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Pear Tree Mead Academy

Pear Tree Mead Academy

Pupil Premium/Sports Premium

School overview

Detail Data
School name Pear Tree Mead Academy
Number of pupils in school 415 (R-6)


41 (Pre/Nursery)

Proportion (%) of pupil premium eligible pupils 29% 104+15(R-Y6)


10% 4(Pre/Nursery)

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 2022-2025
Date this statement was published December 2023
Date on which it will be reviewed July 2024
Statement authorised by Christine Peden
Pupil premium lead Lacey Davies
Governor / Trustee lead Linda Blackburn

Funding overview

Detail Amount
Pupil premium funding allocation this academic year £151,320 + £21,825 =



Recovery premium funding allocation this academic year £15,080
EY pupil premium £1,368
Pupil premium funding carried forward from previous years (enter £0 if not applicable) £0
Tuition premium N/A
Total budget for this academic year


If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year


Part A: Pupil premium strategy plan

Statement of intent

Our intention at Pear Tree Mead Academy is to provide all pupils with the opportunity to achieve their full potential. We employ strategies and interventions to remove barriers which can be caused by personal circumstances or learning gaps.


Common barriers to learning for disadvantaged pupils may include:

  • High levels of adverse childhood experiences (ACEs)
  • Social and emotional needs, including attachment difficulties, emotional regulation difficulties and conflict resolution difficulties
  • Oral language and/or communication skills, bridging across to reading and writing
  • Parental engagement in education
  • Limited outdoor space
  • Lost learning due to COVID19
  • There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no ‘one size fits all’ approach for support.
  • Our objectives are:
  • to lesser the attainment gap between disadvantaged and non-disadvantaged pupils
  • for all disadvantaged pupils to access our rich curriculum and be challenged
  • to overcome SEMH/self-regulation and metacognition barriers
  • to act early and intervene when need is identified

to build solid relationships with all children, and the parents thereof, who attend Pear Tree Mead

We aim to do this through:

  • frequent monitoring of qualitative and quantitative data to ensure accurate and timely identification of pupils in need of support
  • ensuring that teaching and learning opportunities meet the needs of all the pupils and that where pupils have specific needs that these are addressed through high quality, evidence-based interventions led by appropriately trained staff
  • ensuring all vulnerable learners are ready to learn through access to breakfast club and equipment and uniform provision
  • ensuring that vulnerable learners have access to high quality pastoral care and mental health support
  • having a clear induction process to the school that involves a parents meeting to divulge information on any previous experiences we need to be aware of
  • identifying children with additional SEMH needs – pastoral care through our learning mentor and family support team
  • imploring interventions which work for our children and meet their needs
  • when making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged and not all pupils who are socially disadvantaged are registered, or qualify for free school meals. We reserve the right to allocate pupil premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.

Achieving these objectives:

Range of provision but not limited to:

  • frequent monitoring of progress and attainment (PSM)
  • class provision and intervention forms for all pupils – monitored frequently
  • interventions tracked half termly to ensure impact (EduKey)
  • English and maths support which includes in class support and withdrawal
  • Lower fees for breakfast club to all disadvantaged pupils, ensuring vulnerable pupils are prepared for the day
  • frequent contact with parents regarding uniform, equipment, extra curricular trips
  • regular workshops for parents e.g. rock painting, early phonics, early numeracy, welcome to reception etc
  • supplying laptops to support with home/remote learning
  • providing priority for any child needing learning mentor support
  • allocating high quality learning support assistants to support wellbeing
  • training and CPD on behaviour, attachment and TPP
  • interventions concentrating on oracy/speaking and listening in EY – Welcome (developed into Y1 where necessary) and colourful semantics across the school
  • Phonics, reading and writing interventions
  • Opportunities for all pupils to take part in woodland school sessions, use the pond area and allotment.



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

Challenge number Detail of challenge
1 High levels of adverse childhood experiences


Trauma informed schools UK: Increased numbers of children are presenting with mental health difficulties and high adverse childhood experiences (ACEs) impacting on future life chances, mental and physical health and progress and attainment.

2 Social and emotional needs, including attachment difficulties, emotional regulation difficulties and conflict resolution difficulties – referrals made to outside agencies and internal provisions (nurture/LM support) remain high
3 Oral language and/or communication – 50% on track (at expected) at the start of reception – bridging across to reading and writing delay
4 Overall attainment of disadvantaged pupils is lower than non-disadvantaged in reading (30% difference dis/non), writing (88% difference dis/non) and Maths (14% difference dis/non) – KS2 outcomes 2023
5 Lost learning due to Covid-19 pandemic

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
Attainment in maths – disadvantaged children achieve, at least, in-line with or above national attainment at the end of EY, KS1 and KS2




The % of disadvantaged pupils achieving expected in maths is in-line with or above national.



The % of disadvantaged pupils achieving expected in maths is in-line with non-disadvantaged.


Progress of disadvantaged is accelerated.


Attainment in reading and writing – disadvantaged children achieve, at least, in-line with or above national attainment at the end of EY, KS1 and KS2



  • With particular focus on percentage achieving expected in writing
  • A consistent delivery of the new phonics scheme across EY and KS1 to secure attainment in line with national averages
  • A rigorous and sequential approach to the reading curriculum supports pupil’s fluency, language comprehension, confidence and enjoyment in reading


The % of disadvantaged pupils achieving expected in reading and writing is in-line with or above national.



The % of disadvantaged pupils achieving expected in reading and writing is in-line with non-disadvantaged,


Progress of disadvantaged is accelerated.


Ready to learn – disadvantaged pupils are punctual, equipped and ready to learn.



Continue to improve attendance and punctuality, decreasing persistent absence.

Affordable uniform with financial support available to disadvantaged learners.



Equipment, such as laptop loans, available to all learners.


Teaching staff are quick to highlight any pupils that need financial support.


Disadvantaged pupils access to breakfast club, are punctual and have energy for their day.


Attendance data is in-line with national data and shows a decrease in persistent absent pupils, narrowing the gap between disadvantaged and all pupils


Disadvantaged (2021/2022) – 91.51%

Not disadvantaged (2021/2022) – 92.78%

94.5% National attendance across year


Autumn term 2022 – disadvantaged 92.45%

Autumn term 2022 – not disadvantage 94.88%



Disadvantaged was 91.62%

Non Disadvantaged was 93.92%

National for the year was 92.50%


Disadvantages attendance had increased, however so has non-disadvantaged, making the gap increase between groups. However, disadvantaged is closer to national attendance across the year.


Embed trauma perspective practice and attachment awareness through a whole school approach towards behaviour – all staff are trained to support complex SEMH needs (all staff and family support team) Decrease in external suspensions


(2022-2023 totalling 19)


Trauma informed framework is fully embedded and pupils feel supported


Further support harder to reach families Greater knowledge of individual children’s backgrounds and appropriate identified support


·       Induction meetings

·       Home visits – EY, on entry to school and throughout time with us when identified as necessary

·       Wealth of knowledge about local area, groups and charities to offer and signpost support to families that fit their needs and encourage them to engage


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: £109,372

Activity Evidence that supports this approach Challenge number(s) addressed
Pupil premium leadership and management



Closely monitor and intervene where the progress of disadvantaged learners is below that of their expected attainment outcomes.


Liaise with SENDco, working together to identify any staff who would benefit from further CPD to support the learning of vulnerable pupils.


QFT/Adaptive teaching CPD and employed by staff

‘Good teaching is the most important lever that schools have to improve outcomes for disadvantaged pupils’ EEF guide to the PP



Promote positive engagement and teaching strategies for PP pupils


Track PP progress and discuss with teachers, signposting needs for targeted intervention



3, 4 and 5
Dedicated interventions LSAs





Dedicated LSA to analyse data and offer support and guidance

Using trained teachers and LSAs to provide interventions to pupils who need it in previous years, supporting us in accelerating progress.



Data analysis to support choices and change anything that is not having an impact term on term – suitable for each individual child’s needs

3,  4 and 5
English leads – promotes literacy, provides staff CPD and monitors/supports reading interventions alongside approaches in class



Reading is a key determiner for academic success. Closing the reading gap leads to greater confidence, engagement and greater outcomes. 3, 4 and 5
Maths lead – promotes numeracy, provides staff CPD and monitors/supports interventions alongside approaches in class



Numeracy is a key determiner for academic success and financial competency in adult life 3, 4 and 5
Building on last 2 years use of the EFF toolkit, identifying and implementing an evidence-informed approach catered to our pupils – based on last 2 years outcomes for parental engagement, reading comprehension and metacognition strategies.



Parental workshops continuously offered to engage parents – varied (ACL)

Tapestry – parental engagement with child’s learning EY

Specified weekly news letters to parents to support engagement and organisation (EYFS/Y1)

Fun homework – maps

Children teach parents sessions

Class emails to support communication


Individual implementation plans in place – outlined on class forms

EEF teaching and learning toolkit (EY and Primary)



EY – Parental engagement EEF

R-Y6 – Reading comprehension (oral language) EEF

R-Y6 – Metacognition and self-regulated learning EEF



Positive parental response to parent view – engagement, education and communication





1, 2, 3, 4 and 5
Continue to develop high quality teaching around language development and communication.



Training in place for identified staff on intervention programmes within EY – Wellcomm


Phonics lead/Phase leaders – embed phonics approach. EY and KS1 to have extra phonics sessions (2 per day)


English leads to monitor the development of language





Essex disadvantaged strategy – Marc Rowland



Language development and comprehension


Oral language intervention EEF- very high impact for very low cost based on extensive evidence+6 months /Reading comprehension EEF – very high impact for very low cost based on extensive evidence R-Y6, bridging into writing – Class disadvantaged forms


Sharing good practice across schools


Metacognition and self regulated learning EEF (YR-6) – very high impact for very low cost based on extensive evidence




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

Budgeted cost: £33,186

Activity Evidence that supports this approach Challenge number(s) addressed
LSA booster ‘tutor’ groups



Identification of children who need further support in reading, writing or maths


Paired class tuition – 6 sessions a term. Maths focus for the year to develop tutors. Pairing of classes older with younger.



Small group tuition EEF – Moderate impact for low cost based on moderate evidence



Peer tutoring EEF – high impact for very low cost based on extensive evidence

3, 4, and 5
Embed regular focused pupil standards meetings from EYFS to Y6 to identify barriers to learning and ensure these are addressed.



Lead by DHT


Identify support for individuals (including overall provision and intervention), changeable throughout the year – put onto the class disadvantaged forms and EduKey





Behaviour – Essex Therapeutic Thinking Approach /Paul Dix

Interventions – range

Reading comprehension – class based, interventions and EEF strategy focus

Small group tuition

EY interventions

1, 2, 3, 4, 5
Interventions – consistently delivered



Do not impact on core subjects and are varied to ensure impact does not occur on broader curriculum subjects


Training given to staff who are to deliver (teachers and LSAs)



Rapid reading

Writing – SC led and gaps in knowledge (end of KS outcomes)

Precision monitoring

Phonics – Letters and Sounds

Nurture group

1stClass@number (arithmetic element)



Working in-line with evidence based work schemes:



Primary stars

White Rose



All interventions have been chosen due to previous success within the intervention or evidence base is high























DfE approved

3, 4 and 5


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

Budgeted cost: £47,025

Activity Evidence that supports this approach Challenge number(s) addressed
Continue to embed our Essex Steps – therapeutic thinking approach to behaviour



Embedding trauma informed practice – whole school approach


TPP training completed for all staff and upskilled (2 current trainers in school/elements 1-8 training completed but consistent return)


Attachment Awareness  school – train the trainer, again led by SLT


Regular support for SLT trainers through Essex


Learning mentor to support SEMH

Trauma informed schools UK: Increased numbers of children are presenting with mental health difficulties and high adverse childhood experiences (ACEs) impacting on future life chances, mental and physical health and progress and attainment.



Trauma halts the capacity to learn. Multiple adverse childhood experiences disrupt neural development and impair social, emotional and cognitive development.

Neural pathways are needed for empathy, reflection and the ability to concentrate and learn.



1 and 2
Pastoral team expertise is developed to support complex SEMH needs – SENDco, assistant SENDco and learning mentor, HT/DHT/AHT


Referrals for external and internal services remain high – LM register % disadvantaged


TPP training from Essex and with guided support


Early identification of need and level of vulnerability – early help (FST)


Children as wellbeing champions – supporting other pupils with mental health needs (supported by the Onegoal initiative)


Play leaders Play leader mentors– supporting younger pupils to engage in play and model positive social interactions




Outdoor space and experiences:





Woodland school

Sensory spaces across the school

Swimming pool (lessons, fun swims and gala)



High quality provision for children with complex SEMH needs – EEF toolkit



Benny Kuruvilla – Role and impact of Learning Mentors: The findings indicated that although not measurable in quantitative terms, mentoring support has a positive impact on the social and academic outcomes of the mentees, as it provided them with an opportunity to realise their potential.





Social and emotional benefits:

Children’s academic development is  closely linked to the consistency and quality of their social interactions (Mulryan-Kune,2014). Many advocates stress the benefits of playtimes for social and emotional wellbeing and development, including learning how to negotiate and problem solve; to deal with conflicts, falling out and teasing; and learn how to compromise; to deal with fear and take risks, and to develop friendships (eg American Academy of Pediatrics, 2013; Baines and Blatchford, 2011; Goudreault and Guimont,

2017; Jarrett et al., 2009).

Opal initiative – research


Lots of pupils in our school do not have gardens, and/or are constantly limited by indoor activities and restrictions. 11% of our school population has SEND needs, provision for this group and other groups who need to physically move around and have outdoor space to learn benefit – Outdoor learning environments are less structured and formal than classroom environments, allowing more physical mobility. In comparison to a classroom environment, outdoor learning increases the physical space around children. Greater physical activity has been shown to impact on children’s educational attainment (Ahamed et al., 2007; Trudeau & Shephard, 2008). Research – outdoor learning spaces: The case of forest school

1 and 2
Attendance officer – closely monitors and supports PP attendance Pupil premium strategy – ‘interventions may well be one part of an effective pupil premium strategy, they are likely to be most effective when deployed alongside efforts to attend to wider barriers to learning, such as attendance and behaviour. 1, 2, 3, 4 and 5
Other support:


Breakfast club and trip support

Equipment, uniform and supplies


Data management

Finance management

Providing food for families at home

Meet and greets

Teacher/pupil relationship (specified 1:1 time)

Class responsibilities


Removing potential barriers to participation and increasing attendance



Tracking and monitoring progress to implement interventions effectively



1, 2, 3, 4 and 5


Total budgeted cost: £189,583


Sports Premium

“Schools must spend the additional funding on improving their provision of PE & sport, but they will have the freedom to choose how they do this.”

Possible uses for the funding might include:

· Hiring specialist PE teachers or qualified sports coaches to work with primary teachers when teaching

· Supporting and engaging the least active children through new or additional Change4Life clubs

· Paying for professional development opportunities for teachers in PE and sport

· Providing cover to release primary teachers for professional development in PE and sport

· Running sport competitions, or increasing pupils’ participation in school games

· Buying quality-assured professional development modules or materials for PE and sport

· Providing places for pupils on after school sports clubs.


From September 2013, schools will be held to account over how they spend their additional, ringfenced funding. Ofsted will strengthen the coverage of PE and sport within the ‘Inspectors’ handbook’ and supporting guidance so that both schools and inspectors know how sport and PE will be assessed in future as part of the school’s overall provision.”


Purpose of the Funding

Schools must use the funding to make additional and sustainable improvements to the quality of physical education (PE), physical activity and sport they offer.

This means that schools should use the premium to:

· develop or add to the PE, physical activity and sport activities that their school already offers

· build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the school in future years.


How to use the PE and Sport Premium Funding

Schools should use the PE & Sport Premium to secure improvements in the following 5 key indicators:

· Engagement of all pupils in regular physical activity

· Profile of PE and sport is raised across the school as a tool for whole-school improvement

· Increased confidence, knowledge and skills of all staff in teaching PE and sport

· Broader experience of a range of sports and activities offered to all pupils

· Increased participation in competitive sport

Schools should not use their funding to:

• employ coaches or specialist teachers to cover planning preparation and assessment (PPA) arrangements – these should come out of the school’s core staffing budgets

• teach the minimum requirements of the national curriculum – with the exception of top-up swimming lessons after pupils’ completion of core lessons (or, in the case of academies and free schools, to teach your existing PE curriculum)

• fund capital expenditure – the Department for Education does not set the capitalisation policy for each school. School business managers, school accountants and their auditors are best placed to advise on a school’s agreed capitalisation policy.


Active Miles

Where schools choose to take part in an active mile, they should use their existing playgrounds, fields, halls and sports facilities to incorporate an active mile into the school day and develop a lifelong habit of daily physical activity.


Raising attainment in Primary School swimming

Schools are also required to publish the percentage of pupils within their Year 6 cohort in the 2020 to 2021academic year who met the national curriculum requirement to:

• swim competently, confidently and proficiently over a distance of at least 25m

• use a range of strokes effectively

• perform safe self-rescue in different water-based situations

Attainment data for year 6 pupils should be provided from their most recent swimming lessons. This may be data from Years 3, 4, 5 or 6, depending on the swimming programme used by their school. It is therefore essential to retain attainment data from swimming lessons in Years 3 to 5 to be able to report this accurately in Year 6.

For the 2020-2021 academic year, Pear Tree Mead will receive £19,400 of PE & Sport Premium funding.

Our intended outcomes for Sport Premium expenditure are as follows:

• Increased skill set of teaching staff including: understanding of how to teach technical aspects of games; ability to differentiate; ability to ‘talent spot’

• Increase in number of children taking part in competitive sport during school time (inter & intra)

• Increase in number of children taking part in competitive sport outside of school

• Development of parental understanding of impact of diet & exercise on child development and their capacity to learn

How the funding will be spent:

• Employ specialist coach to support PE subject leaders lead the development of provision (10 hours per week)

• Specialist coach to work alongside teachers with particular focus on assessment, differentiation

• Implement a wide range of sports activities before, during and after school

(after Covid restrictions have been lifted)

• Include PE lesson observations as part of SLT’s monitoring schedule


You can take a look at how we spent our budget and the impact it has made over the years:

2022 / 2023 Impact Report

2019 / 2020 Impact Report

2018 / 2019 Impact Report

2017 / 2018 Impact Report

2016 / 2017 Impact Report

2015 / 2016 Impact Report