for all stakeholders to sustain and improve attendance, reducing the impact on missed learning

A range of strategies designed to challenge cultural barriers, mobility, unauthorised leave of absences, children missing in education, expectations and reinforce educational aspirations, engage and support individual families have been sustained this year. This has resulted sustained parental engagement through parent ambassadors, school leaders and the Education Welfare Officer (EWO). For 2024 – 2025, 69 children and families have been supported this has included parent meetings, EWO home visits, informal meetings with school leaders and legal meetings. Attendance of Pupil Premium children has increased for 2024 – 2025 92.8% (above 2024 – 2025 National FSM Eligible of 92.6%) and is almost in line with whole school attendance of 93.7%.

Externally provided programmes

Please include the names of any non-DfE programmes that you used your pupil premium to fund in the previous academic year.

Programme	Provider
Lightning Squad	FFT Education
Numicon Training	Oxford University Press
SHAW Maths Hub	Salop Teaching School Alliance
Success for All Phonics	FFT Education
Wellbeing Emotional Literacy (WELL) Programme	Wolverhampton Outreach Service
Microsoft Showcase School Programme	Microsoft Education
Wolverhampton Reflexions	Black Country Healthcare
Emotional Support	Base 25