Detail

Data

School name

Glendale Infant School

Number of pupils in school

255

Proportion (%) of pupil premium eligible pupils

29.4%

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

2024/2025

Date this statement was published

1/1/2025

Date on which it will be reviewed

Sept 2025

Statement authorised by

Mrs Hopkins

Pupil premium lead

 Mrs Clark

Governor / Trustee lead

Mr Macbeth/Mrs Rose

Detail

Amount

Pupil premium funding allocation this academic year

£120,810

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

£120,810

Pupil premium funding is received yearly which should be used to support disadvantaged pupils.

Pupil premium funding will be used to help disadvantaged pupils to make excellent progress in their learning by building solid foundations in the key areas of reading, writing and maths.

At Glendale Infant School, in order to utilise this additional funding in the best possible way, we have considered closely the research and advice put forward by the EEF and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intentional spend with a rationale accompanying each decision.

Challenge number

Detail of challenge

1

Emotional intelligence for some Pupil Premium children is underdeveloped.

2

Baseline data suggests that Pupil Premium children joining Glendale in Reception are not academically as developed as non PPG pupils. They need to make accelerated progress to reach national expectations at the end of year 2.

3

The spoken word and oracy for many Pupil Premium children is underdeveloped and grammatically incorrect.

4

Some Pupil Premium children are weak in Cultural Capital. They lack experience and overall knowledge.

5

Low attendance or persistent absence for some Pupil Premium children is a continuing cause for concern.

6

A number of Pupil Premium families have low aspirations and little engagement with school therefore would benefit from external help and support.

Intended outcome

Success criteria

Excellent teaching leads to excellent progress in learning for all pupils.

All teaching is, at least, good and some is outstanding.

All pupils make excellent progress from their unique starting points.

All groups of pupils make excellent progress in their learning.

All children make good progress in social, emotional aspects of learning.

Children’s social and emotional development progresses at the expected rate and in accordance with each child’s age.

Children develop the social and emotional skills necessary to become effective learners.

Activity

Evidence that supports this approach

Challenge number(s) addressed

On going RWI training for staff to ensure all children have access to a uniform approach and high quality lessons

1080.00

Phonics RWI training day £600

2 3

Acorns provision – school ran resource provision

£37,684

1 2 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

One to one/small group tuition

1:1 tutoring (RWI)

Accelerated reading

EEF evidence: High quality teaching is supported by, and inextricably bound to, targeted academic support. Targeted one to one or small group tuition to address gaps. There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.’

1 2 3

Intervention programmes

Class-based interventions

Check ins – learning and well being

Deliver Wellcomm Sp & Lang intervention programme in EYFS.

Generally, the use of TAs to deliver high quality interventions, which complement the work of the teacher, is a ‘best bet’ and could be a powerful way of mitigating any impacts of time away from school and see positive gains for pupils. We suggest schools should adopt one or two well-chosen, and well-implemented, TA-led interventions, judiciously used to complement and extend class-based teaching and learning.

In order to support pupils who have fallen the behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.

Sessions are often brief (10-15 mins), occur regularly (e.g. 3-5 times per week) and are maintained over a sustained period of time (e.g. 8-20 weeks). Staff receive extensive training from experienced trainers or teachers.

1 2 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

1:1 Thrive intervention

Online subscription and mentors courses

£1044.20

EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment.

1 3 4 6

Well being mentor x2

1:1 work with children

Small groups

Support within classroom

Parent support

£25,860.61

£14,759.03

1 3 5 6

CSAWS

£2254.86

5 6

Out of school clubs funded

£300.00

4

Trips and after school sports clubs

£1376.00

£869 Football, gym, basketball, archery, lego programming club, dodgeball and dance

4

Uniform subsidy £35 per child £766.96

4

Cool Milk

£1459.59

4

Outline the performance of your disadvantaged pupils in the previous academic year and explain how it has been assessed. You should draw on:

• Data from the previous academic year’s national assessments and qualifications, once published.  
• Comparison to local and national averages and outcomes achieved by your school’s non-disadvantaged pupils (a note of caution can be added to signal that pupils included in the performance data will have experienced some disruption due to Covid-19 earlier in their schooling, which will have affected individual pupils and schools differently). 
• Information from summative and formative assessments the school has undertaken.
• School data and observations used to assess wider issues impacting

disadvantaged pupils’ performance, including attendance, behaviour and

wellbeing

You should state whether you are on target to achieve the outcomes of your strategy (as outlined in the Intended Outcomes section above) and outline your analysis of what aspects of your strategy are/are not working well. 

If last year marked the end of a previous pupil premium strategy plan, you should set out your assessment of how successfully the intended outcomes of that plan were met.

Programme

Provider

For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year

The impact of that spending on service pupil premium eligible pupils

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, implementation and evaluation, or other activity that you are delivering to support disadvantaged pupils that is not dependent on pupil premium funding.

Detail

Data

School name

Glendale Infant School

Number of pupils in school

266

Proportion (%) of pupil premium eligible pupils

27.82%

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

2023/2024

Date this statement was published

1/1/2024

Date on which it will be reviewed

Sept 2024

Statement authorised by

Mrs Hopkins

Pupil premium lead

Mrs Howes/Mrs Clark

Governor / Trustee lead

Mr Macbeth/Mrs Rose

Detail

Amount

Pupil premium funding allocation this academic year

£110,405

Recovery premium funding allocation this academic year

£10,005

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

£120,410

Pupil premium funding is received yearly which should be used to support disadvantaged pupils.

Pupil premium funding will be used to help disadvantaged pupils to make excellent progress in their learning by building solid foundations in the key areas of reading, writing and maths.

At Glendale Infant School, in order to utilise this additional funding in the best possible way, we have considered closely the research and advice put forward by the EEF and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intentional spend with a rationale accompanying each decision.

Challenge number

Detail of challenge

1

Emotional intelligence for some Pupil Premium children is underdeveloped.

2

Baseline data suggests that Pupil Premium children joining Glendale in Reception are not academically as developed as non PPG pupils. They need to make accelerated progress to reach national expectations at the end of year 2.

3

The spoken word and oracy for many Pupil Premium children is underdeveloped and grammatically incorrect.

4

Some Pupil Premium children are weak in Cultural Capital. They lack experience and overall knowledge.

5

Low attendance or persistent absence for some Pupil Premium children is a continuing cause for concern.

6

A number of Pupil Premium families have low aspirations and little engagement with school therefore would benefit from external help and support.

Intended outcome

Success criteria

Excellent teaching leads to excellent progress in learning for all pupils.

All teaching is, at least, good and some is outstanding.

All pupils make excellent progress from their unique starting points.

All groups of pupils make excellent progress in their learning.

All children make good progress in social, emotional aspects of learning.

Children’s social and emotional development progresses at the expected rate and in accordance with each child’s age.

Children develop the social and emotional skills necessary to become effective learners.

Activity

Evidence that supports this approach

Challenge number(s) addressed

On going RWI training for staff to ensure all children have access to a uniform approach and high quality lessons

1080.00

2 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

One to one/small group tuition

1:1 tutoring (RWI)

Accelerated reading

EEF evidence: High quality teaching is supported by, and inextricably bound to, targeted academic support. Targeted one to one or small group tuition to address gaps. There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.’

1 2 3

Intervention programmes

Class-based interventions

Deliver Wellcomm Sp & Lang intervention programme in EYFS.

NELI ((Nuffield Early Language Intervention Programme)

Generally, the use of TAs to deliver high quality interventions, which complement the work of the teacher, is a ‘best bet’ and could be a powerful way of mitigating any impacts of time away from school and see positive gains for pupils. We suggest schools should adopt one or two well-chosen, and well-implemented, TA-led interventions, judiciously used to complement and extend class-based teaching and learning.

In order to support pupils who have fallen the behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.

Sessions are often brief (10-15 mins), occur regularly (e.g. 3-5 times per week) and are maintained over a sustained period of time (e.g. 8-20 weeks). Staff receive extensive training from experienced trainers or teachers.

1 2 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

1:1 Thrive intervention

Online subscription

£862.20

EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment.

1 3 4 6

Well being mentor x2

1:1 work with children

Small groups

Support within classroom

Parent support

£25,860.61

£14,759.03

1 3 5 6

CSAWS

£1800

5 6

Out of school clubs funded

£360.00

4

Trips and after school sports clubs

£1976.50

£1424.00 Football, gym, massage, scooter, trampoline, arts and craft and dance

4

Uniform subsidy £35 per child

£507.92

4

Cool Milk

£1894.15

4

Detail

Data

School name

Glendale Infant School

Number of pupils in school

268

Proportion (%) of pupil premium eligible pupils

24.65%

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

2022/2023

Date this statement was published

1/1/2023

Date on which it will be reviewed

Sept 2023

Statement authorised by

Mrs Hopkins

Pupil premium lead

Mrs Howes/Mrs Clark

Governor / Trustee lead

Mr Macbeth/Mrs Rose

Detail

Amount

Pupil premium funding allocation this academic year

£97,465.00

Recovery premium funding allocation this academic year

£8990

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

£106,455

Following the disruption children have suffered as a result of the COVID-19 pandemic, schools have received an additional amount of money to provide catch-up support for those pupils that require it. We also receive pupil premium funding which should be used to support disadvantaged pupils.

Disadvantaged pupils have suffered the greatest harm to their education through the pandemic. This is evident within our school community. As such, both the pupil premium grant and recovery premium will be used to help disadvantaged pupils to make excellent progress in their learning by building solid foundations in the key areas of reading, writing and maths.

At Glendale Infant School, in order to utilise this additional funding in the best possible way, we have considered closely the research and advice put forward by the EEF and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intentional spend with a rationale accompanying each decision.

Challenge number

Detail of challenge

1

Emotional intelligence for some Pupil Premium children is underdeveloped.

2

Baseline data suggests that Pupil Premium children joining Glendale in Reception are not academically as developed as non PPG pupils. They need to make accelerated progress to reach national expectations at the end of year 2.

3

The spoken word and oracy for many Pupil Premium children is underdeveloped and grammatically incorrect.

4

Some Pupil Premium children are weak in Cultural Capital. They lack experience and overall knowledge.

5

Low attendance or persistent absence for some Pupil Premium children is a continuing cause for concern.

6

A number of Pupil Premium families have low aspirations and little engagement with school therefore would benefit from external help and support.

Intended outcome

Success criteria

Excellent teaching leads to excellent progress in learning for all pupils.

All teaching is, at least, good and some is outstanding.

All pupils make excellent progress from their unique starting points.

All groups of pupils make excellent progress in their learning.

All children make good progress in social, emotional aspects of learning.

Children’s social and emotional development progresses at the expected rate and in accordance with each child’s age.

Children develop the social and emotional skills necessary to become effective learners.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Thrive training for whole staff

£2854.00

EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment.

1 5 6

RWI training for staff that did not receive training last year.

£600

2 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

One to one/small group tuition

1:1 tutoring (RWI)

Accelerated reading

EEF evidence: High quality teaching is supported by, and inextricably bound to, targeted academic support. Targeted one to one or small group tuition to address gaps. There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.’

1 2 3

Intervention programmes

Class-based interventions

Deliver Wellcomm Sp & Lang intervention programme in EYFS.

NELI ((Nuffield Early Language Intervention Programme)

Generally, the use of TAs to deliver high quality interventions, which complement the work of the teacher, is a ‘best bet’ and could be a powerful way of mitigating any impacts of time away from school and see positive gains for pupils. We suggest schools should adopt one or two well-chosen, and well-implemented, TA-led interventions, judiciously used to complement and extend class-based teaching and learning.

In order to support pupils who have fallen the behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.

Sessions are often brief (10-15 mins), occur regularly (e.g. 3-5 times per week) and are maintained over a sustained period of time (e.g. 8-20 weeks). Staff receive extensive training from experienced trainers or teachers.

1 2 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

1:1 Thrive intervention

Online subscription

£728.20 annual

EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment.

1 3 4 6

Well being mentor x2

1:1 work with children

Small groups

Support within classroom

Parent support

£24017

£12513

1 3 5 6

Warwickshire Attendance Service (WAS)

£807.00

5 6

Out of school clubs funded

£400.00

4

Trips and after school sports clubs

£622.00 trips

£280.00 Football and gym

4

Uniform subsidy £30 per child

£532.03

4

Cool Milk

£939.62

4

Detail

Data

School name

Glendale Infant School

Number of pupils in school

265

Proportion (%) of pupil premium eligible pupils

23.39%

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

2021/2022

Date this statement was published

1/1/2022

Date on which it will be reviewed

Sept 2022

Statement authorised by

Mrs Hopkins

Pupil premium lead

Mrs Howes

Governor / Trustee lead

Mr Macbeth/Mrs Rose

Detail

Amount

Pupil premium funding allocation this academic year

£82,285.00

Recovery premium funding allocation this academic year

£19,770.00

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

£102,055.00

Following the disruption children have suffered as a result of the COVID-19 pandemic, schools have received an additional amount of money to provide catch-up support for those pupils that require it. We also receive pupil premium funding which should be used to support disadvantaged pupils.

Disadvantaged pupils have suffered the greatest harm to their education through the pandemic. This is evident within our school community. As such, both the pupil premium grant and recovery premium will be used to help disadvantaged pupils to make excellent progress in their learning by building solid foundations in the key areas of reading, writing and maths.

At Glendale Infant School, in order to utilise this additional funding in the best possible way, we have considered closely the research and advice put forward by the EEF and used timely assessments of both children’s academic and personal development needs to inform our decisions. The table below outlines our intentional spend with a rationale accompanying each decision.

Challenge number

Detail of challenge

1

Emotional intelligence for some Pupil Premium children is underdeveloped.

2

Baseline data suggests that Pupil Premium children joining Glendale in Reception are not academically as developed as non PPG pupils. They need to make accelerated progress to reach national expectations at the end of year 2.

3

The spoken word and oracy for many Pupil Premium children is underdeveloped and grammatically incorrect.

4

Some Pupil Premium children are weak in Cultural Capital. They lack experience and overall knowledge.

5

Low attendance for some Pupil Premium children is a continuing cause for concern.

6

A number of Pupil Premium families have low aspirations and little engagement with school therefore would benefit from external help and support.

Intended outcome

Success criteria

Excellent teaching leads to excellent progress in learning for all pupils.

All teaching is, at least, good and some is outstanding.

All pupils make excellent progress from their unique starting points.

All groups of pupils make excellent progress in their learning.

All children make good progress in social, emotional aspects of learning.

Children’s social and emotional development progresses at the expected rate and in accordance with each child’s age.

Children develop the social and emotional skills necessary to become effective learners.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Thrive training for our wellbeing/learning mentor

EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment.

1 5 6

RWI training for all staff

2 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

One to one/small group tuition

After school reading club (1:1 tutoring)

1:1 tutoring (RWI)

EEF evidence: High quality teaching is supported by, and inextricably bound to, targeted academic support. Good assessment will reveal that some pupils have lost learning, misunderstood content, or made gains in their knowledge, during the extended period of Covid-19 partial school closures. This may require targeted one to one or small group tuition to address gaps. There is extensive evidence supporting the impact of high-quality 1:1 and small group tuition as a catch-up strategy.’

1 2 3

Intervention programmes

Class-based interventions

Deliver Wellcomm Sp & Lang intervention programme in EYFS.

NELI ((Nuffield Early Language Intervention Programme)

Generally, the use of TAs to deliver high quality interventions, which complement the work of the teacher, is a ‘best bet’ and could be a powerful way of mitigating any impacts of time away from school and see positive gains for pupils. We suggest schools should adopt one or two well-chosen, and well-implemented, TA-led interventions, judiciously used to complement and extend class-based teaching and learning.

In order to support pupils who have fallen the behind furthest, structured interventions, which may also be delivered one to one or in small groups, are likely to be necessary.

Sessions are often brief (15-45 mins), occur regularly (e.g. 3-5 times per week) and are maintained over a sustained period of time (e.g. 8-20 weeks). Staff receive extensive training from experienced trainers or teachers.

1 2 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

1:1 Thrive intervention

EEF research - On average, SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school. They also have an average overall impact of four months' additional progress on attainment.

1 3 4 6

Well being mentor x2

1:1 work with children

Small groups

Support within classroom

Parent support

1 3 5 6

Warwickshire Attendence Service (WAS)

5 6

Out of school clubs funded

4

Trips and after school sports clubs

4

Uniform subsidy £30 per child

4

Cool Milk

4

Number of pupils eligible for PP 56

LAC/Post LAC 8

Service Children 1

Total funding

£86,000

Use of Funding

Cost

Impact

After School reading club

£2000

Targeted 1 to 1 reading time. Focus on phonics, high frequency word recall, comprehension and word reading. This has boosted children’s confidence in reading and has enabled them to access classroom activities with increased independence. We have also focused on higher level questioning for the more able readers so they can develop a deeper understanding of the text.

Additional teaching assistant time to provide in class support and interventions:

Precision teaching

Daily reading

Number interventions (Plus 1)

Small group phonic/blending intervention

Memory fix, concentration activities.

£56,449

Children have received targeted interventions either as part of a small group or on a 1 to 1 basis.

Precision teaching is having a great impact on phonics and high frequency word spelling across the school.

In addition to this, a maths intervention is enabling children to gain a stronger basis of number understanding.

Well-being mentor.

£25991

Parents and children can access support and advice. Parents groups as well as individual support is offered. Also children with identified needs have access to the well-being/nurture room and support is offered to ensure they are able to access learning in the classroom.

Warwickshire Attendance Service (WAS)

£775

Telephone and letter contact with parents where referred or concerns arose.

Out of school clubs funded

£

Because of COVID this has not been offered.

Usually, children have equal access to out of school clubs and are able to apply for some support towards the cost of clubs/equipment.

Uniform subsidy £30 per child

£445

Contribution to the cost of school uniform for PP children.

Trips and after school sports clubs funded.

£

Because of COVID this has not been offered.

Children have equal access to trips and after school clubs.

Cool milk

£340

Number of pupils on roll

Number of pupils eligible for PP 44

LAC/Post LAC 8

Service Children 1

Total funding

£70180

Use of Funding

Cost

Impact

After School reading club

£6320

Children attend after school club where they develop social skills and are withdrawn for 15mins by a TA to have targeted 1 to 1 reading time. They focus on phonics, high frequency word recall, comprehension and word reading. This has boosted children’s confidence in reading and has enabled them to access classroom activities with increased independence. We have also focused on higher level questioning for the more able readers so they can develop a deeper understanding of the text.

Additional teaching assistant time to provide in class support and interventions:

Precision teaching

Daily reading

Number interventions (Plus 1)

Small group phonic/blending intervention

Memory fix, concentration activities.

£35,526

Children have received targeted interventions either as part of a small group or on a 1 to 1 basis.

Precision teaching is having a great impact on phonics and high frequency word spelling across the school.

Plus a maths intervention is enabling children to gain a stronger basis of number understanding.

Well-being mentor.

£24000

Parents and children can access support and advice. Parents groups as well as individual support is offered. Also children with identified needs have access to the well-being/nurture room and support is offered to ensure they are able to access learning in the classroom.

Well-being mentor counselling course

£2000

Counselling training so children can be given support in school as needed so that they do not have to wait for external referrals to go through.

Warwickshire Attendance Service (WAS)

£756

Telephone and letter contact with parents where referred or concerns arose.

Out of school clubs funded

£52

All children have equal access to out of school clubs and are able to apply for some support towards the cost of clubs/equipment.

Uniform subsidy £30 per child

£440.93

Contribution to the cost of school uniform for PP children.

Trips and after school sports clubs funded.

£450

Children have equal access to trips and after school clubs.

Cool milk

£591.48

Sycamore counselling service

£495

Support given to an individual child for emotional support.

Number of pupils on roll

261

Number of pupils eligible for PP 43

Post LAC 4

LAC 1

Service Children 2

Total funding

£74480

Use of Funding

Cost

Impact

After School reading club

£6120

Children attend after school club where they develop social skills and are withdrawn for 15mins by a TA to have targeted 1 to 1 reading time. They focus on phonics, high frequency word recall, comprehension and word reading. This has boosted children’s confidence in reading and has enabled them to access classroom activities with increased independence. We have also focused on higher level questioning for the more able readers so they can develop a deeper understanding of the text.

Additional teaching assistant time to provide in class support and interventions:

Precision teaching

Daily reading

Number interventions (Plus 1)

Small group phonic/blending intervention

Memory fix, concentration activities.

£39638.01

Children have received targeted interventions either as part of a small group or on a 1 to 1 basis.

Precision teaching is having a great impact on phonics and high frequency word spelling across the school.

Plus 1 maths intervention is enabling children to gain a stronger basis of number understanding.

Well-being mentor.

£23000

We have developed this role in response to the increased need of emotional well-being. Parents and children can access support and advice. Parents groups as well as individual support is offered. Also children with identified needs have access to the well-being/nurture room and support is offered to ensure they are able to access learning in the classroom.

Well-being mentor counselling course

£2000

Counselling training so children can be given support in school as needed so that they do not have to wait for external referrals to go through.

Attendance Compliance Enforcement Service subscription.

£700

Telephone and letter contact with parents where referred or concerns arose.

Out of school clubs funded

£125.97

All children have equal access to out of school clubs and are able to apply for some support towards the cost of clubs/equipment.

Uniform subsidy £30 per child

£510

Contribution to the cost of school uniform for PP children.

Trips and after school sports clubs funded.

£1305

Children have equal access to trips and after school clubs.

Cool milk

£456.02 Apr-Dec

Sycamore counselling service

£315

Support given to an individual child for emotional support.

Exclusion Panel

£310