The Pupil Premium Grant is additional funding provided by the Government to improve the educational outcomes of disadvantaged pupils. At Lawrence View Primary and Nursery School, we use this funding to remove barriers to learning, improve attendance and wellbeing, raise attainment and provide rich opportunities that enable all pupils to achieve and thrive.

We carefully identify the challenges faced by our disadvantaged pupils and use evidence-informed approaches, informed by guidance from the Department for Education (DfE) and the Education Endowment Foundation (EEF), to ensure that funding has the greatest possible impact on pupil outcomes. Our strategy is built around three key areas:

• High Quality Teaching
• Targeted Academic Support
• Wider Strategies that remove barriers to learning and support attendance, belonging and wellbeing. 

There are 197 pupils on roll in school for 2025/26. The number of pupils eligible for the Pupil Premium Grant varies throughout the year.

There are currently 72 pupils eligible for Free School Meals or Ever 6 funding, 2 Service Children and 6 eligible Early Years pupils.

Barriers to Educational Achievement

Attendance, Engagement and Belonging

Some disadvantaged pupils experience barriers that impact attendance, punctuality, engagement and their sense of belonging within school.

Research consistently shows that attendance is one of the strongest predictors of educational success. Pupils who attend school regularly are more likely to achieve well, develop positive relationships and fully access the curriculum.

We work proactively with families through robust attendance procedures, strong pastoral support and early intervention to ensure that all pupils feel valued, included and able to engage fully in school life. 

Social, Emotional and Mental Wellbeing

Some pupils require additional support to develop self-regulation, confidence, resilience and positive learning behaviours.

Social and emotional development is a key part of our wider strategy because pupils are more likely to succeed academically when they feel safe, supported and ready to learn.

Our three-tier pastoral approach provides varying levels of support, including:

• Universal wellbeing provision for all pupils.
• Targeted social and emotional interventions.
• Access to specialist support, including a school-funded counsellor where appropriate.

Gaps in Knowledge and Understanding

Some disadvantaged pupils enter school with gaps in knowledge and skills which can affect future attainment.

We carefully analyse assessment information to identify barriers and provide timely support. High quality teaching is central to our approach, supplemented by targeted interventions where required.

Support may include:

• Structured literacy and numeracy interventions.
• Phonics support.
• Small-group tuition.
• Speech and language provision.
• Reading interventions.
• Precision teaching approaches.
• Targeted classroom support.

All interventions are closely monitored and evaluated to ensure that they have a positive impact on pupil outcomes.

Enrichment, Aspiration and Cultural Capital

We are committed to ensuring that disadvantaged pupils have equal access to the full range of experiences available at Lawrence View.

Some pupils may not otherwise have opportunities to access educational visits, residential experiences, music tuition, clubs, outdoor learning or wider enrichment activities.

Pupil Premium funding helps remove financial barriers and enables pupils to participate fully in school life, developing confidence, aspirations, cultural capital and a sense of belonging.

Support includes:

• Educational visits and residential experiences.
• Visitors and workshops.
• Music tuition.
• Outdoor learning opportunities.
• Extra-curricular clubs.
• Enrichment activities linked to our curriculum and enrichment offer. 

Parental Engagement and Family Support

We recognise the vital role that parents and carers play in children's education.

Some families require additional support due to a range of contextual factors which may impact attendance, learning, behaviour or wellbeing.

Through our Pastoral Lead, family support and strong home-school communication, we work in partnership with parents to ensure pupils can access every opportunity available to them.

Support may include:

• Structured conversations with families.
• Pastoral support.
• Attendance support.
• Signposting to external agencies.
• Assistance with school uniform where appropriate.
• Support to engage with wider school life.

Early Years Intervention

Early intervention is a key priority.

We recognise that attainment gaps can emerge before children start school and that addressing these barriers early is critical to future success.

Some children enter school with:

• Delays in communication and language development.
• Reduced readiness for learning.
• Difficulties with social interaction and self-regulation.
• Limited early experiences that support language development.

We therefore invest in:

• High quality early language development.
• Speech and language support.
• Communication-rich learning environments.
• Strong transition arrangements.
• Targeted support for early literacy and numeracy.
• Opportunities to develop independence and learning behaviours.

This helps ensure children are ready to learn and achieve success throughout their primary education. 

How We Measure the Impact of Pupil Premium

We regularly evaluate the effectiveness of our Pupil Premium Strategy to ensure funding is having the greatest possible impact.

We measure success through:

• Attainment and progress data.
• Attendance and punctuality information.
• Participation in enrichment activities.
• Behaviour and wellbeing information.
• Pupil voice.
• Parent feedback.
• SEND and vulnerable pupil reviews.
• Lesson observations and curriculum monitoring.
• Ongoing evaluation of interventions and support programmes.

Interventions are carefully selected by class teachers, senior leaders, the Pupil Premium Lead and SEND team through ongoing analysis of pupil needs and outcomes.

Pupil progress is reviewed regularly and provision is adjusted where necessary to ensure the best possible outcomes for disadvantaged pupils. 

Intended Impact

Attendance, Engagement and Belonging

• Attendance rates for disadvantaged pupils continue to improve.
• Gaps between disadvantaged and non-disadvantaged attendance reduce.
• Pupils demonstrate increased engagement and a stronger sense of belonging.

Social, Emotional and Mental Wellbeing

• Pupils demonstrate improved readiness to learn.
• Pupils show increased resilience, confidence and self-regulation.
• Wellbeing indicators improve through pupil and parent feedback.

Attainment and Progress

• Attainment gaps in reading, writing and mathematics continue to diminish.
• Pupils make strong progress from their starting points.
• Interventions demonstrate measurable impact through assessment outcomes.

Enrichment and Aspiration

• Increased participation in clubs, visits, residentials and enrichment activities.
• Pupils demonstrate higher aspirations, confidence and engagement.
• Financial barriers do not prevent pupils from accessing opportunities.

Early Years

• Children make strong progress from their starting points.
• Gaps between disadvantaged and non-disadvantaged children reduce.
• More pupils demonstrate readiness for learning and successful transition into Key Stage 1.

Next Pupil Premium Strategy Review: December 2027

• Department for Education
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