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Criftins Church of England Primary School

Pupil Premium Plan 2021/22

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



School name

Criftins CE Primary School

Number of pupils in school 

100 pupils

Proportion (%) of pupil premium eligible pupils


Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)

2020-2021 to 


Date this statement was published

17th December 2021

Date on which it will be reviewed

November 2022

Statement authorised by

Governing Body

Pupil premium lead

Mandy Jones

Executive Headteacher

Governor lead

Elizabeth Edwards, lead for disadvantaged pupils

Funding overview



Pupil premium funding allocation this academic year

£ 32,245

Recovery premium funding allocation this academic year

£ 761

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£ 0

Total budget for this academic year

£ 33,006


Part A: Pupil premium strategy plan

Statement of intent

It is our intention to create an environment that allows ALL pupils to develop confidence, independence, self-esteem, and respect for all people.   We want all pupils to access all that school has to offer and be supported to have high aspirations in all that they do.   We aim to give all pupils the best start to their education and ensure that no child is left behind. 

Targeted support for each pupil is given and reviewed on at least a termly basis. All staff are aware of pupil plans and work together with families to give pupils the best possible start. 

We have a tiered approach to pupil premium funding.   This balanced approach helps us to improve teaching, provide targeted academic support and use wider strategies to support inclusion, equality of opportunity and in turn better outcomes for pupils. 

Tier one – advance equality of opportunity.

Tier two – improve teaching. 

Tier three – targeted academic support.  Support is given so that all pupils, irrespective of background or the challenges they face, make good progress and achieve at least expected attainment across all subject areas. Support is provided for all pupils including those who are already high attainers. 

It is imperative that we act early to intervene at a point when a need is identified.



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

Challenge number

Detail of challenge 


Equality of opportunity – analysis of access demonstrates that not all pupils are engaging in wider curriculum opportunities and extended school care/clubs. Enrichment activities have been limited due to the pandemic and pupil well-being has been impacted. This has affected pupils in many ways including their attainment. 

Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils, this is impacting engagement in the curriculum and attainment.   


Aspiration – assessments, observations and discussions with pupils suggest that pupils with significant barriers to education (e.g. poor basic skills) have lower aspirations and generally have greater difficulty engaging in routines which support basic skills such as daily reading, maths programmes and wider reading/life experience. 


Complex additional needs – our assessments and observations over time highlight that pupil needs are much more individualised and due to the small numbers in our school, targeting pupil needs is challenging.   Unlocking the barriers for the individual is our aim. 


Intake – due to our rural setting we do not have our own nursery and therefore our intake can lead to teaching groups of children with very diverse starting points.   Transition is high on our agenda and making links between home and school is at the forefront.   This has also been made more challenging due to the pandemic as we have not been able to run our full transition programme.   Working with feeder settings and families has never been more important. 


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

Due to small numbers on roll in our school and the risk of identifying individual children our success criteria are broad. 

All pupils will be able to access what school offers including curriculum enrichment experiences.

High engagement with families.

Pupils accessing the wider curriculum/enrichment opportunities.

Attainment of disadvantaged pupils demonstrates individual pupil progress over time. 

Well-being will continue to grow through the introduction of the ‘Rest Easy’ programme. 


Pupils will have a positive attitude to school and learning. 

Above average attendance.

Good use of home learning programmes e.g., Maths Whizz to build on learning completed in school (rehearse and consolidate)

Aspiration in disadvantaged pupils will be high (qualitative data from student voice, student and parent surveys and teacher observations)

In 2022/23 disadvantage pupils KS2 outcome for maths and reading will be above the national picture. 


To target the individual needs of the pupils so they can access the whole curriculum

Pastoral support addresses barriers to learning. 

Engagement with families is positive and consistent.

All pupils make progress from their starting points.

Training for staff to assess pupils needs within the curriculum in place and regular targeted training is available. 


To achieve and sustain well-being for pupils as they move into the school

On entrance meetings with parents/carers established

Liaison with previous setting comprehensive

Pastoral support programme on entry

Supportive assessments and observations including pupils voice – consistent practice. 

Equality information produced for parents to support transition at any point (including reception), therefore parents/carers know what to expect. 


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: £ 4000


Evidence that supports this approach

Challenge number(s) addressed

Whole school approach to reading CPD for all staff

Raising Achievement plan focus. 

High quality consistent teaching is the most important lever schools have to improve outcomes for their pupils. 

Quality first teaching

Reading has been reviewed and it is clear that reading is key in ensuring that pupils all have the best life chances.

Reading Review



Purchase of standardised assessments

Partner with Rising stars in trailing new materials


Standardised tests support the teacher to identify strengths and weaknesses of pupils and ensure they receive the correct support to address the gap.  Greater need for this has arisen due to the COVID pandemic and the different levels of engagement of each pupil. 

Educational Psychology Team advise precision teach to ensure gaps are addressed in a focused way.  Staff training given to deliver. 

High Quality Teaching



Enhancement of our maths teaching and curriculum with a DfE approved scheme and support for teacher


Training for all staff not just teachers


Mastery approach to teaching.   Focus on year group expectations. 

Mastery Approach

Recommended approach by the DfE

Recommended Resourcel

Building on the work school have already completed with Gareth Metcalfe on – Visual Mathematics and collaborative learning. 

Visual Mathematics

Collaborative Learning

Consistent approach to language within the subject so pupils make better progress between classes.   In small schools’ relationship are strong due to the length of time spent with teachers in classes, transition to a new teacher and different style can cause a barrier for some pupils in the short term.   This approach seeks to eradicate that barrier. Systematic approaches work as an oral intervention bringing language in line for pupils, and ensuring key language is taught. 

Collaborative Learning


Consistent scheme across whole school 

Continued evaluation with Maths Consultant Gareth Metcalfe

(Since 2017)


Purchase of additional Phonics materials

Purchase of reading books to supplement our current offer and bridge the gap for pupils as they move from phonics into confident reader.   Updating current material to keep reading fresh and exciting for all pupil groups as they progress.

Phonics as a spring board to reading





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

Budgeted cost: £ 26,250


Evidence that supports this approach

Challenge number(s) addressed

Individual pupil plans with SMART targets




1-2-1 tutoring

Small group tutoring

This is targeted support across the curriculum including phonics, reading, number, timetables and much more.   Addressing individual gaps as they arise.  Early intervention is key to pupil progress. 

Individualised Learning

Identifying individual and collective needs so pupils can access targeted tutoring addressing knowledge gaps quickly. 

One-to-one Tuition 

Small Group Tuition



Maths whizz 

TT Rockstar’s (times tables intervention)

Bug Club – online access to books and phonics games


Homework clubs


Personalised learning. 

Individualised instruction for pupils on their maths journey.  Accessed independently at home or in school so that ALL pupils can access a personal tutor and progress at their own speed. Homework supports the development of fluency in the area of study if engaged with on a consistent basis. 


Whizz Education

EEF Homework Research


Consistent resource and engagement, removing barriers. 

Pupils new to school can have access to these resources immediately and assessments can be made, providing strong transition. 



Pastoral support – removing barriers to learning 

Pupils must feel happy and safe to learn.  We invest in emotional support through whole school strategies such as the ‘Rest Easy’ programme and the targeted pastoral support for more specialised support.   Oral interventions and adult talk time are a high priority. 

Social and Emotional Learning



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

Budgeted cost: £ 12,400


Evidence that supports this approach

Challenge number(s) addressed

Equality through access to wider school opportunities

Extended school access

Extended School


Enrichment through the arts - inspiration for all

Arts Participation


Educational visits




Total budgeted cost: £ 42,650


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.


2020/21 Pupil Premium Review

Throughout the pandemic pupils continued to receive individual support, whether that was through additional pastoral care, targeted interventions, support of additional technology, support with transition and individual welfare support. 

  • Areas of need continue to be identified rapidly
  • Pastoral support in place both in class groups and specific targeted time
  • New CHATT intervention trialled – Children Having Additional Talk Time
  • Spaces in school for pupil premium children during lockdowns or additional support
  • Caring4kids team established through pandemic to provide a joined up approached to pupil welfare and a systematic way staff could raise concerns.

Where additional support is required.

  • Online platforms such as Seesaw, Maths Whizz and Bug Club already well established to make the transition to online learning effective. 
  • Curriculum provision and review by leaders to ensure all pupils could access our context specific curriculum.  Knowledge required and subject approach reviewed.
  • All pupils continued to make progress throughout 2020/21 but many did not make accelerated progress due to the extended time at home and engagement with home learning.   Teachers recognise that parents/carers are not teachers, and all have additional demands on their lives and time at home.   Pupils have been targeted and supported and curriculum has been adapted (not narrowed) to ensure pupils get the support they need to progress both emotionally and academically. 
  • The approach to supporting disadvantaged pupils is consistent across all year groups and the school knows its pupils and families well. 


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








Service pupil premium funding




How did you spend your service pupil premium allocation last academic year?

Due to our small numbers of pupils who receive service pupil premium funding we treat them as we do all pupils – targeted support to help them overcome any barriers to learning.   

Pastoral support provided in school.

Gaps in attainment caused by moving schools are addressed. 

Strategy is always in place for pupils as they arrive. 

What was the impact of that spending on service pupil premium eligible pupils?

We currently have no pupils on roll under the service pupil premium funding allocation.