Pupil premium is additional money delegated to the academy and is matched to the number of pupils who are eligible for free school meals and who are children of service families. At Thrumpton Primary Academy we use our funding for a range of purposes suited to the individual needs of our children.
All young people should have the opportunity to live healthy and active lives. A positive experience of sport and physical activity at a young age can build a lifetime habit of participation and is central to meeting the government’s ambitions for a world-class education system.
The PE and sport premium can help primary schools to achieve this aim, providing primary schools with £320m of government funding to make additional and sustainable improvements to the quality of the PE, physical activity and sport offered through their core budgets. It is allocated directly to schools so they have the flexibility to use it in the way that works best for their pupils.
| Academy Name | Thrumpton Primary Academy |
| Total amount of PE and premium funding received | £17660 |
| Breakdown of spend: | |
| Total spend on external activities | £2875 |
| Total spend on CPD | £9600 |
| Total spend on internal activities | £5195 |
| Impact on pupils participation and attainment in PE and sport | Disadvantaged children have access to subsidised sport and physical activity clubs. Improved school equipment for use in sporting activities. Children can attend a residential experience which challenges them physically and where they receive appropriate teaching to try new sports and activities. Children are participating in competitive sports and having appropriate teaching to develop skills and knowledge. Children receive expert coaching in a variety of sports and are encouraged to continue with sports inside and outside of school. They are inspired. Children accessing extended services have an experienced sports coach who enables them to be physically active after the school day has finished. Children are learning new sports skills as well as social interactions with children from a variety of year groups. |
| How this will be sustained | To ensure the long-term sustainability of this impactful approach, the school has embedded the use of professional sports coaches into its strategic development plan using an internal member of staff from the Diverse Academies trust, aligning CPD with whole-school priorities. Staff continue to benefit from regular mentoring and upskilling opportunities, allowing them to confidently deliver high-quality PE independently over time. Partnerships with local sports organisations have been established to maintain access to expert coaching and resources. By fostering a culture of collaboration, continuous learning, and inclusivity, the school is well-positioned to maintain high levels of pupil engagement and achievement in PE for years to come. |
| % of pupils in year 6 who have met the national curriculum requirement to swim competently, confidently and proficiently over a distance of at least 25 metres | 75% |
| % of pupils in year 6 who can use a range of strokes effectively (e.g. front crawl, backstroke, breaststroke) | 75% |
| % of pupils in year 6 who can perform safe self-rescue in different water-based situations | 75% |
The curriculum will be streamlined to ensure depth of coverage and to ensure identified gaps in learning are covered. Children who require additional support and counselling will be allocated time with a family support worker / school counsellor. The PiXL character and wellbeing programme will be rolled out to all year groups through our PSHE curriculum. We will employ an academic mentor through the National Tutoring Programme.
Through the use of the PiXL Autumn Transition Package and Diagnosis Therapy Testing we will identify specific gaps in learning in key domains within English and maths and address the gaps with guidance from the raising standards lead.
Additional daily phonics sessions will take place in key stage 1 and reception. Additional resources will be purchased to support small group / individual interventions. Through the provision of intensive reading intervention for individuals within key stage 1.
Through the Nuffield early Language Intervention lead by the Early Language Lead staff will receive CPD to provide intervention around early language development. Every Child A Talker (ECAT) trackers will be used to identify children in need of intervention. Early language and communication will be prioritised within the setting following an environment audit for communication friendly spaces.
Pupils will be tracked through the use of Pixl assessments at three main points in the year.
Teachers and the raising standards lead will work together to analyse and compare data to autumn baselines to check that gaps in learning have been addressed and children are on track to meet their targets.
