Sports Premium

Leaders have used sports funding well. Specialist sports coaches teach physical education, benefiting pupils but also enhancing the skills and subject knowledge of teachers. There is a wide range of extra-curricular sports clubs and many opportunities for pupils’ physical development, for example by participating in fundraising activities that make use of the fitness circuit. Pupils are keen to take up sports activities. As a result of their commitment, engagement and participation in school competitions, the school has achieved a sports award from the county council.

Ofsted 2017

Pupil premium strategy statement

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

Detail Data
School name Mill Rythe Infant School
Number of pupils in school 188
Proportion (%) of pupil premium eligible pupils 15%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 2021/22 to 2024/25
Date this statement was published 13th December 2021
Date on which it will be reviewed July 2022
Statement authorised by

Lucy Ford


Pupil premium lead Lucy Ford
Governor / Trustee lead

Deborah Burroughs

PP Governor

Funding overview

Detail Amount
Pupil premium funding allocation this academic year £ 52,500
Recovery premium funding allocation this academic year £4205
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


Part A: Pupil premium strategy plan

Statement of intent

At Mill Rythe Infant School, we are completely focused on ensuring that all children, including those from vulnerable groups, make good progress to reach at least age related expectations in the core areas of reading, writing and maths.

Our relentless drive for progress is founded on high quality and inclusive teaching within a framework of attachment. This stems from our recognition that children’s emotional wellbeing is of paramount importance and has a significant impact on engagement and therefore academic outcomes.

We will:

·         Narrow the attainment gap between disadvantaged children and their non-disadvantaged peers

·         Ensure every child leaves us able to read fluently, confident to question when they are unsure so that they are able to engage fully with the full breadth of the curriculum

·         Ensure children can communicate clearly, in a range of situations, with confidence and clarity

·         Support our children to develop emotional resilience, knowing that they are held in mind which will enable them to make the most of every opportunity

·         Work with families to address a wide range of vulnerabilities, leading to better attendance and engagement with school life

·         Facilitate access to a wide range of experiences to develop children’s knowledge and understanding of the world



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

Challenge number Detail of challenge
1 The attendance of our disadvantaged children as a group is lower than that of the whole school
2 Our disadvantaged children as a group are not making as rapid progress in their reading as disadvantaged children

There is a marked difference in our disadvantaged children’s oral language skills including vocabulary acquisition which can often lead to frustration and depleted confidence effecting all areas of school life.

37.5% of disadvantaged Year R children are off the pace for Speaking compared with 23% of non-disadvantaged children.

4 Our disadvantaged children are disproportionally represented in families in need of pastoral support.

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 improve and sustain improved attendance for all children including narrowing the gap between that of disadvantaged and non disadvantaged children.

Sustained high attendance from 2024/25 demonstrated by:

·         the overall absence rate for all pupils being no more than 4%, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced to 0%

·         the percentage of all pupils who are persistently absent being below 10% and the figure among disadvantaged pupils being no lower than their peers.

Improved reading outcomes for our disadvantaged children. Internal assessment data will show that by 2024/5 more than 85% of disadvantaged children will reach Age Related Expectations in Reading with 85% of disadvantaged Y1 children reaching the phonics screening threshold.
Disadvantaged children will be supported to develop oracy skills, close the vocabulary gap and gain in confidence.

By 2024/25 – 90% of EYFS disadvantaged will reach the ELG in Speaking and that of Listening, Attention and Understanding.

The gap in reading and writing outcomes will be diminished to less than 5%.


Pupil enjoyment and wellbeing will be evident with parity across all groups. By 2024-25 the percentage of children who enjoy school will be consistently at 95%. Children from vulnerable homes will be fully supported to access the full range of opportunities at school, having their SEMH needs met as a priority to ensure that they are able to engage.


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: £ 23,259

Activity Evidence that supports this approach Challenge number(s) addressed
Purchase of Bug Club Phonics resources (a DfE validated Systematic Synthetic Phonics programme) to secure stronger phonics teaching for all pupils.

Phonics has a positive impact overall (+5 months) with very extensive evidence and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.

CPD -metacognition and self-regulation including teacher release time to study, plan and embed key elements across the school.

The potential impact of metacognition and self-regulation approaches is high (+7 months additional progress) Teachers can demonstrate effective use of metacognitive and self-regulatory strategies by modelling their own thought processes. For example, teachers might explain their thinking when interpreting a text or solving a mathematical task, alongside promoting and developing metacognitive talk related to lesson objectives.

Strengthening staff understanding and therefore improving the teaching of reading comprehension skills.

Reading comprehension strategies are high impact on average (+6 months). Alongside phonics it is a crucial component of early reading instruction. A wide range of strategies and approaches can be successful, but for many pupils they need to be taught explicitly and consistently. It is crucial to support pupils to apply the comprehension strategies independently to other reading tasks, contexts and subjects.

Staff development of oral language approaches overseen by the English Lead and AHT.

It is important that spoken language activities are matched to learners’ current stage of development, so that it extends their learning and connects with the curriculum. Training can support adults to ensure they model and develop pupils’ oral language skills and vocabulary development.

Refresh the principles of the EP led approach “Helping Harry Learn”

The focus should be on learning the skills required to understand pupils and their learning needs, gaining the confidence to make decisions based on observations and experience, and knowing when to seek specialist support.



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

Budgeted cost: £ 13,486

Activity Evidence that supports this approach Challenge number(s) addressed
Purchase of Language Link

Online package used to identify and support children with mild to moderate SLCN and those new to English. The assessment will also identify any children who may have more severe language needs, such as Developmental Language Disorder (DLD), so that these children can be considered for further investigations and diagnostic assessment with your local Speech and Language Therapy team.

Training of support staff in the delivery of Talk Boost

Talk Boost is an evidence based programme that supports children with language below the average for their age to narrow the gap with their peers and addresses all elements of language and communication. Children starting school with speech, language and communication needs (SLCN) often struggle with any aspect of speech, language and communication. A child who struggles to speak will often struggle to read and write.



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

Budgeted cost: £ 15,755

Activity Evidence that supports this approach Challenge number(s) addressed
Support our vulnerable families with a programme to support relationships (NVR)

NVR stands for Non Violent Resistance. The NVR Parenting Approach was originally developed to support adults caring for young people presenting with behaviours that concern such as violence, risk taking, aggression or self-destruction. The NVR approach is now being used in a variety of contexts including adoption, communities, SEND, schools and with adults in both direct work and in group settings.

ELSA, FEIPS, SEMH group Intervention

Social and emotional learning (SEL) interventions seek to improve pupils’ decision-making skills, interaction with others and their self-management of emotions, rather than focusing directly on the academic or cognitive elements of learning.

Attachment and Trauma Aware Training

School-level approaches to developing a positive school ethos, which also aim to support greater engagement in learning. Increasing parental engagement through the use of online video presentations (returning to face-to-face if possible).


Reviewing and reinvigorating the school’s approach to supporting attendance using the

DfE’s Improving School Attendance document

This document has been informed by the positive, impactful practice of existing schools.



Total budgeted cost: £ 52,500

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.

Aim -Improve the vocabulary acquisition of all children including PPG and other vulnerable children.

Evaluation – There were negative ramifications due to the partial closure of the school due to COVID. LLPR report highlighted the impact of this on the outcomes for children.

SENCo has reported to FGB regularly. The development of a school wide approach to Speech and Language will be incorporated into the SIP 2021-22.

Quality of talk was supported by 1:1 sessions over Zoom for the most disadvantaged.

76% of children supported through Speech and Language interventions in school were signed off by July 21

Aim – Improve the social communication skills and self-regulation skills of PPG and other vulnerable children to enable them to develop friendships and secure working relationships with their adults and peers.

SCARF provision came into his own over the pandemic being suited by taught over Seesaw and parents with these sessions in comparison with other sessions.

This meant that a high proportion of children transitioned successfully when the school fully reopened.

Trickbox was not pursued due to the importance of consistency during the pandemic. The effect of ATAS training has had great impact and was better suited to the needs of the children during this pandemic and therefore became the priority.

Academic attainment at KS1 will improve.

Aim – EYFS children in receipt of PPG and those identified as vulnerable will achieve the ELGs in listening, understanding, speaking, reading and writing. The gap will narrow between the PPG and non PPG children in their phonics screening in Y1.

Minimum sufficiency data has been used this year as there is no SATS data.

60% of PPG children achieved the ELGs in all of the following ELG – speaking, listening, understanding, reading and writing. This was in direct contrast to non PPG children (84.9) The results were negatively impacted by the partial closure even though staff met with parents, provided paper packs and the offer of weekly feedback and 1:1 support to use our online learning resource (Seesaw)

There was no formal Phonics screening in Year 1.

Speech and Language programs were taught and the SENCo and SALT TA have undertaken action research regarding the varied programmes utilised in school (NELI and Talk Boost alongside Language Links.) to look at which has the greatest impact on children’s outcomes against the ELG.

Governors attended all pupil progress meetings and they focussed on the priorities.

SLT have adjusted meetings to a weekly update on the provision and impact of that provision on the children including the most disadvantaged. This has been complemented by scaffolded plan, do, review cycle alongside year teams. Time limited actions were set and monitored. (SLT minutes)

All children have been assessed on an ongoing basis. Morning activities and the use of the sports coach have been adjusted to ensure impact and focus.

Aim – Higher rates of progress for PPG children and those who are disadvantaged.

Measurement has been difficult to carry out due to the move to minimum sufficiency.

The impact of the 0.6 has been brought to SLT on three weekly basis. The staff member has been used to support Year 2 children who were close to minimum sufficiency.

Aim – Improve the vocabulary acquisition of all children including PPG and other vulnerable children.

SEND flowchart is well established within school ensuring that adjustments are made in good time and the impact is tracked and acted upon.

EP used to support children on stage 4 of the flowchart including for applications for EHCPs and existing annual reviews

Aim – Children with additional vulnerabilities will be supported through targeted SEMH work using trained practitioners

Inclusions team have continued all through the year with adjustments in practice due to Covid restrictions.

SEMH work continued throughout the partial closure.

New wellbeing groups also established in response to those who became vulnerable during the lockdown.

Interventions were targeted to the individual’s needs.

SCARF provision came into his own over the pandemic being suited by taught over Seesaw and parents with these sessions in comparison with other sessions

Aim – Improve the social communication skills and self-regulation skills of PPG and other vulnerable children to enable them to develop friendships and secure working relationships with their adults and peers.

ATAS training has been disseminated to all staff.

Redeployment of MDSA and additional teachers’ hours to support the most vulnerable children.

Data from CPOMS shows a reduction in lunchtime incidents for children in all year groups.

PE lead reports that approximately 90% of children participate in lunchtime activities.

Aim – PPG children and their families will have high personal aspirations for the future and will engage with home learning opportunities and wider curriculum events.

Inclusions team have supported the children on entry into school and have therefore developed relationships with all families.

Support was tailored to individual needs during the lock down.

Significant impact of the NVR course on families with vulnerabilities supporting attendance at school and behaviour including regulation.

Communication through Facebook and the website has continued. Seesaw and year group emails established in response to the Covid pandemic have been invaluable for communication and have continued through the rest of the year.

There has been a negative impact on parental support with reading. This will need to have a renewed focus in September.


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

Programme Provider
Language Link Speechlink Multimedia Ltd