Pupil Premium

The Pupil Premium was introduced in April 2011. Funding is allocated to schools for children from low-income families who are eligible for free school meals, looked after children and those from families with parents in the Armed Forces. This funding is used to raise achievement for disadvantaged pupils.

Pupil premium strategy statement

School overview



School name

Beormund Primary School

Pupils in school


Proportion of disadvantaged pupils


Pupil premium allocation this academic year


Academic year or years covered by statement


Publish date

July 2021

Review date

July 2022

Statement authorised by

Lisa Butcher

Pupil premium lead

Allison Holness

Governor lead

Gareth Hegarty

Disadvantaged pupil barriers to success

Attachment and Trauma needs

Speech Language and Communication needs/Emotional Literacy

Emotional regulation/diagnosed SEMH needs

Strategy aims for disadvantaged pupils - academic achievement


Evidence of impact

Target date

Upskill all teachers in SoundsWrite phonics,

SoundsWrite phonics interventions are taught during Basics and are explicit personalised sessions

Spring Term 2

An additional day of Speech and Language sessions to meet the SLCN needs as specified in EHCP’s

SaLT to deliver group and whole class sessions.  2 members of support staff trained in Lego therapy.


All class teachers to be trained in iReadiWriteiStories interventions.

Readiness to Reintegration scores

Summer Term 2

Strategy aims for disadvantaged pupils – wider outcomes (e.g. independence)



Two days per week of Art Therapy interventions

Children are given the creative space and use Art as a medium to address attachment and trauma that may be confusing and distressing.

One day per week of Dramatherapy

Children are given the therapeutic space to explore using drama, story making, movement and play in verbal and non-verbal ways.

Pupils make expected progress in academic social and emotional behaviours

We will aim for 85% of children to increase by 5 points.

Children will be able to verbalise how they think and feel

All children make progress in their average Shillings data, reduction in the number of children attending Thinking Time.

Barriers to learning these priorities address

Emotional literacy, self-regulation, SLCN

Projected spending


Teaching priorities for current academic year


Evidence of impact

Target date

SoundsWrite phonics interventions

For children to make accelerated progress in reading. 50% of children meet ARE in reading.

Summer Term 2

Lego therapy

Readiness to Reintegration scores (emotional behaviours).

Summer Term 2


Progress made in writing, Readiness to Reintegration scores and emotional literacy

Next academic year

Targeted academic support for current academic year



Priority 1

SoundsWrite interventions to take place in 3 classes (Bubble 1).

Priority 2

All five teachers are trained in iReadiWriteiStories in preparation for the next academic year.

Barriers to learning these priorities address

Emotional literacy, SLCN

Projected spending


Wider strategies for current academic year



Provide child centred attachment-based psychotherapy.

10 children receive weekly Art Therapy sessions

Interview and appoint an Art therapist and a trainee Art therapist.  LSR to be refurbished into a bespoke therapeutic space, senior Art Therapist provides supervision for trainee Art Therapist from Goldsmiths College.

6 children attend weekly Dramatherapy sessions

LSR to be refurbished into a bespoke therapeutic space.

Barriers to learning these priorities address

Attachment and trauma needs and emotional regulation.

Projected spending

£18,619 (Additional funding sourced from LA to create 3 therapy spaces).

Monitoring and implementation



Mitigating action


Ensure enough time is given to teachers to embed SoundsWrite training.

Provide working from home opportunities.

Targeted support

Embed iReadiWriteiStories structure, philosophy and outcomes in order to provide opportunities for extended writing.

Team teachings/peer support.

Wider strategies

To appoint competent and passionate therapists.

Deputy headteacher ensures a collective and cohesive therapy team/provides line management.

Review: last year’s aims and outcomes



Increase Dramatherapy in response to the Covid-19 pandemic

Double the capacity for the number of children who could attend virtual and face to face therapy sessions.

Additional staff SoundsWrite trained

Children did make accelerated progress in Maths but unable to be specific in data due to Covid-19.  3 trained members of staff subsequent left August 20.