Skip to content ↓

Pupil Premium Statement

At The Beeches Primary School, our intention is that all pupils, regardless of their environment or the challenges they face, make good or outstanding progress and achieve high attainment across all subject areas. Our pupil premium strategy is focused on supporting disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. We will consider the unique challenges faced by vulnerable pupils and some of the unseen consequences of multiple lockdowns.

We have outlined in this statement how we intend to support their needs, regardless of whether they are disadvantaged or not. We aim to teach ‘to the top’ because we know that all pupils in our classes are entitled to high expectations. We know that disadvantaged children can achieve well at The Beeches. We draw on national and international research as well as our own past successes. We have set an ambitious target for Pupil Premium children to exceed the standards attained by non-premium children. High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. 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. The gap between those children officially considered as disadvantaged and those families who are ‘just about managing’ is small. Therefore, many of our precise strategies can be used more globally to impact all children.

Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils. A study of the tuition package administered by the school has been collected by ‘ Impact Education’. Data has been submitted with the return of analysis expected by the end of October 2022. Our approach will be responsive to common challenges and individual needs, rooted in half-termly robust diagnostic assessment, through Pixl. No assumptions about the impact of disadvantage will be made without accurate assessments from teachers and the pastoral team. The approaches we have adopted complement each other to help pupils flourish. Leaders will: • monitor carefully the impact of all provisions on disadvantaged children. This is completed in all subjects half-termly. • ensure disadvantaged pupils are challenged in the work that they’re set