Marvels Lane Pupil Premium Strategy Statement – 2022

This statement details our school’s use of pupil premium funding to help improve the achievement 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

Marvels Lane Primary

Number of pupils in school

384 (34 Nurs)

Proportion (%) of pupil premium eligible pupils


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

2021 – 2024

Date this statement was published

Dec 2022

Date on which it will be reviewed

Nov 2023

Statement authorised by

Edward Dove (HT)

Pupil premium lead

Edward Dove

Governor / Trustee lead

Susie Freeman

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


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


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

 At Marvels Lane we work passionately to enable all children to achieve  –  academically, creatively, personally and socially. To be the best that they can be in all that they do. 

Research shows that children from disadvantaged or low income backgrounds can have some additional barriers or challenges that may affect their achievement (see challenges section below).

In many case these challenges increased during and since the Covid pandemic and lockdowns.

The purpose of this strategy plan is to address those challenges and support the long term ‘recovery’ of all children, but particularly those children who are eligible for Free School Meals and/or those who are deemed vulnerable in other ways (e.g. social care involvement or being young carers).

Our main strategies for overcoming these challenges will be based around Quality First Teaching, irresistible learning and high expectations for all children to achieve. We will also use a range of interventions:  some will benefit all pupils; some are specifically targeted at groups or individuals identified as Pupil Premium; some are directly related to pupil attainment; others have a more indirect impact on achievement by raising aspiration, self-esteem and broadening horizons.

This plan will be reviewed annually.



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

Challenge number

Detail of challenge


The pandemic and lockdowns have potentially had an adverse effect on all children, particularly in terms of missed learning, reduced language experiences, forgotten learning skills (e.g. concentration, resilience, teamwork) and, of course, their mental health and well-being.

While this may be the case for any child, in many cases it is the disadvantaged families who have been impacted the most, particularly in the following areas….




Effective communication, speaking and listening in a wide range of contexts.




All areas of language, play and personal, social and emotional development.




Particularly Reading, Writing and Phonics




This includes opportunities available to enrich the curriculum within the class and beyond. Parental engagement also.




Promoting mental health and well-being for all, while identifying, supporting and enabling children to cope with any difficulties they may be experiencing.




Particularly tackling persistent absence.


 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

1.    Language and Oracy skills to be improved for all children across the school.



Individuals and groups of children make progress in different Oracy strands and skills as defined by the Voice 21 Framework.

2.    Pupil Premium children make at least good progress in EYFS & Year 1

PP children make at least the same if not better progress in the key EYFS areas, Phonics and other subjects.


3.    Pupils identified as vulnerable for more than one reason (PP, lack of lockdown engagement, CSC involvement) make good or better progress with their learning



Quality First Teaching is effectively supported in all year groups especially Yr 6 and EYFS


Block Tracking outcomes identify TAP (Team around the Pupil) children as making equal or better progress than the other children in their class.



Observations and other monitoring shows good or better practice, with under-performance addressed rapidly.

4.    Steady increase in / return to enrichment activities in and beyond the classroom




Parental engagement and aspiration increases through a positive community atmosphere within and beyond the school



Year groups deliver a broad range of ‘wow’ activities across the year. Increased amount of enrichment clubs accessed by more children.


Friends of MLPS successfully established. More community events take place. More money raised for school fund and specific projects. Improved attendance at parental workshops.

5.    Behaviour, learning behaviours and social/personal development continue to be strengths of the school, for all groups of children.


Outside partners agree with the school’s self-evaluation. Pupil questionnaires are overwhelmingly positive. PP children are proportionately represented in awards, rewards and consequences.

6.    Overall attendance and persistent absence returns to pre-pandemic levels (with Covid related absence excluded)


PA reduces across the year.

PA of PP children reduces across the year.


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: £ 76,300


Evidence that supports this approach

Challenge number(s) addressed

Additional Teaching and TA support in Year 6

Targeted quality first teaching in Maths and English, supported by effective TAs.

3 & 5

EYFS Leader non class-based

Regular monitoring and support to encourage and ensure consistent quality teaching.

EYFS the priority focus for long term school Covid recovery.


Voice 21 Consultancy for Oracy Project

Language and Oracy skills significantly impacted by Covid. Direct correlation between language skills and pupil outcomes.


Release time for CPD and implementation


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

Budgeted cost: £ 61,500


Evidence that supports this approach

Challenge number(s) addressed

Additional Phonics support Yrs 1-3

Quality Phonics teaching has a direct impact on reading accuracy.

2 & 3

Rocket Reader Interventions

Reading practice focusing on fluency and confidence leads to improved reading progress.


Team Around the Pupil (TAP) meetings

Targeted approach focusing on 4 individuals in each class, based on PiXL principles.


Additional adult in Nursery

To target language development. See above


Targeted subsidies for a range of enrichment activities

Breadth of opportunity impacts on confidence, aspiration and outcomes.



In English, Maths and Oracy. Focus on current Year 3.


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

Budgeted cost: £ 81,000


Evidence that supports this approach

Challenge number(s) addressed

Pupil Parent Support Worker

Engagement of hard to reach and vulnerable families and supporting attendance.

4, 5 & 6

Additional Admin Day – Attendance

Direct link between attendance and outcomes / well-being. Disproportionate amount of disadvantaged children are PA.


Place 2 Be

Proven counselling and therapy provider supporting the wide range of pastoral provision already available in the school.


Additional behaviour support within a particular year group.


Additional support required to enable teachers to employ a wide range of behaviour management strategies to maximise learning for all children

3 & 5

Parent Workshops

Parental understanding of and involvement in their children’s learning impacts on pupil outcomes.

3 & 4

Website, school environment, signage, PR

Increased positive community feel of school to impact on ‘whole child’ outcomes and also pupil numbers / budget.



Total budgeted cost: £ 218,800

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 2021 to 2022 academic year.

The following review relates to year 1 of the 3 year plan 2021-2024. Actions and strategies have been identified to achieve short, medium and long term impact against the various outcomes above.

2022 Summer assessment data has been collected for the first time post Covid (albeit at the end of a year in which a constricted ‘recovery’ curriculum had been taught). This supports more reliable 2022 end of year Teacher assessments and will provide baselines for progress judgements to be reported in 2023.

See intended outcomes above

1.    Language & Oracy skills  –  this remains a key School Improvement priority. The school has bought in to Voice 21 for a second year to support classroom oracy practice by embedding oracy/language outcomes into long, medium and short term planning.

2.    EYFS & Year 1 progress  –  see above re progress. 2022 attainment data shows Reception and Year 1 Pupil Premium children performing at or above non Pupil Premium children. However, the gap between PP & non PP children in Year 2 (current Year3) in Reading & Writing is wider than the Lewisham average.

3.    Vulnerable pupils  –  pupils identified in each class as being potentially vulnerable for more than one reason during Covid and the lockdowns received additional focus and support within the classroom.

Quality First Teaching  –  The amount of good or better lessons in recent observations was similar to those observed in Nov’19 & Jan’20 (Good Ofsted).

4.    Curriculum Enrichment  –  the number of ‘wow’ activities gradually increased over the year, including a range of external trips in Summer 2022. A full irresistible learning programme is in place for all year groups in 2022/23.

5.    Behaviour & PSED  –  this continues to be an area of strength for the school as identified internally and by school improvement partners. Additional challenges in one particular year group.

6.    Attendance  –  2021-22 overall attendance approximately 2% lower than pre-Covid figure. This is reportedly in line with many other Lewisham schools.

Further information (optional)

We receive an additional amount of funding from a local charity, CHART, which covers the costs of our Young Carers’ Club, and additional Oracy Champion, additional club subsidies and other enrichment activities not covered within the budget or the above strategy.