Detail

Data

School name

Holly Meadows School

Number of pupils in school

123

Proportion (%) of pupil premium eligible pupils

8.94%

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

3 years

Date this statement was published

9th October 2025 

Date on which it will be reviewed

July 2026

Statement authorised by

Terry Kivlin

Pupil premium lead

Jennie Wildsmith-Garton

Governor / Trustee lead

Mike Douglass

Detail

Amount

Pupil premium funding allocation this academic year

£29,220

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

£29,220

Holly Meadows School is a slightly smaller than average rural primary school with a lower than average number of pupils in receipt of free school meals. Our intent is to ensure that we assess accurately so that we secure appropriate provision in order to address the needs of socially disadvantaged children. All teaching staff are involved in this ongoing assessment process.

We recognise that not only those pupils in receipt of free school meals are socially disadvantaged and also take into account that not all children who receive free school meals are socially disadvantaged. The pupil premium grant can be allocated to any child or group of children that the school identifies as being socially disadvantaged. In order to prioritise our spending, we have adopted a tiered approach, as outlined by the EEF (education Endowment Fund). We recognise the importance of regularly reviewing the impact of our strategy and making adjustments where needs arise.

https://educationendowmentfoundation.org.uk/guidance-for-teachers/using-pupil-premium

Challenge number

Detail of challenge

1

Motivating all children to achieve well across the curriculum

2

SEND

3

Behavioural and emotional needs

4

Poor oral language skills

5

Attendance and lateness

Intended outcome

Success criteria

Disadvantaged pupils will acquire, retain and apply early phonics and reading skills along with their peers.

·        Children are actively engaged in

phonics and reading lessons.

·        Positive steps of progress evident through phonics and reading assessments.

Disadvantaged pupil will make at least expected progress and attainment in Reading, Writing and Maths in each year group.

·        Teachers use the diagnostic assessment tools to address ‘gaps’ with specific skills, knowledge and understanding.

·        Teaching assistants will enable children to become more resilient and independent learners

·        Children will actively participate in the assessment process and be able to talk about their learning.

·        Children will have an understanding of what they need to do in order to improve. 

Provision for disadvantaged pupils with SEND is monitored closely through the ‘plan, do review’ cycle, to ensure good progress.  

·        Teachers are well supported by the Inclusion lead/ SENDCo and external agencies to effectively carry out the plan, do and review cycle. 

More pupils who are eligible for Pupil Premium will have improved behaviour, wellbeing and mental health.

·        Positive engagement in Thrive.

·        Reduction in incidents disruptive behaviour.

·        Emotional readiness and enthusiasm for learning.

Children will have the fundamental foundations needed for good language and social and emotional development as well as later literacy and numeracy skills. 

·        Children will be able to understand and follow instructions with increased independence.

·        Children will be able to express their needs and participate positively when learning through play.

Pupils will have good level of attendance and punctuality. 96% plus

·        Children tell us that they enjoy coming to school.

·        Parents will report that their children enjoy coming to school.

·        Children will be motivated and ready to learn.  

·        Positive responses to attendance

Interventions.

Activity

Evidence that supports this approach

Challenge number(s) addressed

£2899.00 subscription plus £1000 CPD release time

Subscription to PIXL Primary to improve our ability to track the progress and attainment of

pupil premium pupils, provide diagnostic assessment tools and specific strategies and

resources to address their individual needs.

This package also provides high quality CPD and resources for teachers and leaders which will support our main aim of delivering quality first teaching.

Here is an overview of the offer:

https://www.pixl.org.uk/_site/data/files/membership/599AA17C7AD4ACC024F26351D0B107F5.pdf

These links will direct you to the EEF findings about the impact of small focus group tuition and reading comprehension strategies, both of which are supported via subscription to PIXL Primary:

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies

1 and 2

£750

plus £800 CPD and monitoring release time

Subscription to Little Wandle Letters and Sounds, including an extensive CPD package and resource base for staff, ensure high quality consistent teaching of phonics across the school. 

This figure includes the annual subscription of £750 (which is in addition to the original sign-up fee) plus £1000 of additional reading books to match the scheme.

EEF research matches our own baseline assessment and tells us:  ‘It is possible that some disadvantaged pupils may not develop phonological awareness at the same rate as other pupils, having been exposed to fewer words spoken and books read in the home. Targeted phonics interventions may therefore improve decoding skills more quickly for pupils who have experienced these barriers to learning.’

1 and 2

£2950 subscription

plus £1000 CPD release time

Engagement in a whole school formative assessment project with VNET to:

·        Evaluate the effectiveness of the way in which the curriculum is designed.

·        Evaluate the effectiveness of the way in which the curriculum is taught.

·        Evaluate the pace of pupil progress, pupil outcomes, and provide readiness for the next stage in their education.

The EEF research highlights the importance of developing high quality teaching, assessment and a curriculum.

1, 2 and 3

£600

Subscription to LYFTA

plus £200 CPD release time

 Lyfta is an award-winning global learning platform which invites students to explore the world through a growing series of immersive learning environments (story-worlds) where they encounter diverse real human stories from across the globe through stunning 360° environments, high quality films and digital content.

The use of technology and resources that focus on supporting high quality teaching supports positive outcomes for children across the curriculum.

Lyfta story-worlds expose children to a rich vocabulary, broadens horizons and challenges ideas and stereotypes.

1 and 4

Activity

Evidence that supports this approach

Challenge number(s) addressed

£11,181.00

TA and HLTA time to allow us to deliver small group focused teaching 

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

1, 2 and 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

£8,000

Thrive & ELSA:

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/social-and-emotional-learning

4 and 5

£1000

Loose Parts Play

 Loose parts play offers numerous benefits for children's development, including fostering creativity, problem-solving skills, and independence. This approach to play supports and extends curriculum learning. 

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

4 and 5

£350

Attendance awards (certificates and medals and class Dojo treats.

We recognise the importance of celebrating success, positive behaviour and attendance through Class Dojo Awards and also Attendance certificates.

1, 3 and 5

£1500

Financial support with school trips and clubs.

We also recognise that it is important to offer financial support for school trips and clubs so that all pupils are included and have the same opportunities.

1,3 and 5

In 2025, 18.8% of our Year 6 cohort were eligible for pupil premium, 25% of our pupil premium cohort were also identified as having a special educational need. 50% of pupil premium children achieved the expected standard or better in all Reading, Writing and Maths combined.

Access to regular Thrive for 80% of our pupil premium pupils has continued to build confidence, self-esteem and has increased their motivation and a readiness to learn. From observations of pupil behaviour and through discussions with parents, it is evident that access to Thrive also supports good attendance.

Whole school attendance was consistently over 95% during 2024-2025.

Access to the PIXL Primary has allowed for monitoring of progress and achievement and helped to identify specific areas for support and pre-teaching for pupils. It has also provided a valuable bank of resources and CPD for teachers. Carefully planned and resourced intervention and precision teaching for groups and individuals in phonics, reading, spelling and aspects of mathematics have all contributed to progress and achievement for pupil premium pupils.

All pupils were offered the opportunity to attend all educational visits during 2024-2025, including the residential visit for Year 5 and 6.  All pupil premium pupils attended. 

Programme

Provider

PIXL Primary

The PiXL Club Ltd, Scott House, Suite 1, The Concourse, Waterloo Station, London, SE1 7LY

Measure

Details

How did you spend your service pupil premium allocation last academic year?

Thrive intervention to provide emotional support for children managing the absence of their parent due to being posted abroad.

What was the impact of that spending on service pupil premium eligible pupils?

Positive attendance and improved behaviour and confidence for all service children. Pupils were emotionally ready to learn following these sessions.