Detail

Data

Name of school

Eleanor Palmer Primary

Number of pupils in school

210

Proportion (%) of pupil premium eligible pupils

20%

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)

3 years (AY 2025-26 to AY 2027-28)

Date this statement was published

December 2025

Date on which it will be reviewed

December 2026

Statement authorised by

Sally Hill & Natalie Stevenson – Co-headteachers

Christophe Frerebeau – Chair of Governors

Pupil premium lead

Sally Hill & Natalie Stevenson 

Governor / Trustee lead

Christophe Frerebeau – Chair of Governors

Detail

Amount

Pupil premium funding allocation this academic year

£62,115

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

£62,115

We believe that education is a tool in achieving social justice. Our intent is for disadvantaged pupils to achieve excellence, to love learning and to have a sense of belonging in education.

To achieve this all pupils need to develop the skills necessary in reading, writing and mathematics so their outcomes are at least in line with their non disadvantaged peers.

Disadvantaged pupils’ oral skills and vocabulary are central in enabling them to make good progress across the curriculum so we prioritise oracy from the minute children start at our school. As they progress through our school, we give disadvantaged pupils the skills, stamina, inspiration and confidence to communicate their thoughts orally and in writing.

Our Pupil Premium strategy takes a tiered approach to ensure that all pupils, including those who are disadvantaged, consistently experience the highest possible quality of teaching, have access to the targeted academic support and benefit from a range of wider strategies including pastoral support for social and emotional difficulties, attendance and behaviour, impacting on success in school.

High quality inclusive teaching across all subjects but prioritising early reading and number fluency is central and key in our approach to support disadvantaged pupils in meeting these objectives. Evidence (both nationally and in our own setting) shows that these are the areas in which there are the most significant gaps to close. We use our pupil premium to support the development of teachers to teach high quality phonics and reading skills, especially for pupils at the stages of early reading. We also use funding to ensure pupils develop firm foundations in number and factual fluency as well as the skills to problem solve and reason.

Where disadvantaged pupils need additional support to make progress, we use an inclusive pre-teaching ‘keep up’ model, and interventions in maths fluency, spelling, phonics and reading which run concurrently with whole class sessions so that pupils do not have a narrowed curriculum. We support disadvantaged pupils who need to make the most progress to meet expected levels, as well as those who have the potential to excel and work at greater depth.

We place high importance on enriching the curriculum and providing additional opportunities for disadvantaged pupils, such as additional specialist music tuition and sports clubs.

We champion our disadvantaged pupils and their families, holding the highest expectations and ambition for their progress and attainment. We work in partnership with each of these pupils, and their families, and take collective responsibility for their primary school experience and learning outcomes.

Challenge number

Detail of challenge

1

Attainment gap for disadvantaged pupils. While this is not reflected in the current 2025 cohort, it remains a trend across year groups. The gap is narrower than the national picture but continues to be a key strategic focus. Context - 1/7 KS2 SEN PP vs 6/8 this year.

2

Attendance. There is a significant attendance gap for disadvantaged pupils, with the majority of our long-term  

3

High proportion of disadvantaged pupils with SEND, leading to compounded barriers to learning.

4

Language and communication gaps, including speech, language and vocabulary, which limit access to the curriculum.

5

Disfluency in maths and reading, affecting confidence, automaticity and ability to apply skills independently.

6

Social, emotional and mental health (SEMH) needs, impacting readiness to learn, engagement and behaviour.

7

Limited access to enrichment and life experiences, reducing cultural capital, understanding of the world and wider development.

Intended outcome

Success criteria

Improved attainment in reading, writing and maths.

Disadvantaged pupils make at least expected progress, with the attainment gap narrowing across each key stage.

Earlier identification and effective support for SEND.

Pupils’ needs are identified promptly, with targeted interventions leading to improved outcomes and reduced need for escalation.

Improved language, communication and early literacy skills.

Targeted pupils demonstrate measurable progress in language assessments and classroom communication.

Increased engagement, confidence and readiness to learn.

Improved attendance, participation in lessons and positive pupil voice feedback.

Greater access to enrichment opportunities.

Increased participation of disadvantaged pupils in clubs, music, trips and residential experiences.

Activity

(Costings notes (to remove)

Evidence that supports this approach

Challenge number(s) addressed

Number Sense 

Charlie modelling/CPD for teachers on maths

Numbersense fluency and times tables subscriptions: £350

Half day a week of maths lead: £6,725

1, 3, 4, 5

Senior teachers supporting in classes with higher levels of disadvantage

Deputy head: Half day: £8,523

SENCo: Half day: £7,662

1, 3, 4, 5

Continued implementation of DfE validated Systemic Synthetic Phonics programme and associated training and resources (Little Wandle for Letters and Sounds Revised) – ongoing subscription costs for up-todate access to CPD for staff, resources and additional programmes 

Little Wandle annual subscription: £750

The DfE 2021 Reading Framework and 2022 Ofsted curriculum research review: English and Ofsted Subject Report for English include a range of evidence demonstrating that consistent use of a SSP enables rapid progress for all pupils in reading. EEF reports a range of research that demonstrate the high impact of phonics on outcomes and progress of disadvantaged pupils: EEF Phonics

1, 3, 4, 5

Enhancement of our reading teaching and curriculum planning in KS1 with particular emphasis on SEN expertise in phonics and early reading

4 days a year of teacher release time @ £220 per day supply cost: £880

We will fund teacher release time to coach teachers and engage with the ECR7 programme. The Every Child Reading by 7 programme has enhanced reading practices across the borough. https://camdenlearning.org.uk/every-childreading-by-7/

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/supporting-high-quality-teaching-for-pupils-with-send

1, 3, 4, 5

Teacher’s opportunities for professional development courses (Camden Learning) 

8 days teaching time a year @ £220 per day supply cost: £1,760

Courses will help improve the quality of teaching in school by keeping teachers up to date with evidence- based teaching and learning strategies. EEF Teacher Development 

1, 3, 4, 5

Activity

Costing notes to delete

Evidence that supports this approach

Challenge number(s) addressed

Nessy, Numbots + TTRS + LBQ

Subscription costs to these

Nessy Subscription: £375

Numbots & Times Table Rockstars Subscription: £204.40

1, 3, 4, 5

Neli and Talkboost interventions targeted at disadvantaged pupils who are identified as needing support with communication and language.

Materials cost is £840 I think?

Plus LSA time - let’s say 4 hours a week

There is a strong evidence base for the impact of communication and language approaches in EYFS. ‘Approaches usually involve early years professionals, who have been trained in the approach,working with a small group of children or individually to develop communication and language skills.’ (EEF,EarlyYears Toolkit).

4 hours per week support hours: £5,105

1, 3, 4, 5

High quality phonics intervention for older struggling readers and development of staff confidence in this area

6 hours LSA a week

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

6 hours LSA support time: £7,036

1, 3, 4, 5

Provide after school booster sessions for disadvantaged pupils (and others) to target specific areas of the curriculum missed or misunderstood

 • Led by class teachers 1:1 or in small groups

How many tutor sessions  a week are there? Costed over the year

EEF reports a range of research that small group tuition, such as our finely targeted booster sessions, can have a good impact on pupil progress: EEF Small Group Booster Tuition for Y6 Pupils: £1,680

1, 3, 4, 5

Provision of technology to support access to education

Cost of 2 Chrome books currently but can ballpark this

EEF Using Digital Technology to Improve Learning

2 Chromebooks @ £300 each: £600

1, 3, 4, 5

Activity

Costings notes to delete

Evidence that supports this approach

Challenge number(s) addressed

Life Skills curriculum developed and delivered by our sports coach, as well as additional sporting development activities

How much of Martin’s time?

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

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

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

Life skills lessons led by school sports coach: One day per week equivalent: £13,196

After school sports clubs subsidy: £3,000

Early identification of SEN

Sara’s time - 2 hours a week?

Involving wider professional networks for assessments

Early Years Inclusion Team involved with transition into Reception

SENCO: 2 hours per week: £4,000

Support full participation of disadvantaged pupils in extracurricular and enrichment activities through financial contribution - residentials, school trips, sports camps, wraparound provision.

Check this please

DfE Wellbeing for Education Recovery documents report the importance of a range of activities to promote emotional well-being: DfE Supporting Educational Well-Being

Top up support for residential trips for Pupil Premium Children £3,000

Trained and developed Emotional Literacy Support Assistant (ELSA).

How much does this cost us?

Goleman (1995) – a child’s success in school is not based solely on intelligence, but on emotional and social characteristics developed early in life • Russell and Mann (2011) – teachers identified a significant improvement in children’s emotional literacy post ELSA. 

Burton et al. (2010) – significant improvements in conduct problems, hyperactivity and peer problems, empathy, self-awareness, self-regulation and social skills.

Grahamslaw (2010) – children who had received ELSA support held higher confidence in their ability to regulate their emotions. 

Bravery & Harris (2009) – Head teachers and ELSAs report a positive impact on individual pupils’ behaviour, emotional well-being and relationships, attendance, reducing bullying and academic achievement.

One to one and paired singing tuition

Cost?

£2,222

Our Pupil Premium strategy for 2024–25 focused on closing the attainment gap in core subjects, improving early language and reading fluency, increasing parental engagement, and strengthening pastoral and wellbeing provision. There is clear evidence that targeted intervention, high-quality teaching and structured enrichment access have positively impacted disadvantaged pupils across the school. Internal and statutory assessment data show that, in several areas, disadvantaged pupils performed in line with or above non-disadvantaged peers, and in key areas the gap has narrowed significantly or reversed.

Impact Against Key Challenges

Challenge 1 – Attainment gap between disadvantaged and non-disadvantaged pupils

In KS2, 100% of disadvantaged pupils achieved the expected standard in the combined measure, creating a positive gap of +9%, reversing the previous in-school trend. This is the first time in recent years where the in-school gap in KS2 is positive for disadvantaged pupils. 

Challenge 2 – Early language and vocabulary gap

Targeted interventions (NELI/Talk Boost, specialist EYFS provision) improved early outcomes. 5 out of 8 disadvantaged pupils reached GLD, showing progress from the previous year, though this remains below cohort average and continues to be an area for priority focus. Language interventions are having an impact, but early language development remains a key ongoing priority.

Challenge 3 – Reading fluency gaps

Reading outcomes demonstrate a positive trajectory, particularly for pupils who received 1–1 tuition. In KS2, 97% reached EXS+, with disadvantaged pupils performing in line with or above their peers. In KS1, reading outcomes remain high overall (93% EXS) with disadvantaged pupils accessing targeted catch-up where needed. Phonics outcomes were weaker for disadvantaged pupils this year (particularly where those pupils also had SEND). This will continue to be a monitored priority.

Challenge 4 – Maths fluency and reasoning

Maths outcomes reflect strong progress from targeted intervention and mastery approaches. 93% of KS2 pupils reached EXS, with 48% GDS, and disadvantaged pupils achieved EXS+ at the same rate as their peers. In Year 4, 93% scored 20+ on the MTC, including 2/3 disadvantaged pupils, indicating effective development of fluency and recall. 

Challenge 5 – Attainment in writing

In KS2, 100% of disadvantaged pupils reached EXS, and accelerated progress was recorded for targeted pupils who received small-group support and tutoring. This remains a priority to sustain, due to the historic gap, but the direction of travel is positive. 

Challenge 6 – Self-esteem, emotional literacy and self-regulation

The ELSA programme and wellbeing curriculum (Y1–Y6) have had a demonstrable impact on emotional readiness to learn. Pupil voice and staff observations indicate improved confidence and emotional literacy. Attendance at ELSA sessions has improved regulation for targeted pupils and reduced behaviour or anxiety-linked learning interruptions.

Challenge 7 – Parental confidence in supporting learning

Attendance at parents’ meetings is close to 100% for disadvantaged families, and uptake of phonics/early reading workshops increased. Home-learning engagement is improving, though consistency still varies. This continues to be an area where proactive communication and structured support is needed.

Challenge 8 – Access to enrichment opportunities

Subsidised trips, music, wrap-around care and cultural experiences have ensured full participation by disadvantaged pupils. There were no financial barriers to inclusion this year. Continued monitoring ensures fair access to sports, clubs and residential visits.

The strategy has led to demonstrable improvements for disadvantaged pupils, most notably in KS2 combined attainment, maths fluency, and securing expected standards in reading and writing. The positive attainment gap at KS2 (+9%) represents a key achievement and reflects the impact of sustained, targeted intervention and quality-first teaching

Programme

Provider

Little Wandle Letters and Sounds Revised systematic synthetic phonics scheme – renewal of annual subscription