Detail

Data

School name

Marvels Lane Primary

Number of pupils in school

383

Proportion (%) of pupil premium eligible pupils

39%

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

2023 – 2026

Date this statement was published

Dec 2025

Date on which it will be reviewed

Nov 2026

Statement authorised by

Edward Dove (HT)

Pupil premium lead

Edward Dove

Governor / Trustee lead

Susie Freeman

Detail

Amount

Pupil premium funding allocation this academic year

£209,070

Recovery premium funding allocation this academic year

£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

£209,070

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 cases, these challenges increased during 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.

Challenge number

Detail of challenge

1

LANGUAGE & ORACY SKILLS

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

2

The EARLY YEARS FOUNDATION STAGE and YEAR 1

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

3

ATTAINMENT

Particularly Reading, Writing and Phonics

4

ASPIRATION & EXPECTATIONS

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

5

MENTAL HEALTH & WELL-BEING

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

6.

ATTENDANCE

Particularly tackling persistent absence.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Additional Teacher and TAs in Year 6 to support learning, behaviour and emotional well-being, 

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

3 & 5

EYFS Leader management time.

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

2

Delivery of Little Wandle phonics scheme.

CPD and monitoring to support fidelity to the phonics scheme.

2 & 3

Continue Oracy focus within SIP.

Direct correlation between language skills and pupil outcomes. 

1

Activity

Evidence that supports this approach

Challenge number(s) addressed

Additional Phonics support Yrs 1-3, and LW keep-up

Quality phonics teaching has a direct impact on reading accuracy.

2 & 3

Partnership with English Hub to support Little Wandle implementation.

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.

3

Team Around the Pupil (TAP) meetings

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

3

Additional adult in Nursery

To target language development. See above

1&2

Targeted subsidies for a range of enrichment activities

Breadth of opportunity impacts on confidence, aspiration and outcomes.

4

Activity

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.

6

Additional Admin Day – Safeguarding

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

4, 5 & 6

Place 2 Be

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

5

Additional behaviour support for particular children. 

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

3 & 5

Additional Admin Day x2 –

Children’s Centre

Children’s Centre interventions supporting hard to reach families early in order to promote school readiness.

1, 2 & 4

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.

4

2025 Summer assessment data has been collected across the school, through national End of Key Stage 2 tests, Teacher Assessments in all year groups (informed by within school tests Yrs 2-6) and also EYFS, Yr1 Phonics and Yr4 multiplication assessments. Additional analysis has been carried out in terms of gender, disadvantage and ethnicity.

See intended outcomes above

1. Language & Oracy skills –  this remains a recurring strand through the School Improvement Plan and a particular focus in EYFS and Writing.
2. EYFS & Year 1 progress –  see above re progress. 2025 attainment data shows Reception and Year 1 Pupil Premium children performing at a lower level than non Pupil Premium children. However, the gap between PP & non PP children is smaller than the Lewisham average.
3. Vulnerable pupils –  Significant improvement in this area. The attainment gap between disadvantaged and non-disadvantaged pupils across 17 measures across the school was better than the national gap in 8, similar in 8 and worse in 1. Specific PP children identified (at the beginning of year) in each class for additional Team Around the Pupil focus and support (reviewed after Mid Year Tests in Feb ’25). Quality First Teaching  –  The amount of good or better lessons in recent observations was similar to previous years.
4. Curriculum Enrichment –  A full irresistible learning programme took place for all year groups in 2024/25. Reviewed & maintained for 25/26.
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 were supported effectively, resulting in highest overall KS2 results.
6. Attendance  –  2024-25 overall attendance remained approximately 2% lower than National. Ofsted reported that the school was persistent in its work to improve attendance with families, but persistent absence remained too high. Attendance is a Key Priority in 25/26 SIP.