Skip to content ↓
01509 412 188

Pupil Premium Strategy Plan

Statement of intent

As a school, we are committed to raising the achievement for pupils who are eligible for Pupil Premium and understand that many of these pupils must make accelerated progress compared to non-eligible pupils to achieve this. All members of staff and the governing body accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment.

Evidence shows that children from disadvantaged backgrounds generally face extra challenges in reaching their potential at school and often do not perform as well as their peers. The Headteacher, Pupil Premium Lead and Governors work hard to check that Pupil Premium money is being spent effectively.
Pupil Premium spending at Hall Orchard is carefully tracked through, observation, staff, parent and pupil interviews, data analysis, regular pupil progress meetings and the impacts of interventions are evaluated.  Intervention strategies are routinely evaluated, and assessed with reference to a range of measures, for example, considering their effectiveness, their cost and their sustainability.

At Hall Orchard CE Primary, we follow the following principles:

  • We listen to teachers, pupils and parents, using our knowledge of the academic, social and emotional needs of the children in our care and identifying interventions that will have the most impact.
  • We ensure that teaching and learning opportunities meet the needs of all of the pupils.
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
  • We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. 
  • Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. 


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

Challenge number

Detail of challenge


Gaps in attainment between disadvantaged and non-disadvantaged pupils.


Emotional and behavioural needs of disadvantaged children and their families.


Financial support to allow children and families access resources, activities and services.

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

Improved effectiveness of teaching, with a focus on identifying gaps in knowledge and responding to the needs of all learners.

  • Teacher self-evaluation of effectiveness improves.
  • Lesson observations recognise improved effectiveness of teaching.
  • Pupils gaps are identified.
  • Narrowing of gaps between groups of pupils.

Improved behaviour from children with SEMH

  • No exclusions.
  • Fewer behaviour incidents logged.
  • Improved educational outcomes for children with SEMH.

All pupils are engaged and ready to learn. Children are supported with their mental health and wellbeing.

  • Parents and teachers report improvement in behaviour.
  • Improved educational outcomes for PP pupils.

Support targeted families with books and digital resources to aid curriculum access.

Targeted PP children to attend clubs, trips and residential visits.

  • Quality reading books purchased for PP children to keep at home.
  • PP children attend Forest School across the year.
  • Greater proportion of PP children attending clubs, trips and residential visits.

PP families signposted to support services and organisations.

  • Increased number of families report they have accessed relevant services.
  • Individual ‘case studies’ demonstrate that supported pupil(s) have improved educational attainment and life experiences as a result.

Activity in this academic year: 2023-24

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

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £7,000 (approx.)


Evidence that supports this approach

Challenge number(s) addressed

Establishing a supportive coaching programme across the school to support teacher development

EEF guide to the Pupil Premium


The evidence base for Instructional Coaching is stronger than any other form of CPD.


Creating a resource library in school for teachers.


PiXL Primary membership to support staff CPD.

School self-evaluation.

PiXL CPD rated highly by staff, .with demonstrable Impact,


1 & 2


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

Budgeted cost: £43,300


Evidence that supports this approach

Challenge number(s) addressed

PiXL small group tuition to identify and narrow the gap in reading, writing and mathematics.

EEF Guide to the Pupils Premium.


Small group tuition has been shown to have moderate impact for low cost.


PiXL resources to provide individual support/resources to overcome identified barriers to learning.

Individual support to ensure progress is maximised.

EEF Guide to the Pupil Premium.

1:1 tuition has been shown to have high impact for moderate cost.


Investing in quality reading texts both to support Reading Focus sessions and for pupils to keep at home.

Disadvantaged pupils are more likely to have a gulf in their vocabulary compared to non-PP children and are less likely to access quality reading texts outside of school, so a heavy investment in quality texts has been shown to close the vocabulary gap and raise attainment. 

1 & 3


In house Research.

LEXIA has been shown to improve children’s reading fluency and comprehension skills by building reading skills through personalised learning.


PiXL school membership to target gaps in pupil’s learning and to provide intervention support

In house Research.

Targeted QLA analysis has allowed us to have a laser sharp focus on children’s gaps in learning and strengths, which allows us to pinpoint which areas of learning to consolidate and provide intervention for.


TTRockstars membership

In house Research.

TTRockstars has been shown to improve the children’s fluency with times tables, a key underpinning of the Maths curriculum to ensure fluency.



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

Budgeted cost: £67,010


Evidence that supports this approach

Challenge number(s) addressed

Lunch Bunch behaviour and wellbeing support

In house Research.

Children are taught to play cooperatively with one another and work through diffusion strategies which can they be applied in other contexts.


Social communication groups

In house Research.

As well as being taught to respect each other and play together effectively, children are taught how to manage their feelings and emotions effectively through a range of strategies. At Hall Orchard, this has resulted in children being able to manage their behaviour effectively and settle into class faster.

EEF Guide to the Pupil Premium

Social and emotional interventions have been shown to have a moderate impact for a very low cost.


Work with the EWO to increase attendance of identified vulnerable pupils and reduced persistent absence rate of the PP group.

Targeted identification, tracking and intervention on attendance has been shown to improve pupil attendance and reduce persistent absence, removing clear barriers to learning.


Forest School activities to develop life skills such as resilience, team work, independence and self-esteem.

At Hall Orchard, Forest School has been shown to give the children more confidence and self-belief, as well as giving children important life skills which they can apply to their learning in the class room.


No charge for day visit trips and 50% subsidy for residential trips.

Attendance on residential trips can have positive benefits on academic learning and wider outcomes such as self-confidence.


50% subsidy to attend 1 after school sports club per term

Evidence shows the educational and social benefits of attending sports clubs



Total budgeted cost: £117,310