Rationale

Children eligible for Pupil Premium at Reffley join the academy with a wide variation in life experience. Some have limited cultural capital or reduced access to opportunities, while others benefit from broader experiences within their family environment. Although the local community offers a wealth of clubs and activities, engagement from Pupil Premium families can be inconsistent.

Our approach is designed to ensure that all pupils, regardless of background, receive the high‑quality teaching, targeted support and enriched experiences they need to achieve well academically, socially and emotionally. Our curriculum and pastoral systems have been designed to:

• Promote an ethos of high expectations for every child
• Start with high‑quality teaching as the foundation of success
• Address academic and emotional needs through personalised support
• Identify gaps early and respond rapidly with well‑matched interventions
• Build strong, trusting relationships between pupils and skilled staff
• Support children and families through signposting, pastoral care and inclusive practice
• Provide pupils with experiences they may not otherwise access

Intent 

We aim for all children, including those eligible for Pupil Premium, to:

• Achieve academically and be fully prepared for the next stage of education
• Access a rich range of experiences beyond those at home
• Receive personalised learning and emotional support based on their needs
• Build confidence, resilience, emotional literacy and strong relationships
• Benefit from clear routines and high expectations supported by academy values
• Have families who feel supported, informed and empowered

Implementation

Our Pupil Premium strategy is delivered through a combination of high‑quality teaching, purposeful curriculum design, targeted interventions and strong family support.

High‑Quality Teaching & Curriculum Structure

• Quality First Teaching is the starting point for all pupils.
• Teachers design lessons that challenge, scaffold and extend learning for all children.
• Staff professional development, coaching and robust performance management ensures consistent quality.
• Books and lessons are regularly monitored to maintain high standards.

Curriculum Blocking to Aid Retention

To support long‑term memory, deepen understanding and ensure clarity for all learners (including disadvantaged pupils), we structure our timetable using curriculum blocks, for example:

• Science taught in 2‑week blocks, with:
  • a minimum of 6 clearly sequenced learning steps
  • consistent routines and expectations
  • knowledge building in a logical, connected order
• Other subjects follow similar blocking where appropriate, ensuring pupils:
  • revisit concepts frequently
  • understand the process of learning in each unit
  • know what they are learning and why
  • retain knowledge more securely over time

This approach is especially supportive for Pupil Premium pupils, who may need more explicit sequencing, repetition and structure.

Monitoring & Assessment

• Half-termly Pupil Progress Meetings track attainment and identify next steps.
• Monthly Inclusion Meetings review barriers, provision and impact for Pupil Premium pupils.
• Assessment for learning is woven through daily teaching so teachers know precisely where children are and what they need next.

Targeted Support & Interventions

Support is personalised and may include:

• Daily check-ins
• Emotional regulation strategies
• THRIVE-based self-esteem support
• Precision teaching
• Behaviour/emotion charts
• Access to an enrichment budget for trips, clubs, music and residentials
• Structured routines and visual supports

Interventions are explicitly linked to classroom learning and delivered by staff who know the pupils well.

Pastoral & Family Support

• The Family Support Adviser (PSA) plays a central role in building trusting relationships with families.
• Families are signposted to a range of external services, including financial support, counselling, Early Help, parenting programmes, mental health services and community groups.
• We offer parent drop-ins, where multiple services (SEND support, attendance, emotional wellbeing teams, health professionals, etc.) are available to meet with parents informally.
• Regular communication with families ensures needs are understood and support is personalised.

Support Staff Development

• Teaching Assistants receive robust appraisals, ongoing training, supervision and opportunities to share effective practice.
• TAs deliver well-planned interventions closely aligned with class teaching.

Impact

Know More

• Teachers have a deep understanding of pupils’ individual needs and next steps.
• Strong family relationships improve understanding of home circumstances and barriers.
• Monitoring ensures provision remains fit for purpose and responsive.
• Curriculum blocking supports clarity, structure and improved knowledge retention.

Do More

• Pupils acquire the knowledge and skills needed for the next stage of learning.
• Children engage well with learning due to clear routines and well-structured teaching blocks.
• Interventions help pupils overcome barriers both academically and emotionally.
• Pupils experience a wide range of opportunities to build confidence, skills and aspiration.

Remember More

• Sequential, blocked teaching helps pupils retain key knowledge over time.
• Children learn strategies to help them remember learning and regulate emotions.
• Regular revisiting and practice ensures that strategies become embedded.
• Family involvement and sustained support help long‑term progress to be maintained beyond a single year.