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Lady Bankes Primary School

Ambition, Togetherness, Opportunity, Respect, Curiosity, Happiness

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Pupil Premium

The Pupil Premium is additional funding paid to schools in respect of their disadvantaged pupils. This includes children who have been registered for free schools meals (FSM) at any point in the last six years or are looked after continuously by the local authority for more than six months. Schools receive this funding to support their eligible pupils and narrow the attainment gap between them and their peers. It is allocated to address the current underlying inequalities between children eligible for free school meals (FSM) and other pupils, by ensuring that funding to tackle disadvantage reaches the children who need it most. Our school also receives funding for service children. 

You can check your eligibility for pupil premium via the link below. Please let school know if the check confirms you are eligible as we need to update our records accordingly.


The London Borough of Hillingdon have a scheme available to provide support to vulnerable households and families with children affected by the pandemic during this winter period. Our families in receipt of free school meals are eligible for a Covid-19 winter payment. The scheme details and the form can be accessed via

If eligible families do not have access to the internet they are able to phone the council 01895 558200 from 8.30am to 5.30pm Monday to Friday. Families who experience difficulties with the form or have any other queries should email


As required, we are publishing online information regarding our Pupil Premium Strategy to support these children.


Our Pupil Premium statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment 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. The complete document is attached below. 

Funding overview



Pupil premium funding allocation this academic year (from April 2022 when we have a primary school budget allocation)


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (this amount is a post-amalgamation figure, bringing two school’s budget’s together)


Total budget for this academic year





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

Challenge number

Detail of challenge


The attendance of disadvantaged pupils at our school falls below that of all other pupil groups.

Our attendance data (for Lady Bankes Junior School) over the last four years indicates that attendance among disadvantaged pupils has been in the region of 6 % lower than for non-disadvantaged pupils.


Our assessments, observations, and discussions with pupils suggest that disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers.


Our internal assessments indicate that maths attainment among disadvantaged pupils is below that of non-disadvantaged pupils across the primary school. Children found it challenging to learn new maths concepts remotely, particularly when they were not able to be supported at home. 


Our internal assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies.

This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations, especially in maths.


Our assessments (including wellbeing survey), observations and discussions with pupils and families have identified social and emotional issues for many pupils and a lack of enrichment opportunities during school closure. These challenges particularly affect disadvantaged pupils, including their attainment. Not as many disadvantaged children are now participating in clubs and enrichment activities as prior to school closures.


Our assessments, observations, and discussions with pupils indicate limited oral language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers.


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

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

Sustained high attendance from 2024/25 demonstrated by:

  • the overall absence rate for all pupils being no more than 5%, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced by 5%.
  • the percentage of all pupils who are persistently absent being below 10% and the figure among disadvantaged pupils being no more than 5% different to that of all pupils.

To improve the outcomes for phonics

Phonics outcomes for pupils in 2023/24 will be above the national average expected standard in the phonics screening check.

To improve reading attainment among disadvantaged pupils.

KS2 reading outcomes in 2023/24 (year 3 2021/22) show that more than 80% of disadvantaged pupils met the expected standard.

Improved maths attainment for disadvantaged pupils at the end of KS2.

KS2 maths outcomes in 2023/24 (year 3 2021/22) show that more than 80% of disadvantaged pupils met the expected standard.


To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Sustained high levels of wellbeing from 2023/24 demonstrated by:

  • qualitative data from student voice, student and parent surveys and teacher observations
  • a significant increase in participation in enrichment activities, particularly among disadvantaged pupils   

Improved oral language skills and vocabulary among disadvantaged pupils.

Assessments and observations indicate significantly improved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.




Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Lady Bankes Primary School opened on 1st September 2021. This three year strategy has begun this year due to the amalgamation of Lady Bankes Infant and Nursery School and Lady Bankes Junior School.

Previously at Lady Bankes Junior School the outcomes for disadvantaged pupils were:

Reading: 87.5% Exp+ (57% GD)

Maths: 62.5% Exp+ (50%GD)

Writing: 87.5% Exp+ (42% GD)

Grammar, punctuation and spelling: 87% Exp+ (50% GD)

This data is from our internal assessments at the end of Year 6 from standardised end of key stage two tests.

Children in years 5 and 6 at Lady Bankes Junior School were able to benefit from residentials and an activity week, despite Covid limitations. We were able to continue to provide a range of extra-curricular activities for the children to participate in.




Please see the attached document for further details. 



Three year Pupil Premium Strategy Plan for Lady Bankes Primary School

Three year Pupil Premium Strategy Plan for Lady Bankes Junior School