Arden Primary School

Every Child, Every Opportunity

Arden Primary Pupil Premium 2021/2022

Pupil Premium Strategy Statement – December 2021

This statement details our school’s use of pupil premium (and recovery premium for the

2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils. 

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school. 

School overview



School name

Arden Primary School

Number of pupils in school 


Proportion (%) of pupil premium eligible pupils


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

December 2021/July 2022 to July 2025

Date this statement was published

December 2021

Date on which it will be reviewed

1st October 2022

Statement authorised by

Mrs G Shergill

Pupil premium lead

Mr A. Banner

Governor / Trustee lead

Mr Z Ahmed

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 Arden Primary School our aim is to give every child the best possible learning experience we can, to help us deliver the citizens and leaders of the future.  We want our pupils to be able to apply their learning in any given situation to overcome the problems that they might experience. We continue to develop our links with parents and the community for the benefit of all concerned.

We want our disadvantaged pupils to be indistinguishable from our non-disadvantaged ensuring that there are no gaps in knowledge or understanding for either parties.

Our strategy for 2021-25 has been drawn up following an evaluation of last year’s pupil premium strategy, our data and a review of current research. Some actions have been extremely successful and these will be continued. Research shows us that highly effective teaching disproportionately benefits disadvantaged children. So, if there is good teaching and learning for all children, the gap should narrow. The most effective resource is always quality teaching, so much of our pupil premium money is spent on the deployment of staff. We have chosen a range of strategies, some of which are continued from last year as they were successful. The strategies fall into three groups of: quality teaching for all; targeted support and pastoral support:

  • ensure disadvantaged pupils are challenged in the work that they’re set ·  
  • act early to intervene at the point need is identified  
  • adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve ensuring that all children are catered for, from Nursery through to Year 6.


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

Challenge number

Detail of challenge 


A high (74.8%) percentage of PP children have English as an additional language and a high (Would be approximately 75% or higher) percentage of parents also have English as an additional language; therefore, find it hard to support children at home with their learning. For example, reading at home and commenting in reading diaries, supporting with homework.


Assessments and observations suggest that our disadvantaged pupils have greater difficulties with their phonics than their peers.  This impacts their learning across the curriculum.


A limited opportunity for enrichment activities outside the school environment limits pupils’ life experiences and the ability to relate first hand experiences when accessing the national curriculum.


Attendance figures for Pupil Premium children in 2020/2021 was 93.4%.  Late

0.8%      Authorised Absence – 4.5%     Unauthorised Absence – 2.1% 


Our assessments and observations indicate that the education and well-being of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies. This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations,


With the absence of SATs tests in 2020 and 2021 linked to the issues of learning during COVID we are unsure of the effect upon the SATs in the next two years.  We therefore will continue to build upon our intervention/support model that has been in place for a few years.

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 attainment in SATs tests.

    Levels for Pupil Premium children are in line with non PP children in KS2.

Improved progress and attainment in termly assessments.

In our termly/yearly assessments we aim to see for all children:

  • 80% of children making expected (3 points) progress and 20% of that group making greater than expected progress (4 points or more)
  • All of our PP children to have the same level of attainment as their non PP counterparts.

All children will have the opportunity to experience enrichment opportunities outside school.

Pupil Premium children throughout the school will experience at least one enrichment opportunity per year through:

  • Trips and visits throughout each school year.
  • During their school time at Arden, overnight stays in school/activity evenings.  Residential visits will also be arranged for Year 6 children and


other year groups depending upon availability.

  • After school clubs (both sport and non-sport based).
  • Residential trip in Year 6

Improved attendance for Pupil Premium children.

The attendance figures for 2020/21 were:

  • Pupil Premium 88.7%
  • Late 0.3%
  • Authorised Absence 5.3%
  • Unauthorised Absence 6.0%

Increased interaction with our parents including our Pupil Premium and EAL children

Increased interaction with parents through:

  • Parent’s Evening.
  • Meet the Teacher events for specific subjects.
  • Our Parent Support Advisor (Mrs Saira Ahmed)
  • Learning Mentor (Mr Parvez Khan)
  • Our EAL teacher works with children across the school on a timetabled basis.  Work is given to children and enables them to access all areas of the curriculum as soon as possible

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: £ 80,231


Evidence that supports this approach

Challenge number(s) addressed

(1) Improved SATs results for Pupil Premium children in Year 6. A proportion of disadvantaged children to reach ARE in Year 6

We expect the impact for Pupil Premium children to be to be:

    More Pupil Premium children make expected or greater than expected progress from their KS1 test results.

Improved confidence and self-belief to tackle expectations of Year 6 and SATs

5, 6

(2) Improved progress and attainment results for Pupil Premium

More children make expected or greater than expected progress. (80% to make expected progress

1, 2, 5, & 6

children across all Year Groups


with 20% of those children achieving Greater Depth.  Improved confidence and self-belief thus positive impact on other areas of curriculum.



Breaking down barriers to learning (eg mental health and well-being) 




Teachers on long term supply will assist as and where there is an identified need, assisting in removing gaps in children’s understanding.


(3) Improved understanding of assessment

Ongoing AFL

Formative Assessment through


Termly summative assessments


Moderation meetings

Termly pupil progress meetings.


(4) Improved resources for assessing the progress of children throughout the school

Staff CPD

Training Recording systems. Improve the impact of quality led planning


INSIGHT Assessment System.

1, 2, 5, & 6


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

Budgeted cost: £114,348


Evidence that supports this approach

Challenge number(s) addressed

(5) Raising Pupil

Premium Attainment in

Year 6 SATS

We aim to encourage our Year 6 Pupil Premium children to attend weekly revision sessions to close the gaps in their learning.  These sessions after school will enable identified children to work in smaller groups to enable them to get a better understanding. 


These will continue during this year for Year 6 to enable children to catch up with lost learning during the pandemic.  


5 & 6

(6) Raising Attainment in Year 6 SATS

Staff to encourage children to attend lessons during the holiday, with the aim of developing both skills and closing gaps in their understanding.

5 & 6

(7) Whole school


Teachers across the school to raise attainment and progress

  • Evidence in Year 1 phonics
  • SATs – improved attainment in KS1 and KS2 SATs
  • Improved progress and

Attainment in NTS assessments across the school

  • Identified gaps resulting in targeted support.
  • Accelerated Reading Scheme - 
  • In EYFS resources have been purchased to assist in the leaning of Reading, Phonics and Maths.
  • In EYFS funding has also been included to enhance the provision of gross and fine motor skills 

5 & 6

(8) Intervention Rooms/Resources

To assist in quality teaching for our groups of children, we have developed small teaching areas throughout the school to teach groups of up to 16 children.

  • General Resources 
  • Interactive Whiteboards 

1, 2, 5 & 6


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

Budgeted cost: £137,636


Evidence that supports this approach

Challenge number(s) addressed

(9a) Improved Pupil Premium attendance.





Although there has been a significant increase in the attendance. The effect that Covid had upon attendance was considerable, especially in our local community where several of our families lost relatives to the pandemic. We continue to address issues that affect all

1, 3 & 4








(9b) Improved links between Pupil Premium parents and school, discussing needs, issues and barriers to learning for Arden



Pupil Premium children so that they achieve 96% attendance or greater (in 2018/2019 this figure was 94.7%), we appreciate that there are still a significant number of Pupil Premium children who due to difficulties at home (and due to instances of Covid in their families and periods of isolation) find it difficult to attend school on a regular basis.

  • Meetings with parents
  • Parent support worker support.
  • Providing laptop computers to enable families to access on line learning

The role of this individual is to liaise with parents, to work alongside members of staff, carry out home visits, organise meetings/lessons for the parents of Pupil Premium children.


(10) Improved Pupil

Premium attainment and progress of pupils needing pastoral support/mentoring.

Pupil Premium children identified by class teachers to receive pastoral support to enable them to overcome barriers and then achieve the necessary ARE in Reading, Writing and Maths.

5 & 6

(11) Improved attendance & support for pupils

After discussions with parents and obtaining nationally produced data it was felt that a number of our Pupil Premium children would benefit from a daily Breakfast Club (8:00am – 8:40am).  We have targeted parents with children with poor attendance (focussing on lower attending Pupil Premium Children) This will encourage children to arrive punctually for school, receive a nutritious meal and provide social interaction.  Activities include art, sport and reading skills.  

Throughout 2020 – 2021 Staff focussed upon the number of PP children attending Breakfast Club.  Again, we will on encouraging even more PP children to attend this year As of 27.9.21 PP children attending was 42.5%.

    Children from all year groups are encouraged to attend and a particular focus has been placed

3 & 4


on EYFS as traditionally only children from older year groups attended.

    Encouragement is given by our Parent Support Worker.


(12) Improved Pupil Enrichment across the curriculum, enabling all Pupil Premium children to engage in the new Cornerstones curriculum.

Subsidising all experiences undertaken by the children to allow them to access the curriculum. For all children throughout the school from Nursery to Year 6



(13) EAL

The role of this individual is to work across the school:

  • Small group work usually newly arrived children.
  • Work enabling these children to access the curriculum as soon as possible.


1 & 2

(14) Educational


This individual will work with those children identified by the SENDCO

    Issues raised post Covid as well as any other issues identified by the SENDCO


1, 2 & 5


Total budgeted cost: £332,215


Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year. 

Due to COVID-19, Year 2 and Year 6 SATS were not undertaken in 2020 or 2021, which has resulted in us not being able to publish and externally moderated data for this period.

We have, however, continued to monitor in school data throughout the last 12 months which has enabled us to see which children have gaps in their knowledge and understanding and help us to decide upon appropriate course of action to take, be it staff deployment of after school interventions.  

We have been fortunate to be able to use experienced Arden staff to deliver tutoring to small groups either after school or during the school holidays.  We have also used other government funding to enable us to do this.  We have used teacher assessments and our assessment tool to highlight the particular needs of the children throughout the school. Between December 2020 and July 2021:

85% of children made expected or greater than expected progress in Reading (65% ARE)

79% of children made expected or greater than expected progress in Writing (66% ARE)

83% of children made expected or greater than expected progress in Maths (67% ARE) 

During our ‘lockdown’ periods, we allocated laptops to children who we knew weren’t able to undertake online learning.  We used DB Primary as our learning platform and lessons were uploaded daily, work was marked and feedback was given on a daily basis.  The children also undertook work using the MYon and Accelerated Reader programs, which will continue throughout 2021-2022 as we felt that they were highly successful.


Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England







Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information: 



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

No children at Arden receive this allocation of funds.

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




Further information (optional)

LAC Children – At the time of writing this report there are NO LAC children at Arden Primary School


Nursery – An amount £5605 is allocated as part of our funding.  At present we have 20 children who are entitled to free school meals.  As part of our provision we use this money for the purchase of Reading, Maths and Phonics materials.  Provision of gross and fine motor skills resources to build upon prior training of staff.



This document was discussed and ratified by governors on Thursday 9th December 2021