Context

The school ranks high in the IDACI Index with almost three times the National average number of pupils in receipt of free school meals. Over 200 children (43% of the school roll) are on the SEND register and 39 pupils have an EHCP. Twenty-eight pupils are on the Children in need register, with five have child protection plans. Increasing domestic violence and criminality in the local community are growing concerns. Notwithstanding the issues it faces, the school is at full capacity with a waiting list in all year groups.

There is a three-year strategy for the use of pupil premium funding designed to improve the attainment and well-being of disadvantaged pupils. Over 70% of pupils in the school qualify for pupil premium funding.

Key Points

•  The school continues to use its pupil premium funding effectively and with imagination ensuring the needs of pupils are met and that they are provided with a range of opportunities that  enhance their learning and well-being.
• Despite the difficult context in which the school works, exclusions and suspension are rare and there is a highly inclusive and bespoke approach to pupils’ education.
• Provision for pupils is bespoke, based on robust research and the extensive knowledge of the needs and issues of pupils and of the local community.
• A significant proportion of the funding is spent on improving academic outcomes. In 2023-24 achievement in phonics was strong and only 3% below National outcomes which, given the low levels of pupils’ language acquisition on entry, is a positive outcome. Y2 phonics retest scores were the second highest in the locality.
• There was a 3% increase in disadvantaged learners  in the Foundation stage achieving GLD from 2023 to 2024 – (44% to 47%)
• The use of accelerated reader in KS1 and KS2 has resulted in disadvantaged learners in the majority of year groups making gains from their prior attainment.
• In the 2024 SATS, over 50% of disadvantaged learners achieved the expected standard in reading. This outcome is increasing annually and the gap to National outcomes is closing steadily. The number of pupils practising reading at home is increasing. 72% of disadvantaged readers with no SEND achieved expected standard in reading.
•  A key part of the strategy for pupils is to expand their experience through visits and residentials and this together with other extended activities such as the artist in residence and drama teacher has impacted on the improvement in children’s writing with outcomes increasing from 44% in 2023 to 55% in 2024. The latter has also contributed to the improvement in the communication and language skills of FS2 pupils. A significantly high proportion of children have the highest level of SEND need in Y6 2025. 18 children (30 %) in Y6 have an EHCP (National is 4.3%). Total SEND 54.1% National is 21.5%.
• A range of other provision including the outreach work, additional swimming lessons, the deployment of a pupil support officer and a counsellor and the life skills approach have all had a positive effect in reducing incidents of dysregulation and in improving the Leuven’s scores.
• The use of the attendance officer has enabled the school to close the gap in attendance to nearer pre pandemic levels.
• A particularly effective stand of activity is the growing food/nutrition strands through the use of the outdoor classroom which develops pupils’ well-being and strengthens links with the community.
• The positive effect of the schools skilful and creative use of pupil premium funding can be seen in the overall improvement in academic outcomes from 2017 to 2024.  At the foundation stage, disadvantaged pupils achieved higher outcomes in 2024 than national disadvantaged learner outcomes in communication and language, PSED, reading and physical development.
• In phonics, the percentage of disadvantaged pupils passing the screening test in both in Y1 and Y2 is above the national outcome for disadvantaged pupils in 2024.
• In Y2 attainment is close to pre pandemic levels in reading and well above in mathematics.
• For the Y4 multiplication check 46% of Arbourthorne pupils scored 25/25 compared to 34% nationally.
• At KS2 disadvantaged pupils’ outcomes in 2024 showed significant improvement in reading, writing and mathematics over the 2017 outcomes
• Engagement with the local community is a key element of the approach to learning and well-being. The Even Better Arbourthorne initiative develops the role of volunteers in the school and addresses the root causes of poverty. Parents and the community are empowered, and their engagement has a positive effect on their children’s well-being, social development and learning. The development of the new community kitchen as part of the wider strategy to improve nutrition and health illustrates perfectly the schools’ approach to developing the whole child and to addressing community needs in order to improve pupil outcomes.

Conclusion

The impact of the use of pupil premium funding to support the schools’ holistic approach to learning, well-being and community engagement can be seen in improved attainment, the continued growth of pupil’s sense of civic responsibility and the development of the Even Better Arbourthorne initiative to tackle inequalities. This progress is particularly praiseworthy given the increasingly difficult context in which the school works. The wide range of initiatives, experiences and interventions funded through pupil premium are all carefully thought out, based on research and effectively integrated into existing practice. The school continues to benefit from strong and effective leadership and committed staff. Pupils feel valued and enabled to use their voice and there is a high degree of trust both within the school and with the local community. Regular evaluation and use of established measures indicate quite clearly that continuing progress is being made.

Previous Reviews

Teaching, non- teaching and pastoral support teams all greet pupils and their parents enthusiastically and model expected behaviours such as good eye contact, politeness and appropriate responses. Useful information about families and the local community is used effectively to maximise learning for pupils and to provide family support. There is clearly a degree of trust between key staff members and the families and this helps the school to run more effectively.  “Their commitment to working with families in order to enhance the learning and life chances of pupils is outstanding.”  External Disadvantaged Learners’ Review 

Pupils at risk of exclusion are given support packages to address their needs (academic, social and emotional) and there are numerous examples of success in keeping pupils engaged in learning and integrating successfully into class with strategies to support improved attainment, well-being and engagement.

An Even Better Arbourthorne initiative (Lottery Funded) is delivering observable and tangible benefits in the community. The opening of the Community Fridge provides parents with access to food support, without stigma, as it raises awareness of redistributing food to prevent the environmental impacts of food waste. “There is a strong sense of cohesion and purpose in the school, illustrated by the Sparkle and Shine assembly, morning meet and greet and the community projects especially the Even Better Arbourthorne initiative.”  External Disadvantaged Learners’ Review

“Interventions are carefully chosen and structured to meet the needs of individual pupils with the clear intention of enabling pupils to become effective learners and to be re-integrated into class.”  External Disadvantaged Learners’ Review  Interventions from FS - Y6 include development of basic skills, speech and language, Martin Harvey handwriting approach, times tables rockstars, after school booster groups, targeted afternoon groups, small focus teaching groups and daily reading groups. Little Wandle has had a significant impact on learner outcomes. 

Pastoral Interventions include Mighty Minds to help pupils overcome anxiety issues and we use ‘Circle of Friends’ to develop social skills. Continuous assessment is carried out through questionnaires and by talking to pupils, and the outcomes used to shape the programme for the following week. Interventions which have proved to be successful in helping pupils to manage their emotions and to develop skills of turn taking, sharing and recognising the success of others are ‘Zones of Regulation’, lego therapy, sensory circuits and imagination gaming. We also employ a 1:1 counsellor who works with those pupils who would benefit from that close level of support. 

Leuven’s Scale assessments are used across schools to monitor progress of pupils' engagement and well-being. The impact of pupils accessing pastoral interventions is seen in this analysis.