Pupil Premium
Purpose
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
In most
Schools are free to spend the Pupil Premium as they see fit.
Key facts
- The Pupil Premium is allocated to children from families who are currently known to be eligible for FSM in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months.
- The level of the premium is £1,480 per pupil (2024-25) for pupils eligible for free school meals (FSM) and for pupils in care who have been continuously looked after for six months or were previously looked after (£2570).
- Eligibility for the Pupil Premium is extended to pupils who have been eligible for free school meals (FSM) at any point in the last 6 years. At Broadfields, there are currently 231 children eligible. (December 2024)
- At Broadfields, we have used the funding to provide -
- School led tutoring (4 teachers)
- Headteacher and Deputy Headteacher booster classes (Y5 and 6) in small groups.
- small group teaching and 1 to 1 tuition in English and Maths
- a range of trained support staff to implement key interventions which fit the specific needs of our children such as Wave 3 FFT, 15 minutes a day reading, Boosting Reading Potential, Tracks Reading and Spelling Success @ Arithmetic, Minute a day, OTTO club and First Class at Number are a few of the 27 interventions across the school.
- Mental Health trained Wellbeing team
- Plugging the gaps phonics teacher
- a Learning Mentor to work with more vulnerable pupils
- Broadening Minds enrichment activities
subsidised school trips for eligible pupils (both day and residential)- half price uniform for eligible pupils
Impact
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2024-25
GLD outcomes:
At Broadfields, the percentage of disadvantaged pupils achieving a Good Level of Development (GLD) in 2024 is 48%, which is slightly below the Local Authority average of 51.2% and the national figure of 50.9%. However, when isolating disadvantaged pupils without special educational needs (SEN), the school achieved a GLD percentage of 67%, surpassing the national average for this group (61.2%) but falling slightly short of the Local Authority average (70.9%).
For non-disadvantaged pupils, Broadfields outperformed both the Local Authority and national averages, achieving 75% GLD compared to 73.2% (Local Authority) and 70.9% (national).
These results demonstrate the effectiveness of targeted strategies for disadvantaged non-SEN pupils, as their outcomes significantly exceed national benchmarks, highlighting the school's commitment to addressing the attainment gap. However, the broader outcomes for disadvantaged pupils, particularly those with SEN, underscore the ongoing challenge of balancing provision for a disproportionately high number of EHCP and PP-eligible children. Continued focus on tailored interventions and support systems is necessary to further close the gap between disadvantaged and non-disadvantaged pupils.
Key Stage 1: Phonics
69.2% of disadvantaged pupils passed the phonics screening check in 2024, slightly below the Local Authority average of 73% but above the national average of 68.1%. Among disadvantaged pupils without special educational needs (SEN), 86% achieved the expected standard, exceeding both the Local Authority average of 85.2% and the national average of 79.2%. This demonstrates the school’s success in supporting disadvantaged non-SEN pupils to achieve strong phonics outcomes.
For non-disadvantaged pupils, 76.8% passed the phonics screening check, which, while below the Local Authority average of 85.5% and the national figure of 83.6%, reflects ongoing efforts to maintain progress across all groups.
These outcomes highlight the effectiveness of Broadfields’ targeted interventions for disadvantaged non-SEN pupils, while also identifying areas for improvement, particularly in supporting disadvantaged pupils with SEN and non-disadvantaged pupils to reach their full potential. By continuing to refine teaching strategies and providing personalised support, the school is well-placed to close these gaps further in future cohorts.
The Broadfields Primary School Multiplication Check results highlight remarkable success, with pupils across the school outperforming both local authority and national averages. The average score for all disadvantaged pupils at Broadfields is an impressive 21.7 out of 25, significantly higher than the local authority average of 19.9 and the national average of 18.8. This outstanding accomplishment demonstrates the school's commitment to providing high-quality support and interventions for disadvantaged pupils, enabling them to exceed expectations. Likewise, non-disadvantaged pupils at Broadfields achieved an excellent average score of 23.22, surpassing both the local authority average of 22.1 and the national average of 21.3, reflecting the school’s ability to secure outstanding outcomes for all pupils.
The success is particularly notable among disadvantaged pupils without SEN, who achieved an average score of 22.4, far exceeding the local authority average of 20.8 and the national average of 20.3. These results underscore Broadfields’ dedication to closing the attainment gap and ensuring fairness in education. The school’s strategic approach, incorporating tailored support, rigorous teaching, and targeted interventions, has empowered pupils to make significant progress in their multiplication skills. This exceptional performance highlights the hard work and commitment of staff, pupils, and families and sets a high standard of excellence within the local authority and beyond.
At Broadfields Primary School, disadvantaged pupils without special educational needs (non-SEN PP) achieved 92.9% at the expected standard in Key Stage 2 Mathematics in 2024. This performance significantly outpaces both the Local Authority average of 81.4% and the national average of 73.3%, highlighting the effectiveness of the school’s targeted support and teaching strategies for this group.
These outcomes demonstrate that Broadfields has been highly successful in ensuring that non-SEN PP pupils are achieving strong results in mathematics, outperforming both local and national benchmarks. The school’s tailored interventions and focus on closing the attainment gap for disadvantaged pupils have played a crucial role in these exceptional results.
While Broadfields has made significant strides in many areas, the Key Stage 2 reading outcomes for pupils eligible for Pupil Premium (PP) in 2024 were not good enough. Despite efforts, 12% of non-SEN PP pupils were behind the national average, and it is clear that these results did not meet the high standards expected. Four pupils missed the pass mark by just one mark, underscoring the narrow margin by which improvements could have been made.
The impact of external tuition partners, while a valuable addition, did not yield the expected improvements. Despite monitoring various tutors and responding swiftly to any challenges, the progress of these pupils was not as significant as hoped. The experience and expertise of Broadfields' own teachers were identified as key to supporting these pupils more effectively, leading the Headteacher and Deputy Headteacher to directly take charge of these groups in Year 5 and 6.
This shift reflects the school's commitment to making a tangible difference, recognising that targeted support from skilled, experienced teachers is crucial for turning around reading outcomes. The focus now is on addressing this gap with renewed energy and dedication, ensuring that the appropriate interventions are in place to meet the needs of these pupils and improve their outcomes moving forward. Broadfields is determined to reverse this trend and bring these figures in line with, or above, national expectations in the next academic year.