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Parent View - Give Ofsted your view on your child's school







"The headteacher, current governors and dedicated staff have determinedly made many changes that are rapidly improving the school."     Ofsted 2017



Pupil Premium Funding

 Pupil Premium is an additional amount schools receive from the government to support areas of deprivation. The amount each school receives is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).  Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.

The small numbers of pupils we have at our school means that if we put the detailed information on our website that the government suggests individual pupils and families and pupils could be identified. We have therefore placed a general statement about our plans for this year's Pupil Premium. 

We are rigorous in the use of assessment and monitoring information along with professional judgement to identify the challenges that pupils face and the impact that these challenges have on their learning. Our Governors on the Finance & Staffing Committe challenge the Head Teacher to identify the impact of spending and evaluate its effectiveness on a regular basis.

The school has undertaken a formal audit of pupil premium provision in April 2016 and produced an action plan and new policy. 

 Our pupil premium strategy for 2017- 2018 can be found here.


Previous performance of disadvantaged pupils (2014-2015) Source: FFT
  KS1 Level 2+ KS2 Level 4+
  2014 (3) 2015 (1) 2014 (2) 2015 (2)
% pupils making expected progress in Reading - - 100 100
% pupils making expected progress in Writing - - 100 100
% pupils making expected progress in Maths - - 100 100
% pupils attaining L2 / L4 in Reading   100 100 100 100
% pupils attaining L2 / L4 in Writing 67 100 100 100
% pupils attaining L2 / L4 in Maths 100 100 50 100


 Pupil Premium Plan 2015-2016


Rationale for spending

There is evidence to suggest that poor teaching has a disproportionally large effect on disadvantaged children. Last year use of good teachers to deliver interventions was highly successful in KS2 and we are therefore going to focus this year on the quality of teaching, including strengthening the role of subject leaders, to ensure that disadvantaged children throughout the school receive the best-quality education. This is especially important where a special educational need is also present, as provision will be compromised by anything less than high-quality teaching.

We also have a number of children receiving pupil premium who are high achievers, particularly in maths, and we want to ensure that they remain on a high-achieving trajectory and benefit from a broad range of experiences.  

Pupil Premium allocation received for financial year 2015-2016: £23,600


Proposed Spending

Intended Impact on children eligible for

pupil premium

Training for all staff (teaching staff and TAs):

-          Rapid progress in writing

-          Using feedback to secure progress in all subjects


-          Developing breadth, depth and mastery in mathematics.


-          Using phonics for all year groups to improve reading and spelling








Accelerated progress made where required for all children; attainment and progress in line with peers.


Improve the percentage of more able children exceeding expectations; pupils who exceeded expectations at KS1 to continue to exceed.

 Reading and GPS scores to show good progress from starting points in line with peers 

Classroom resources:

-          Maths for the more able materials

-          Classroom resources for extended maths and writing activities

-          Reading and maths interventions


-          Curriculum enhancement visits









Improve the percentage of more able children exceeding expectations; pupils who exceeded expectations at KS1 to continue to exceed.


All children to make comparable progress to their peers from their starting points. 


Small group and 1:1 teaching, including intervention programmes, with enhanced monitoring and evaluation; release of teachers to take part in learning conversations with parents for SEN.

Staff salaries

Children to make accelerated progress so that progress from starting points is good.




Pupil Premium Report 2014 –2015

Pupil Premium allocation received for financial year 2014-15

£27, 731


Impact on children in receipt of pupil premium

Increase in teaching hours in school in Years 4-6: addition of specialist science/ICT teacher in order to release class teachers to provide precision teaching for individual and groups of children who are at risk of not making good progress.

1)      In KS2 Sats, all pupil premium children achieved Level 4 and above in reading, writing and maths. All children made expected progress in maths, reading and writing, with 33% making more than expected progress in reading and writing. As a result of high quality teacher intervention, one disadvantaged pupil attained Level 6 in maths in teacher assessment.

2)      In Years 4 and 5, where no SEN was present, all children achieved or exceeded expected levels in maths, reading and writing. Most children (all but one in each subject) without SEN made or exceeded expected levels of progress.

In other year groups, We put this funding towards the salaries paid to staff who deliver intervention programmes to children who require additional support. These children include those who attract the Pupil Premium funding.  The monitoring and tracking of progress made by these children indicates that this intervention does support the children with their learning.  Pupil Premium funding may also be utilised to supply resources to support specific teaching or intervention programmes.  In addition, Pupil Premium was spent on educational visits which enriched the teaching and learning of identified children.

1)      At KS1, expected levels were achieved in maths and reading, and expected or better than expected progress in all subjects.

2)      In Year 3, most children made or exceeded expected progress in maths, reading and writing.


Pupil Premium Report 2013 - 2014

During the academic year 2013 / 4, the Governing Body and school staff all contributed to a determined effort to raise outcomes for pupils in the area of reading.  It was agreed by the Governing Body that a significant proportion of Pupil premium monies, (total £17,595) and funds from the delegated budget would support this initiative.  The school enjoyed increased outcomes in reading -

EYFS Reading achieving expected or exceeded        77.8%

Y1 Phonics                                                           77%

KS1                                                          2b+      82% (18%)

                                                                2a+      64% (21%)

                                                                3          45% (31%)

KS2                                                          4          94% (11%)

                                                                5          31% (-2%)

                                                  Two levels          94% (27%)

 School Information

Within this section of the site you'll find all the useful information about the school.  Please select a link from the left hand menu to find the information you require.  And if you can't find what you're looking for, please do not hesitate to contact us

The School Trust Deed

Lythe School aims to serve its community by providing an education of the highest quality within the context of Christian belief and practice.  It encourages an understanding of the meaning and significance of faith, and promotes Christian values through the experience it offers to all pupils.


This can be seen on the home page of our website. It gives equal value to academic excellence and a passion for teaching and learning.

School Values

The values we hold for our school arise from the teachings and life of Christ who embodies them. 

Everyone in the school community will ensure that our school is a peaceful place to learn, pray, care, laugh, talk, think, play and grow together.

Spiritual, Moral, Social and Cultural (SMSC) Development and British Values

At Lythe, SMSC development is a cornerstone of our teaching and learning, and British values are promoted in much of what we do. This includes work in Collective Worship, Religious Education lesson, our PHSE learning as well as different aspects which are embedded across the curriculum. British values are integral to behaviour expectations and the vision we have for all our pupils .

As a school, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions (such as customs in the course of the year) for example, Harvest festival during the autumn term, and Christmas events in December including a British Pantomime! We also value and celebrate national events, including welcoming professional athletes following the Olympic Games, and following the recent Tour de Yorkshire; our World Book Day celebrations this year encourage children to think about British authors and illustrators. 

Democracy is an integral part of our provision: children vote for representatives on the school council and are involved in the recruitment of staff, including the Head Teacher. Pupil Voice surveys take note of children's views and these are used to contribute to school improvement, for example when reviewing the Behaviour policy. 

The rule of law is promoted through the application of our Behaviour policy and the implementation of our three Golden Rules (Be Kind, Be Safe, Be Respectful) - children are involved in deciding what this will look like in school, and are encouraged to take responsibility for making good choices. We have good links with our local community police officer and other authorities such as the beach lifeguards and the local construction company who visit to explain why we follow certain rules. E-Safety is taught discretely throughout the school and children learn about the some of the laws involved, for example copyright. 

Individual liberty is promoted: children know that they have the right to feel safe and are able to report concerns either in person or independently through use of our TooToot resource. We use the language of choice when discussing learning or behaviour with children end encourage children to make their own choices about participating in activities and clubs with active encouragement to overcome stereotypes, for example surrounding gender or our rural location. Children are encouraged to take responsibility and make real decisions, for example for organising Collective Worship and leading lunchtime sports activities.

Our whole school ethos embodies mutual respect and positive relationships are modelled and encouraged. Children's achievements are celebrated in a weekly achievement assembly and our high level of participation in sports makes respectful behaviour towards other competitors a high priority. Our fund-raising activities, from supporting the local food bank to international refugees, show understanding and respect for the needs different groups in society, and our use of the Roots and Fruits resource for whole-school and classroom Collective Worship actively encourage children to empathise with each other and understand that we are all different but all equally valuable. Our Forest Schools work builds respect for the natural environment and encourages children to share their strengths to support others. 

Tolerance of others is promoted through our RE syllabus which gives a broad and balanced view of other faiths. Different cultures are celebrated through work in subjects such as art, history and geography, and children celebrate festivals such as Chinese New Year and Diwali. A link has been made with a muslim teacher which is being developed into a long-term relationship to help children gain real insight into the lives of muslim families.

British values are promoted in Early Years: children are taught the difference between right and wrong and are encouraged to make choices about activities and issues that affect them. Children learn about people who help us, including those who uphold rules and laws, and about festivals from other cultures. Their curriculum strives to ensure that children understand they are part of a much wider world.


As well as actively promoting British values, we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views and have a clear procedure displayed for dealing with concerns. Any visitors to the school are investigated prior to their visit and their views discussed (see Extremism and Radicalisation policy).


How do we know our provision is effective?

All these aspects are explicitly monitored using our SMSC Gridmaker, which is the responsibility of a named member of staff. This shows how our SMSC and British Values provision is embedded across the curriculum and allows us to identify areas for development. We also use the TooToot resource to monitor any incidents - this lets us look for patterns in behaviours and share information quickly about any concerns, including about extremism. Our new separate Extremism & Radicalisation policy helps share our vision with stakeholders and parents and children are asked through questionnaires about issues such as safety and respect.

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