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Cockshutt CE Primary School & Nursery

Pupil Premium Plan 2022/23

Pupil premium strategy statement

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



School name

Cockshutt CE Primary School and Nursery

Number of pupils in school

57 main school

14 Nursery

Proportion (%) of pupil premium eligible pupils

28% Main school

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


Date this statement was published

16th December 2022

Date on which it will be reviewed

November 2023

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

£ 22,440

Recovery premium funding allocation this academic year

£ 1,740

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

£ 0

Total budget for this academic year

£ 2


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.  This has affected pupils in many ways including their attainment and attendance.

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.   This is leading to pupils falling behind in areas such as reading.


Aspiration – assessments, observations and discussions with pupils suggest that disadvantaged pupils 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.


Pupil Mobility – due to our rural setting pupils move in and out of the school due to house moves.  Whilst this has become more stable during recent years, we still welcome pupils into our setting who have a wide range of early educational experiences/life experiences on a regular basis.   It takes time to build relationships and target pupils with ever changing cohorts of pupils.


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)


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

Equality in provision.   All children to access the full curriculum. 

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

Quality first teaching

Focus on retrieval practice and adaptive teaching across the curriculum.

Mastery Approach



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. 

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 2019)



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

Budgeted cost: £ 22,500


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: £ 9,500


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: £ 36,000


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.


2021/22 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 and ELSA in place
  • New CHATT intervention trialled – Children Having Additional Talk Time
  • Spaces in school for pupil premium children during lockdowns or additional support
  • Caring4kids team continues to ensure that pupil support is reviewed
  • 100% disadvantaged pupils have experienced enrichment activities such as artists, poets, musicians throughout the school year
  • 83% Disadvantaged pupils ahem accessed extended school clubs

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.
  • 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.
  • Additional meetings for disadvantaged pupils are provided termly.   Parents/carers engagement with targeted plans is 100%. 
  • Attendance concerns are addressed face to face which leads to improvement for most children.   Attendance in monitored rigorously


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 and ELSA support is provided in school.

Gaps in attainment caused by moving schools are addressed.

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

Well-being is good.

Assessments demonstrate progress.

Partnership between home and school is strong.