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Foxes Piece School

Pupil Premium Grant

Pupil premium strategy statement

School overview



School name

Foxes Piece School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils

35.29% (66 pupils)

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)




Date this statement was published

December 2021

Date on which it will be reviewed

September 2022

Statement authorised by

Jane Byron

Pupil premium lead

Anthony Putman

Governor / Trustee lead

Alison Potton

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


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


Part A: Pupil premium strategy plan

Statement of intent

At Foxes Piece School we use the Pupil Premium grant to address the many and varied challenges our pupils and families face.   We use research conducted by EEF to support our decisions around the usefulness of different strategies and their value for money. 

Common barriers to learning for disadvantaged children, can be less supported at home, weak language and communication skills, lack of confidence, behaviour difficulties, attendance and punctuation issues.  There may also be complex family situations that prevent children from flourishing and impact on their attitude to learning.  The challenges are varied and there is no ‘one size fits all’.

Our ultimate objectives are:

  • To narrow the attainment gap between disadvantaged and non-disadvantaged pupils
  • For all disadvantaged pupils in school to make or exceed nationally expected progress rates
  • To support children to develop both resilience, self-regulation and self-esteem
  • To ensure children have a positive school experience and become lifelong learners

We aim to do this through:

  • Ensuring that the teaching and learning opportunities meet the needs of all the pupils
  • Assessing appropriate provision for pupils who belong to vulnerable groups
  • Providing pastoral support to address barriers to education and ensure children come to school calm, with the appropriate equipment and ready to learn.
  • Pupil Premium funding is allocated following a needs analysis for our pupils
  • Providing a wide and varied range of extra-curricular and enrichment activities to instil a love of learning and enjoyment in education.

The range of provision for this group include:

  • Ensuring that all teaching is good or better
  • Vocabulary, phonics and reading are a rich part of school life to improve all aspects of English
  • Accurate assessment and monitoring of progress is completed half termly with action plans in place across the school to address next steps.
  • Additional teaching and learning opportunities through specialist teachers and external professionals.
  • Ensuring good attendance for all children is good
  • Ensuring children are socially and emotionally ready to learn


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

Challenge number

Detail of challenge


Low starting points, lack of educational aspirations and poor parental engagement with home learning.


Narrow the attainment gap in reading, writing, maths and phonics.


Pupils eligible for PP often have poor/delayed language and communication skills.  Speech and Language interventions are key for progress to be made.


Poor emotional resilience, diet, self-regulation skills and attendance impact on pupils’ abilities to work and accept challenge in their learning.


Lack of access to enrichment activities and extended home-learning for pupils eligible for PP restricts their knowledge and love to learn.


Attendance rates for pupils eligible for PP is below that of non-PP peers.  Pupils have reduced school hours and are missing out on quality first teaching and causes them to fall behind. Children arrive at school late and not always ‘ready to learn’ – poor routines, lack of equipment/uniform and unhealthy diets impact on their attitudes to learning.


Children who have high levels of mobility across schools and periods of EHE are at risk of disengaging with mainstream school and learning gaps are more pronounced.

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

To narrow the attainment gap between disadvantaged and non-disadvantaged pupils in core subjects.


Pupils achieve age expected or better in core subjects.

Pupils make accelerated progress in subjects they have fallen behind in. (PIxL data)

To support children to develop resilience, self-regulation and self-esteem

Children will be able to self-regulate and show resilience in their learning.

To ensure children have a positive school experience and become lifelong learners

Children will engage in learning, extra- curricular opportunities and enjoy school life.

Attendance is good for all children

The vast majority of PP disadvantaged children have above 96% attendance.

Activity in this academic year

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: £50,000


Evidence that supports this approach

Challenge number(s) addressed

The timetable enables identified critical objectives to be taught

Review curriculum timetable to ensure time for recovery of critical skills in English and maths.  PIXL materials will provide support for teachers and LSAs to deliver targeted lessons and interventions for gaps in learning at the beginning of new terms and after periods of lockdown.

2     3    4  

Increase Teacher Time in each class

To use booster/additional teachers to provide additional teaching capacity within each class.  Teachers are able to use quality first teaching for smaller groups to address gaps.

1   2

Assess children to identify gaps and lost learning

Using PIXL diagnostic quizzes and assessments to be used after periods of lockdown to provide detailed overviews of gaps for individual children and cohorts. Diagnostic analysis support for teachers.


Curriculum Design

We have designed our curriculum and school ethos to ensure we have a culture to support children’s fluency, mastery, metacognition and PSHE.

1   2   3  4


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

Budgeted cost: £6,700


Evidence that supports this approach

Challenge number(s) addressed

Specialist Intervention Groups - Specialist intervention groups for English and Maths are in place at UKS2 to support PP children with additional needs who need intensive teaching support to enable them to transition successfully to secondary school.

Termly monitoring with SLT and SENDco

1    2 

Reading Interventions - Reading Specialist LSA provide support programmes and early morning phonic boosters using gap analysis and PIXL resources

PIXL Assessments and Analysis.

Weekly core PiXL meetings


Maths Interventions - Daily Doodle Maths sessions for all children enables all children to revisit prior learning and maintain new learning in small regular 1:1 sessions.

Time-Table Rock stars used to support tables fluency.

Class teachers have additional time to address gaps/misconceptions that have arisen during lockdown.

PP Co-ordinator to monitor and analysis of Doodle sessions.

PPMs with SLT

1   2

Writing Interventions - High quality ‘talk for writing’ lessons are used to support and develop language, structure and stamina.

Additional teacher led writing catch up sessions to address key

Moderation of short writing task and PIXL writing indicators for all pupils.

1    2

Specialist SEND interventions - Specialist Teacher led maths and English sessions for PP children who have additional needs and are not able to access the UKS2 curriculum.   The specialist teaching group will ensure that the identified needs are met and the children are able to transition successfully to their secondary setting.

Termly SLT and SENDco monitoring

1   2


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

Budgeted cost: £ 29,200


Evidence that supports this approach

Challenge number(s) addressed

Children will have a positive attitude to learning and attending school

Specialist Teacher  to provide targeted support to individuals when needed and small group nurture groups to encourage friendship skills and resilience.


Behaviour Support

The behaviour lead in school will monitor children and support teachers to re-instil our values and expectations across the school. Additional support and training for teachers and children will be available and personalised to the needs as they arise.


Social and Emotional Groups

Social and Emotional Groups, 1:1 session and friendship groups will be used across the school to address such issues as: anxiety, isolation, lack of resilience, friendship issues and love of learning etc.


Mobility of PP Children

Specialist Teacher to support mobility of PP children.   New starters support, behaviour, financial support, feedback and communication with previous and next schools


Pupil Leadership Roles

PP children are encouraged to take on a variety of leadership roles across the school ag. Maths Ambassadors, Reading Buddings, School Council, Learning Mentors, Sports Leaders to raise aspirations and boost self-esteem.


After school and Lunchtime Clubs - The staff team will provide a wide range of extra-curricular clubs and enrichment opportunities to ensure children enjoy coming to school and engagement levels are high and encourage social relationships across the school.

Funding given when necessary for outside providers of sport/music.

Termly monitoring by PP co-ordinator


Schools Linking Project - Teachers are encouraged to take part in the School Linking project and share their learning experiences with other schools locally.  This wider engagement with children who have different life experiences.

School Linking teacher to monitor termly and report to SLT


Enrichment Project with SWBGS - Upper KS2 pupils to work with SWBGS in a mentoring project to promote aspirations and confidence in the children.

End of project report and analysis


Aspirational Workshops and leadership opportunities -           

This year we have enrolled in the ‘TVP Mini Police Project’ to allow our children to work alongside the police and take part in wider community events.  This project is to help foster good relationships between the police and children.


Additional workshops include

  • Bike-Ability for Year 6
  • BMX Mike visit (Growth Mindset and Resilience)
  • Street Dance
  • A Life

Pupil Voice Surveys



Total budgeted cost: £ [89,817.00]

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes 2020-2021



Quality first teaching will ensure PP children achieve in line with non-PP children.

No National Data Available for 2021

Booster groups and intervention sessions will enable PP children who have fallen behind to catch up with their non-pp peers.

No National Data Available for 2021

Children with delayed language and communication skills are identified and support is given asap.

Additional LSAs and specialist Speech & Language LSA in EYFS and KS1support early interventions for communication skills.

Speech Link is used to assess all children on entry at Foxes Piece and provides interventions where necessary.

Disadvantaged children with poor emotional resilience, self-regulation and attendance have additional social and emotional support to help them access education and engage positively with school experiences.

The use of our Family Support Teacher ensured that all families and children felt well supported throughout the year and in-particular during the lockdown periods.

To provide equality of opportunity to dis-advantaged children to engage with enrichment activities

All children have had access to a number of enrichment activities.  However, periods of lockdown and the bubble system limited significantly what we could offer and this will continue to be a priority next year.

Attendance rates for PP children are below their peers.

Attendance data 2020-201

  • PP children 92%
  • Non-PP children 96%