Pupil premium is additional money delegated to the academy and is matched to the number of children who are eligible for free school meals and children who are from service families. At Hillocks 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 children.
| Academy name | Hillocks Primary Academy |
| Total amount of PE and premium funding received | £18470 |
| Breakdown of spend: | |
| Total spend on external activities | £3000 |
| Total spend on CPD | £8775 |
| Total spend on internal activities | £6695 |
| Impact on pupils participation and attainment in PE and sport | 41% of Year 6 pupils could swim 25 meters and perform safe self-rescue. The top-up swimming lessons have helped build confidence in children who have had limited access to swimming or who feel anxious in the water. They have also supported the cardiovascular health and muscular strength of two Year 6 children with muscle diseases. We will continue to offer top-up swimming lessons next academic year for our current Year 5 students who are less confident in the water and have not yet achieved the ability to swim 25 meters. This year, the Nottingham Forest sports coach has delivered comprehensive CPD sessions for all staff, equipping our teachers with the skills and knowledge needed to confidently deliver structured PE lessons. Emphasising continued professional development, targeted training has been prioritised—particularly in areas such as Dance and Gymnastics. Our SEND nurture group has benefited greatly from weekly P.E. sessions led by a Nottingham Forest sports coach, Harry. Each week, 8 SEND children have taken part in separate, tailored sessions focusing on football, basketball, cricket, and tennis. The children have made excellent progress in their physical skills, including improved coordination, ball control, and spatial awareness. More importantly, they have learned to work effectively as a team and to support one another socially. All of the children report enjoying their sessions with Harry, and the positive relationships built have boosted their engagement and confidence. Nurture staff have supported each session, and through ongoing QA and reflection, they have shown increased confidence in delivering small P.E. activities themselves. They also now have a deeper understanding of how to adapt physical education to meet the individual needs of our SEND learners. Sports coaches and the behaviour mentor have delivered a range of PE activities during break times, lunchtimes, and after school for pupils across the school. These clubs have included gymnastics, athletics, netball, and football, providing structured and engaging opportunities for children to stay active outside of lesson time. Bikeability has had a great impact on our students, significantly improving their road safety knowledge, boosting their confidence, and increasing their interest in cycling. Through structured, practical training, children have learnt essential skills such as safe signalling, awareness of traffic, and how to navigate junctions safely. These sessions have not only made them more responsible cyclists but have also encouraged greater independence and a sense of achievement. Many students have since chosen to cycle to school more regularly, promoting healthier lifestyles and reducing reliance on car travel. |
| How this will be sustained | The sports coach worked in close partnership with school staff to deliver high-quality PE lessons, supporting them in developing their skills across a range of sports and activities. As a result, 8 out of 10 staff members reported feeling more confident in planning and delivering PE. The impact of the training provided by Nottingham Forest will continue to be monitored through quality assurance processes next year to ensure sustained improvement and effective teaching. Nurture staff have supported each session, and through ongoing Q&A and reflection, they have shown increased confidence in delivering small P.E. activities themselves. They also now have a deeper understanding of how to adapt physical education to meet the individual needs of our SEND learners. 8 SEND children took part in tailored sessions with the Nottingham Forest coach weekly, developing skills in football, basketball, cricket, and tennis. They’ve made great progress in coordination, ball control, and spatial awareness. Through quality assurance processes, it has been demonstrated that the children greatly value their time with the sports coach. They report enjoying the opportunity to engage in physical activity outdoors, which helps them to channel their energy positively and improve their focus during classroom lessons. As a result, pupil participation in sport has increased, with 49 children from Years 3 to 6 attending a sports after school club this year. Of these, 5 are pupils with SEND and 18 are identified as Pupil Premium, reflecting strong engagement across a diverse range of learners. The clubs have supported the development of physical skills, teamwork, and sustained enthusiasm for physical activity, contributing positively to both physical health and social development. This year, 24 Foundation children successfully completed the Balance Bike program, developing key early cycling and coordination skills. In addition, 18 Year 5 pupils and 21 Year 6 pupils completed Bikeability Level 1 and 2 training, gaining essential road safety knowledge and practical cycling skills to ride safely and confidently on the roads. As a result, more children are now able to ride a bike—a vital life skill—and are choosing to cycle to school regularly. Feedback from parents has been overwhelmingly positive, highlighting increased confidence, independence, and enthusiasm for cycling among the pupils. Due to this positive outcome, we are currently in discussions to offer Bikeability training next academic year for our Year 4 and Year 5 students. |
| % 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 | 41% |
| % of pupils in year 6 who can use a range of strokes effectively (e.g. front crawl, backstroke, breaststroke) | 52% |
| % of pupils in year 6 who can perform safe self-rescue in different water-based situations | 100% |
How we intend to use the grant
Quality first teaching and intervention:
The EEF recommends a tiered approach to closing the gap. Tier 1 is high quality teaching for all, tier 2 is targeted support using teaching assistants (TAs), high quality one to one and small group interventions and planning for children with special educational needs (SEN) with tier 3 offering support in pastoral aspects, attendance and social and emotional learning.
Tier 1
Tier 2
Tier 3
How we will assess the effect of this expenditure on the educational attainment of our children
Data points:
