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  • We ensure that teaching and learning opportunities meet the needs of all of the pupils. 

  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.

  • We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

  • Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. 


Our use of the pupil premium grant will be aimed at accelerating progress and moving children to reaching the end of year key objectives. Initially this will be in Reading, Writing and Maths. 

The range of provision the Governors may consider include:

A. Support to access enrichment activities e.g. music lessons, clubs

B. Small group and 1:1 support during the school day

C. Interventions to support the development of social and emotional literacy skills

D. Support to enable a child to take part in educational school visits

E. Resources to support the Curriculum

F. Breakfast 'club' - resources

G. Learning support -access to online resources @ Internet café

H.  Staff training


Pupil premium resources may also be used to target able children who receive the Pupil Premium funding.

How to Claim

Please visit the following website to claim pupil premium funding:

West Berkshire Council - Pupil Premium - Information

Pupil premium strategy statement 22/23

This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 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 Long Lane Primary School
Number of pupils in school 212
Proportion (%) of pupil premium eligible pupils 9%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 22/23
Date this statement was published December 22
Date on which it will be reviewed December 23
Statement authorised by C Allison (Head teacher)
Pupil premium lead C Allison (Head teacher)
Governor / Trustee lead S Bamford (Governor)

Funding overview

Detail Amount
Pupil premium funding allocation this academic year £31,495
Recovery premium funding allocation this academic year £3,190
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

Our intention, at Long Lane Primary, is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. We do this by providing bespoke support through our strategy to all learners in receipt of PPG, not just those who are under attaining, focusing on progress and outcomes from their last data points.

We will consider the challenges faced by vulnerable pupils, such as those who have a social worker, young carers or are in poverty. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support such as; learning behaviours and self-confidence. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Our strategy is informed by the consistent group analysis and provision mapping, through a Class Needs Analysis tool (see appendix 1).

Our strategy is developed from the application of teacher led group tutoring that focuses on a ‘target review’ approach.   This establishes the pupil at the centre of learning decisions, builds independence and resilience and empowers the learner to take control of their own learning targets, evidencing the success of these. It is widely publicized and endorsed by ‘EFF practices’ that pupils involved in their own learning, who are encouraged to develop good learning behaviours and are taught by those who know them best as learners, will make rapid and consistent progress over time, thus improving overall outcomes.

As a school we are acutely aware of the emotional disadvantage and need of pupils who have ACES, hold particular hardship or whose basic needs’ may be compromised. This is why a part of our strategy is dedicated to developing and embedding the Therapeutic Approach to behaviour and well-being across the schools and purposeful pastoral support for our pupils and families.

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment and consistent processes, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:

  • ensure disadvantaged pupils are challenged in their learning wherever their starting points
  • act at the earliest point to identify the need and intervene with the right support using a termly Class Needs Analysis
  • adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ progress and outcomes, understand their potential barriers and raise expectations of what they can achieve


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

Challenge number Detail of challenge

Attainment – Within this group of pupils, only 10% are on track to be EXS at the end of the year in RWM, a further 10% in 2 subjects and 80% are currently not on track to reach ARE in any of the 3 subjects (reading, writing and maths).

  • Reading ARE – 20%
  • Writing ARE – 20%
  • Maths ARE – 20%

However, 32% of the group are registered as SEND and so pupils should make accelerated progress in order to reach higher attainment in these areas. As this ties in with learning behaviours and engagement it is likely that bespoke support using precise booster objectives and assessment for learning techniques would be most effective such as; addressing misconceptions, individual target based work and intuitive apps.

2 Engagement/resilience – In the evaluation of these pupils across the school in the Class Needs Analysis, it was observed that within this group there is a lack of engagement in lessons, teachers observe some ‘passive’ learning and low aspirations when compared with their class mates. This means there is a need for high priority to be placed on intrinsic learning behaviours and aspirational purpose for these individuals.
3 Attendance – Pupils within this group have varied absence (whole group data 93.3% against non PP group 96.8%).   However, 20% of PP pupils sit below 95% and 35% below 90% attendance. Teachers are aware of this and are working with parents to support greater attendance for these individuals.
4 Home Engagement/opportunityIt is acknowledged that 65% of this group are currently receiving internal pastoral support 35% from ELSA and 30% from outside pastoral support. These pupils can be disadvantaged at home with regards to resourcing and managing homework and home learning. Pupils with pastoral need will be supported by ELSA and other outside agencies to ensure that there are no additional emotional barriers to learning.
5 Extra-curricular opportunities – Pupils within this group have proved that they thrive on outdoor activities and are well represented within sports and active learning throughout the school. They thrive on the many opportunities provided in and out of school (some of which need funding to support their participation).

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

Priority 1 To improve writing progress for disadvantaged children so that progress is similar to that of non PP group

Pupils writing outcomes will be in line with non-disadvantaged peers

Priority 2 To improve the delivery and impact of personalised support leading to pupils in this group being able to display good learning behaviours, making the most of their learning capacity through a ‘Target Review’ approach

Pupils are able to actively articulate their learning, becoming more independent learners and show positive learning behaviours using the Secrets of Success model.
Priority 3 To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils

Sustained high attendance from 2022/23 demonstrated by:

Diminishing the number of pupils with below 90% attendance.

Priority 4 To improve outcomes through bespoke home learning opportunities that require independence and support class learning and over learning. Pupils are demonstrating higher rates of completing home learning independently and are proud of their achievements
Priority 5 To support pupils with their well-being through a number of pastoral support services available in school and through outside agencies. Ensuring this support is closely linked to their class experience and strategies in class to support this.

Pupils are able to achieve highly regardless of any ACES or pastoral barriers

Pupils are confident within class and within their social friendships, demonstrating intrinsic values

Priority 6 To ensure that PP pupils are able to receive the same opportunities as their peers for outdoor learning, paid trips and sporting events. Pupils are included in these events as financial subsidies are made by school in order for them to attend.

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: £5,000

Activity Evidence that supports this approach Challenge number(s) addressed
Develop and embed learning behaviours through the targeted support – target review approach, assemblies, staff training and coaching, special awards, TA tool kit and additional training for independence
  • EEF learning behaviors research report
  • Previous evidence of success with Target Review/TA toolkit (and evidence from rolling out in other schools as a specialist)
  • Secrets of success - pupil voice
Development of high quality teaching and learning behaviours through staff training, individual staff coaching and monitoring.
  • EEF high quality teaching research report
Develop approach to bespoke learning through the Class Needs Analysis – analysing data, looking at support for vulnerable groups (see appendix 3) and evaluating success of this.
  • Previous evidence of success with Class Needs Analysis tool (and evidence from rolling out in other schools as a specialist)
Development of whole school writing process and editing process across the school. English core group to review progression of curriculum, engagement of texts and supporting resources for independence building.
  • Pupil and staff voice comparison
  • Writing assessments – PPM and Class Needs Analysis documents
  • Monitoring-Learning walks and observations

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

Budgeted cost: £18,892

Activity Evidence that supports this approach Challenge number(s) addressed
Provide Maths and English Booster groups, reflecting gaps in learning – Year 2 and Year 6 (Led by teachers and senior leaders within the school) EEF best interventions that work research (high impact/low cost interventions) 1,2
Provide bespoke intervention and fluid groups for closing any gaps in learning through class needs analysis planning – one to one target review supported in tutoring sessions from teacher that is integral to High quality teaching and Assessment for Learning. EEF research into high quality teaching and best interventions 1,2

Provide support for PP pupils to catch up through remote learning facilities such as; IT programmes and interventions – IXL, times tables rock stars, etc

Provide a homework club in school for pupils to complete homework with a teacher.

Previous experience of buy in from parents and pupils

Pupil/parent and staff survey comparison

Percentage of pupils engaged in home learning

Interventions – specific interventions targeted at PP pupils within the targeted group. Staff will be trained in these interventions to deliver across the school.

Intervention data

Attainment and progress data

EEF research into high impact, low cost intervention


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

Budgeted cost: £6,348 + £10,000 (ELSA)

Activity Evidence that supports this approach Challenge number(s) addressed
Monitoring attendance discussions take place and adaptions and plans put into place to support attending school every day. Rigorous identification and early support for pupils and families where attendance is an issue – this could involve solving problems, signposting or resources provided, working with EWO. ‘Every day counts’ evidence to support that good attendance can improve outcomes 1,3
Thorough identification and early pastoral support for pupils and families where needed through rigorous pastoral support triage – this could include parenting or pupil intervention and resources (also social support at high quality teaching level) Previous evidence that shows that pupils have reached potential when basic needs are supported and pupils are in a good place to learn 1, 2, 5
Continue to develop a therapeutic approach to support learners emotional development and increase engagement within class and learning, including Lunchtime clubs – sports, (run by specialists), Y6 pupil clubs, other therapeutic clubs. Evidence supported through this approach developed by Therapeutic Thinking national approach 2, 5
Benevolent fund for PPG families to ensure that they are able to engage with all activities as their peers – uniform, resources for school, furniture for studying or transport, support with transport, discount for trips, etc. Pupils are able to access learning when their basic needs are being met 4, 5, 6

Total budgeted cost: £ 40,240

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, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.

If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?

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
Mentoring for pupils related to aspiration and prosocial behaviour RAW mentor programme

Service pupil premium funding (optional)

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

Measure Details
How did you spend your service pupil premium allocation last academic year?
What was the impact of that spending on service pupil premium eligible pupils?