Detail

Data

Number of pupils in school

431 (with Nursery)

Proportion (%) of pupil premium eligible pupils

45%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year)

2026/27 and 2027/28

Date this statement was published

September 2026

Date on which it will be reviewed

September 2027

Statement authorised by

Carly Wilson

Pupil premium lead

Carly Wilson

Governor / Trustee lead

Rachael El Weshahi

Detail

Amount

Pupil premium funding allocation this academic year

£235, 600

Recovery premium funding allocation this academic year

Recovery premium received in academic year 2023/24 cannot be carried forward beyond August 31, 2024.

£0

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

£0

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

£235, 600

At Belfield Community school we aim to support all children to achieve their potential regardless of their background.

We want our disadvantaged children to have the same chances and high expectations of all the other children in our school.

We have a duty to support narrowing the gap between the disadvantaged and the non-disadvantaged children, particularly as this gap has widened for many children since COVID. All children are entitled to high quality teaching where needs are identified and met. On the whole we believe this can be best achieved by supporting within the class setting. Occasionally additional support in the form of evidenced based intervention is needed. We therefore ensure we have high staffing ratios to ensure all children are making the best progress they can. For some of our most disadvantaged and vulnerable children, a more bespoke learning environment and curriculum is required, facilitated by highly skilled staff in the Internal Inclusive Provision bases created in school. Supporting our most disadvantaged children’s social and emotional needs, is essential to ensure that they are regulated and able to access learning.

Our ultimate objectives are:

To ensure the attendance of our disadvantaged children is excellent and meets or exceeds national averages

To narrow the attainment gap between disadvantaged and non-disadvantaged pupils nationally and within internal school data

For all disadvantaged pupils in school to exceed nationally expected progress rates in order to reach Age Related Expectations at the end of Year 6

Ensure that all pupils, including those who are disadvantaged, access a high-quality curriculum with opportunities for personal development and enrichment.

For all pupils, especially those who are disadvantaged, there are opportunities to support their emotional wellbeing in order for them to thrive academically.

Our Pupil Premium Strategy plans to work towards achieving these objectives by providing support through high levels of highly trained staffing so that support for those who are disadvantaged can be targeted and specific – be this in supporting them in being “In school, on time, every day”, developing their social, emotional, behavioural needs, or closing the attainment gap through targeted support. Staff should be highly skilled and their professional development encouraged so they can be best placed to understand the needs of our children, the impacts of their barriers to learning and what next steps they need in order to achieve the best that they can.

Staffing is organised to target the needs of children in school who face challenges with speech and language development, have social communication needs and social and emotional difficulties. This is to ensure that they have the best possible chances of being ready for learning. For example: school have established the roles of a TLR Teacher who manages interventions for those on Speech and Language Care Plans; a Learning Mentor who is ELSA trained and delivers high quality nurture support; another TA3 who is ELSA trained and is currently out of class, with a focus on EYFS and KS1 SEMH and attendance; a Play Therapist to support the most vulnerable children and the setting up of Internal Inclusive Provision with skilled staff to support the needs of children with social and emotional barriers to learning. A school-based Family Worker also provides intensive support to families of disadvantaged children to help ensure that the whole family is involved in supporting our children’s academic achievement, including getting children to school on time and every day.

Enrichment opportunities are planned and wherever possible, free, to enable all children to enjoy a range of experiences throughout their time at school.

• The key principles of our use of the Pupil Premium Funding is to allow each and every one of our children to excel, through rich opportunities and targeted support, through a deep understanding of our families’ circumstances and appropriate deployment of a skilled staff who know how to best encourage our children to attend school and excel. We want and expect all of our children to succeed to the best of their ability and we believe that the most valuable resource in achieving this is our highly skilled staff team.

Challenge number

Detail of challenge

1

Poor starting points, particularly in language and communication

Poor home language meaning learning and developing a second language is challenging.

2

Complex family difficulties that impact on Mental Health and social and emotional development

Overcrowded homes / poverty resulting in conditions that are not supportive for attending school and learning.

3

Limited wider experiences and a lack of opportunities to develop cultural capital

4

Lack of parental understanding in some aspects of schooling eg the importance of attendance or ability to support learning at home

5

A greater probability that children will have Special Educational Needs, often complex.

6

A complexity of disadvantage – for many of the children at Belfield, their disadvantage is multi-layered rather than just socio-economic

Intended outcome

Success criteria

Narrow the attainment gap between the advantaged and disadvantaged

The % of pupil premium meeting National standards is in line with the National averages.

Children who may not be making the progress we’d expect are identified early and become “Focus Children”.

All disadvantaged pupils to make progress from starting points

Formative and summative assessment data including end of KS data demonstrates clear progress for all pupils, including disadvantaged.

Pupil Progress meetings highlight any additional support needed and is targeted on their gaps in learning.

All staff have high expectations of all learners and the progress they are capable of.

All children to develop language and communication skills that support their learning

Improved scores on Wellcomm Language assessments (fewer chn through school needing intervention).

Children speaking and answering in full sentences and able to articulate their learning

Teaching is to focus on what children need to learn. No child left behind

Pupil Progress meeting show progress and identify gaps. Interventions are targeted well and have an impact evidenced in rigorous monitoring. The curriculum is well planned, focused on essential learning and shows progression. For those children with additional needs, their learning is also measured against clear targets on APDRs or Cherry Garden mapping where appropriate.

Use wider school intelligence to ensure children are not suffering due to extreme home conditions. All children who need EHA/CSC support receive it. Outside agencies are challenged to support this.

Numbers requiring CP reduce due to early intervention.

Social and emotional development of children who have accessed support through a social worker/EHA is improving leading to better outcomes.

Children who need support due to DV and challenging family circumstances are given the correct specialist support for MH&W

Children are in school, on time, every day.

Children are happy and settled in school meaning they are in class, learning.

Behaviour for Learning is excellent.

Children say they feel safe in school and know how to access support if needed.

Progression in SDQ scores monitored by Inclusion Team

Disadvantaged children attend school regularly.

Attendance of disadvantaged pupils is at least as good, if not better than non-disadvantaged and is comparable with National figures.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Continue to fund a teacher to lead the speech and language team, who does not have a full class commitment

EEF research details the impact of good SAL teaching on outcomes and social/emotional wellbeing

1, 2, 4

Continued investment in Wellcomm and Wellcomm trained staff in EYFS and in Speech and Language Team.

Wellcomm used to assess and plan intervention across school.

Evidence demonstrates that Wellcomm has a positive impact on children’s language development

1, 2, 4

1.5 additional teachers to target disadvantaged children in UKS2 who risk falling behind their peers

EEF research supports the use of targeted groups to enable more effective high-quality feedback.

1, 5, 6

Recruitment of an additional teacher so that one of Belfield’s skilled staff can teach in IIP

EEF research indicates that SEND chn who spend less time with a Teacher make less progress than their peers

1, 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Speech Bubbles Programme used in Year one.

EEF research details the impact of good SAL teaching

Previous use of this Programme evidences good progress in SAL for vulnerable children

1, 2, 4

Continue to train teachers in ELKLAN strategies

Evidence shows that ELKAN has a positive impact on children’s language development and thus academic outcomes as well as social communication

1, 2, 4

Additional Teaching Assistant support in particularly vulnerable cohorts with high levels of disadvantaged chn

EEF research shows that being able to provide immediate feedback to children ensures greater progress

1, 2, 4

Continue to develop and enhance the Internal Inclusive Provision established at school, including SENDCO support (extra day a week)

EEF research shows that high quality intervention can raise outcomes for those with the most complex needs

1, 2, 4, 6

An additional TA out of class to support the SEMH and attendance needs of our most vulnerable children

Inclusive Attendance Programme evidences the need for children to feel safe in order to attend regularly and learn successfully

2, 6, 4

Activity

Evidence that supports this approach

Challenge number(s) addressed

School Based Family Worker

Early intervention is proven to be more effective than higher level intervention too late

Relationships are proven to be key in working with families who may need additional support

The habits of attendance are formed in EYFS and can be an indicator of engagement later in the child’s education

2, 4, 6

Learning Mentor

Research suggests that the relationships forged through the ELSA programme, have a positive outcome on pupils’ academic attainment

2, 6

Enrichment Opportunities – clubs, trips and visitors including Robin Wood Residential

Language development needs context in order to “stick”

Developing a sense of belonging is proven to improve outcomes

1, 3

Play Therapy for the most vulnerable children who have experienced trauma

Play Therapy UK shows a 77-84% improvement in mental health through a Play Therapy programme, therefore allowing children to be in a better place to learn.

2, 4, 6

End of KS2 results indicated that 50% of disadvantaged pupils achieved the expected standard in Reading, Writing and Maths compared with 54% of all Belfield pupils. The National average of all pupils was 63%, indicating that in 2025/26 disadvantaged children at Belfield under-performed when compared to the National average attainment for all children. The average attainment of disadvantaged pupils nationally was 49% - Belfield’s disadvantaged pupils exceeded the attainment of the national average for this group by 1%.

Programme

Provider

Play Therapy

TBC

Speech Bubbles

M6 Theatre

Sports Coaching

Ed Start

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, implementation and evaluation, or other activity that you are delivering to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.