Pupil premium strategy statement
This statement details our school’s use of pupil premium 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 | Selsdon Primary School & Nursery |
| Number of pupils in school | 319 |
| Proportion (%) of pupil premium eligible pupils | 26.6% (85 pupils) |
| Academic year/years that our current pupil premium strategy plan covers | 2024/2025 to 2027/2028 |
| Date this statement was published | October 2025 |
| Date on which it will be reviewed | October 2026 |
| Statement authorised by | Hugo Feitor, Headteacher |
| Pupil premium lead | Hugo Feitor, Headteacher |
| Governor | Michael Swadling, Chair of Governing Board |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £192,421 |
| Pupil premium funding carried forward from previous years | £0 |
| Total budget for this academic year | £192,421 |
Part A: Pupil premium strategy plan
Statement of Intent
| Selsdon Primary School is an inclusive school. Our intention 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 will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. 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. 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 also integral to wider school plans for education recovery, notably in its targeted support through daily interventions for pupils whose education has been worst affected, including non-disadvantaged pupils. Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, 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 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 Provide emotional health and wellbeing support. Ensure that disadvantaged pupils attend school regularly and are emotional ready to learn. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers. |
| 2 | Our last published data in 2025 indicate that attainment among disadvantaged pupils, in maths and reading is significantly below that of non-disadvantaged pupils. In 2025, 33.3% of our disadvantaged pupils met the expected standard in reading, writing and maths (age-related expectations) compared to 57.3% of all pupils. Our assessments, observations and discussions at pupil progress meetings indicate that absenteeism is negatively impacting the progress and attainment of some disadvantaged pupils. |
| 3 | Internal assessments indicate that attainment among disadvantaged pupils, in the broader curriculum is significantly below that of non-disadvantaged pupils. This relates to issues with phonics and reading, which negatively impacts their ability to access a broader range of subjects. |
| 4 | Our assessments and observations indicate that physical literacy for many of our disadvantaged pupils have been impacted by school closures to a greater extent than for other pupils. These findings are supported by national studies. This has resulted in significant gaps leading to pupils falling further behind age-related expectations in physical development. Additionally, the overall health of pupils, in terms of obesity and physical activity, has decreased. This is especially pertinent for disadvantaged pupils. These issues relate to situations around housing and lack of resources for some disadvantaged pupils. |
| 5 | Our assessments and observations indicate that the education and wellbeing 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, in all subjects, but particularly in phonics and social and emotional development. |
| 6 | Our assessments, observations and discussions with pupils and families have identified social and emotional issues for many pupils, notably due to school closures due to the Covid-19 pandemic. These challenges particularly affect disadvantaged pupils, including their attainment. |
| 7 | Our attendance data for this year indicates that attendance among disadvantaged pupils has been 3.5% Higher than for non-disadvantaged pupils. Attendance for all pupils is above national expectations in the academic year 2024/2025 – School 94.5% – National – 93.4% (Primary) |
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 reading attainment among disadvantaged pupils. | KS1 and KS2 reading outcomes in 2024/25 show that more than 52.6% of disadvantaged pupils met the expected standard. Outcomes in the Year 1 phonics screening check in 2024/25 show that disadvantaged pupils achieve in line with their peers. Daily reading following the Little Wandle programme Evidence of consistent approach to reading through teaching reviews, learning walks and work scrutiny. Weekly sessions at the school’s library to promote reading for pleasure Reading is planned and monitored by subject leaders – a whole school reading spine is in place and teacher use this to plan. Daily story reading time is in place at the end of the day. All children read books that are decodable for them at their stage of learning, every day, both at home and at school. Analysis of the heat maps of the Little Wandle programme shows progress with their reading ability. |
| Improved maths attainment for disadvantaged pupils at the end of KS2. | KS2 maths outcomes in 2024/25 show that more than 47.2% of disadvantaged pupils met the expected standard. Teaching for mastery curriculum is embedded in Early Years, KS1 and KS2. Maths meetings in place and timetabled, and those who need daily additional maths interventions and the declarative knowledge of these pupils improves. Children make good progress from baseline assessments at the start of the intervention. Analysis of Maths Mastery end of unit assessments show progress and retention and recall of facts throughout the year. |
| Improved attainment in the broader curriculum among disadvantaged pupils. | Internal assessments and observations indicate significantly improved outcomes for subjects in the broad curriculum, particularly among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny, and ongoing formative assessment. Assessments should indicate that pupils are able to apply knowledge across a broad range of subjects and utilise their reading skills to help learning across a range of subjects. |
| Improved physical literacy among disadvantaged pupils. | Internal assessments and observations indicate significantly improved outcomes in physical literacy, particularly among disadvantaged pupils. Sustained high levels of physical literacy from 2024/25 demonstrated by: assessments and observations in physical education a significant increase in participation in extra-curricular sporting activities among disadvantaged pupils Gaps between the most and least disadvantaged pupils are closed through weekly interventions. |
| To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils. | Sustained high levels of wellbeing from 2024/25 demonstrated by: qualitative data from student voice, student and parent surveys and teacher observations a significant increase in participation in enrichment activities, particularly among disadvantaged pupils a good understanding among all students of what constitutes bullying and discriminatory behaviour evidence, from assessments and observations, of benefits of nurture interventions and social and emotional support All staff are aware of which children are identified as disadvantaged Disadvantaged children with SEND are accessing the sensory sessions Designated member of staff in place with responsibility for monitoring ongoing mental and health wellbeing |
| To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils. | Sustained high attendance from 2024/25 demonstrated by: the overall absence rate for all pupils being no more than 5.5%, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced by 0.5%. the percentage of all pupils who are persistently absent being below 16.3% and the figure among disadvantaged pupils being no more than 2% lower than their peers. Disadvantaged pupils are identified and monitored by the school’s Educational Welfare Officer. Support packages are put in place to meet the individual needs of disadvantaged children and their families. |
| To reduce the number of children whose communication and language skills are below age expected | Pupils in Nursey and Reception are screened by the school’s Speech and Language Therapist once they begin their academic journey. Children make better than expected progress from the Reception Baseline Assessments starting points in language and communication. Regular SALT assessments and interventions in place for targeted individuals Speech and language interventions are delivered by the therapist to disadvantaged pupils with the highest need. |
| To ensure that disadvantaged pupils can attend school’s residential trip. | Number of disadvantage pupils attending the residential trip is in line with the numbers of all children. |
| To ensure increased opportunities for all children to engage in extra curriculum activities and ensure that disadvantage pupils are not prevented from accessing these. | Attendance during extra curriculum activities and clubs monitored by designated safeguarding lead show that these are accessed by all children including those who are disadvantaged. Pupils are accessing afterschool club free of charge and families are supported. Community hub is providing support to families with disadvantage pupils. |
Activity in this academic year
This details how we intend to spend our pupil premium this academic year to address the challenges listed above.
Teaching Costs
Budgeted cost: £35,350
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Purchase of Little Wandle Phonics Programme to secure stronger phonics teaching for all pupils. | Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils: Phonics | Toolkit Strand | Education Endowment Foundation | EEF | 1, 2, 3 |
| Enhancement of our maths teaching and curriculum planning in line with DfE and EEF guidance. We will fund teacher release time to embed key elements of guidance in school and to access Maths Hub resources and CPD (including Teaching for Mastery training). | The DfE non-statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches: Maths_guidance_KS_1_and_2.pdf (publishing.service.gov.uk) The EEF guidance is based on a range of the best available evidence: Improving Mathematics in Key Stages 2 and 3 | 2, 3 |
| Improve the quality of social and emotional (SEL) learning. SEL approaches will be embedded into routine educational practices and supported by professional development and training for staff. | There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers): EEF_Social_and_Emotional_Learning.pdf(educationendowmentfoundation.org.uk) | 5, 6 |
| Improve the quality of overall teaching to ensure that all pupils can access the whole curriculum. We will fund additional training across the curriculum for teachers and support staff. | High quality teaching benefits all children, low threshold-high ceiling activities mean that all children can be included in every lesson. | 1, 2, 3 |
Targeted Academic Support
Budgeted cost: £42,950
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| EYFS interventions. Trained Teaching Assistants in Nursery and Reception. Additional resources for Reception and Nursery classes and outdoor learning environments. | Evidence shows that giving priority to EYFS intervention, putting expenditure early in the developmental life cycle (below 5), proved to be very effective. Evidenced in Fair Society Healthy Lives (The Marmot Review) | 1, 2, 3 |
| Maths and Literacy Booster Clubs. Pupils in Year 5 and 6 who are identified as falling behind the age-related expectations are provided with additional sessions in core subjects before and after school. | Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: One to one tuition | EEF (educationendowmentfoundation.org.uk) | 2 |
| Additional phonics sessions targeted at disadvantaged pupils who require further phonics support. This will be delivered in collaboration with our local English hub. | Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks: Phonics | Toolkit Strand | Education Endowment Foundation | EEF | 1 |
| Additional mentoring and school-led interventions for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive interventions will be disadvantaged, including those who are high attainers. | Interventions targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: One to one tuition | EEF (educationendowmentfoundation.org.uk) And in small groups: Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF | 1, 2, 3 |
Wider Strategies
Budgeted cost: £114,121
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Whole staff training on behaviour management and anti-bullying approaches with the aim of developing our school ethos and improving behaviour across school. | Both targeted interventions and universal approaches can have positive overall effects: Behaviour interventions | EEF (educationendowmentfoundation.org.uk) | 5 |
| Additional Teaching Assistants for those identified with behaviour needs who are not funded by, or applying for, EHCPs. | Both targeted interventions and universal approaches can have positive overall effects: Behaviour interventions | EEF (educationendowmentfoundation.org.uk) | All |
| Embedding principles of good practice set out in the DfE’s Improving School Attendance advice. This will involve training and release time for staff to develop and implement new procedures and appointing attendance/support officers to improve attendance. | The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence. | 7 |
| Speech and Language Therapist support for oral language interventions. | Speech and Language interventions are effective at supporting oral language skills and social and emoti9onal development. | 5, 6 |
| Nurture provision. Small, structured teaching groups for children showing signs of behavioural, social or emotional difficulties, particularly those who are experiencing disruption or distress outside school. Counselling provided in school for children. | Nurture groups assess learning and social and emotional needs and give help that is needed to remove the barriers to learning. Evidenced at Nurture Provision in Primary Schools. | 5, 6 |
| Provide support towards the residential trip and educational visits for disadvantaged children | To ensure access to these trips to all disadvantaged children. | All |
| Contingency fund for acute issues. | Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified. | All |
Total budgeted cost: £192,421
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 2024 to 2025 academic year.
| Our internal assessments during 2024/25 suggested that the performance of disadvantaged pupils was lower than in previous years in key areas of the curriculum. Our assessment of the reasons for these outcomes points primarily to Covid-19 impact, which disrupted all our subject areas to varying degrees. As evidenced in schools across the country, school closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree we had intended. Overall attendance in 2024/25 was higher than the national average – 95% compared to 93.2% national. However, there is a significant gap in attendance between disadvantaged pupils and their peers. For this reason, we continue to make it a focus for the next year. Persistent absence during 2024/2025 was 13.1%: this is below national figure of 18.1%. This represents 42 out of 319 children. The persistent absence figure raises to 20.4% of disadvantaged pupils compared to 12.2% of children not known to be disadvantaged. National persistent absence for disadvantaged children sat at 32%. Our assessments and observations indicated that pupil behaviour, wellbeing and mental health were significantly impacted, primarily due to COVID-19-related issues. The impact was particularly acute for disadvantaged pupils. We used pupil premium funding to provide wellbeing support for all pupils, and targeted interventions where required. We are building on that approach with the activities detailed in this plan. At the end of KS2, 18 children out of a cohort of 51 (35.2%) were identified as disadvantaged. Children achieving expected: 73.1% in Reading (78.6% LA); 72.5% in Writing (76.5% LA); 67.3% in Maths (78.1% LA). Combined results show 60.8% achieving expected compared to 68.4% LA. As a result of early assessment and carefully planned interventions by the school’s speech and language therapy service, all disadvantaged children are making at least good progress from their individual starting points. Pupils are increasingly able to answer in full sentences, participate in pair and group discussions and articulate their own needs to peers and adults. This has positively supported their progress and engagement across the wider curriculum. A focus on wellbeing (mental, social and emotional health) has remained a priority to ensure pupils feel settled and secure in school to better access learning and demonstrate effective characteristics of learning. This focus with support from Nurture Provision and Sensory Room practitioners supported a group of pupils with their social, emotional and mental wellbeing – enabling them to more positively access academic learning in class as a result. The provision of extra-curricular clubs for all PP pupils has effectively support their wellbeing and self-esteem. Other enrichment opportunities such as taking part in gardening club, art club and lunch break club have added to this throughout the year. Attendance records for 2024/2025 evidence PP pupil attendance was 92.1%, an increase year on year. Parents feel supported in achieving this by the school (educational welfare officer). Regular attendance is having a positive impact upon learning and progress across the group, and we continue to strive for above 96% attendance for all pupils. |
Further Information
| Additional activity Our pupil premium strategy will be supplemented by additional activity that is not being funded by pupil premium or recovery premium. That will include: embedding more effective practice around feedback. EEF evidence demonstrates this has significant benefits for pupils, particularly disadvantaged pupils. offering a wide range of high-quality extracurricular activities to boost wellbeing, behaviour, attendance, and aspiration. Activities will focus on building life skills such as confidence, resilience, and socialising. Disadvantaged pupils will be encouraged and supported to participate. Planning, implementation, and evaluation In planning our new pupil premium strategy, we evaluated why activity undertaken in previous years had not had the degree of impact that we had expected. We triangulated evidence from multiple sources of data including assessments, engagement in class book scrutiny, conversations with parents, students and teachers to identify the challenges faced by disadvantaged pupils. We looked at a number of reports, studies and research papers about effective use of pupil premium, the impact of disadvantage on education outcomes and how to address challenges to learning presented by socio-economic disadvantage. We also looked at studies about the impact of the pandemic on disadvantaged pupils. We used the EEF’s implementation guidance to help us develop our strategy, particularly the ‘explore’ phase to help us diagnose specific pupil needs and work out which activities and approaches are likely to work in our school. We will continue to use it through the implementation of activities. We have put a robust evaluation framework in place for the duration of our three-year approach and will adjust our plan over time to secure better outcomes for pupils. |