Pupil Equity Fund and Cost of the School Day

Pupil Equity Funding @ ECPS 2025-2026

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At East Calder Primary School, we are fully committed to reducing the cost of the school day for all our families. We recognise that financial pressures can impact pupils' access to learning, participation in school life, and overall wellbeing. Our approach across the whole school is guided by the principles of equity, compassion, and dignity.

By identifying and removing financial barriers, we aim to ensure that every child can fully participate in all aspects of school life, regardless of their personal or family circumstances. We work closely with parents, carers, and pupils to review and improve our practices, ensuring no child misses out due to cost.

Encouragingly, our most recent ethos survey indicates that 87.5% of pupils and 69% of families feel that school-related costs do not prevent their participation in school life.

Contextual Analysis

East Calder Primary School serves a diverse community within West Lothian, encompassing a broad range of socio-economic backgrounds. According to theScottish Index of Multiple Deprivation (SIMD 2020), a number of our pupils live in areas ranked within the lower SIMD quintiles. This presents potential barriers to attainment, wellbeing, and participation.

Through ongoing data analysis—including SIMD data, Free School Meal (FSM) registrations, and internal assessment evidence—we have identified clear gaps in attainment and engagement. Key areas requiring support include literacy, numeracy, and health and wellbeing.

To respond effectively, we adopt a blended approach of universal supportsfor all learners, alongsidetargeted interventionsfor those who need additional help. This ensures every pupil has the opportunity to thrive.

Universal Supports

To create an inclusive learning environment that benefits all pupils, in session 2025-2026 we will continue to implement the following whole-school strategies:

·       Curriculum Enhancements: Inclusive teaching strategies and resources tailored to support diverse learning styles.

·       Professional Development: Ongoing staff training focused on equity, poverty-proofing, trauma-informed practices, and assistive technology.

·       Parental Engagement: Regular workshops and open communication channels help ensure parents and carers are actively involved in their children's learning journey.

·       Cost Reduction Measures: Provision of free essential learning materials, access to digital devices, and subsidised extracurricular activities.

Targeted Supports

Recognising that some pupils require more specific assistance, we will also continue to implement the following targeted supports:

·       Literacy & Numeracy Interventions: Small group sessions, one-to-one tutoring, and precision teaching for identified pupils.

·       Health and Wellbeing Programmes: Initiatives such as the Sound Sleep programme, nurture groups, and mental health supports.

·       Assistive Technology: Access to digital tools and resources to support learners with additional needs.

·       Participatory Budgeting: Involving pupils and families in decisions around PEF spending to promote ownership, relevance, and community engagement.

Actions and Implementation Plan

To ensure our approach is effective and evidence-based, we will undertake the following:

1.       Needs Assessment: Use attainment and wellbeing data to identify pupils requiring support.

2.     Stakeholder Engagement: Co-design interventions with staff, families, pupils, and community partners.

3.      Monitoring & Evaluation: Use measurable targets and termly reviews to assess impact and make adjustments.

4.     Transparent Reporting: Share regular updates with stakeholders to show how PEF is used and the outcomes achieved.

Monitoring and Evaluation

We will measure success through a framework that tracks improvements in:

·       Academic Achievement: Using standardised and teacher judgement data in literacy and numeracy.

·       Attendance & Participation: Monitoring school attendance and engagement with school activities.

·       Health & Wellbeing: Assessing progress through wellbeing indicators, surveys, and staff observations.

Review cycles will take place termly, ensuring all supports remain responsive and high-impact.

Cost of the School Day: Key Areas

Events

·       Universal & Targeted: All events (e.g., pantomime, discos) are funded through the school fund and supported by the Parent Staff Council (PSC). Voluntary donations are optional, and financial pressure is avoided.

·       Action for 2025-26: Continue reviewing event costs and consult with the pupil voice group to ensure inclusivity.

Eating at School

·       Universal: P1-P5 pupils receive free school meals. A free daily breakfast club is offered.

·       Targeted: Additional breakfast/snack items provided discreetly to children in need.

·       Action for 2025-26: Track breakfast club uptake and identify ways to ensure no child goes hungry during the school day.

School Clubs

·       Universal: All school-led clubs are free. FSM pupils access external clubs (e.g. Active Schools) at no cost.

·       Targeted: Staff identify and support pupil participation through family engagement.

·       Action for 2025-26: Consult pupils and expand club variety to boost engagement and wellbeing.

Home Learning

·       Universal: Homework is optional. Where provided, pupils can complete tasks during the school day or access paper copies.

·       Targeted: Homework clubs and device loans support learners without home access.

·       Action for 2025-26: Audit digital access annually and adapt device support accordingly.

Getting Ready for School

·       Universal: A flexible, low-cost uniform policy encourages plain/unbranded options.

·       Targeted: A 'nearly new' uniform bank is promoted and available to all families.

·       Action for 2025-26: Increase visibility and expand access to uniform donations.

Travelling to School

·       Universal: The school catchment is well serviced. Most activities are delivered on-site.

·       Targeted: Support is offered with transport applications where needed.

·       Action for 2025-26: Monitor transport needs via feedback and referrals.

Friendships at School

·       Universal: Equity is embedded in our culture through uniform, LEARN values, and inclusive language.

·       Targeted: Nurture interventions include LEGO therapy, buddy systems, and emotion coaching.

·       Action for 2025-26: Review wellbeing data and nurture referrals each term.

Learning at School

·       Universal: All stationery is provided; digital tools are accessible. A flexible 'bring your own device' policy is in place.

·       Targeted: PSWs lead targeted interventions in literacy, numeracy, and HWB.

·       Action for 2025-26: Review PEF spending termly to ensure high-impact use.

School Trips

·       Universal: One trip per class is arranged annually, with costs subsidised via fundraising and the PSC.

·       Targeted: Full financial support is provided as needed.

·       Action for 2025-26: Explore local trip opportunities and cost-saving partnerships.

Consultation on Pupil Equity Fund Spend

Each year, we consult with families, pupils, and staff to review current PEF strategies and inform future planning. This feedback directly shapes our School Improvement Plan and Standards and Quality Report.

·       Action for 2025-26: Conduct consultation in Term 4, ensuring pupil voice remains central.

At East Calder Primary, our commitment to equity, wellbeing, and inclusion underpins every aspect of school life. Central to this is our dedication to tackling the cost of the school day, ensuring that every child—regardless of background or circumstance—can participate fully and thrive in an inclusive, nurturing environment.

Through thoughtful use of the Pupil Equity Fund, targeted supports, and strong community engagement, we proactively remove barriers and promote equity, dignity, and opportunity for all learners. Our Cost of the School Day and Pupil Equity planning reflect these values in action.

The following Quality Indicator evidence outlines how our strategies align with national expectations and demonstrates the positive impact of our ongoing efforts to close the attainment gap and support every pupil's success.

Quality Indicator 1.5: Management of Resources to Promote Equity

Key Expectations:

·       Effective targeting of resources (including PEF) to address the poverty-related attainment gap.

·       Use of data to identify need.

·       Engagement with stakeholders in planning and evaluating impact.

·       Sustainable approaches to resource use that build capacity.

At ECPS:

·       Strong use of data (e.g., SIMD, FSM registrations, attainment tracking) to identify barriers to learning and participation.

·       Clear targeting of resources (e.g., PEF interventions, assistive technology, subsidised trips/clubs).

·       Participatory budgeting and consultation with pupils, families, and staff, promoting shared ownership and transparency.

·       Planned evaluation mechanisms (termly reviews, data tracking, stakeholder feedback) to monitor the impact of equity-based interventions.

·       Sustainable universal supports (e.g., device lending, free clubs, uniform bank) that build a culture of inclusion and reduce dependence on short-term funding.

Quality Indicator 3.1: Ensuring Wellbeing, Equality and Inclusion

Key Expectations:

·       Wellbeing is at the heart of the school's work.

·       Children's rights are respected and upheld.

·       Inclusion and equality are central to all practices.

·       All children are supported to overcome barriers and reach their potential.

At ECPS:

Wellbeing-centred culture, with nurture, mental health support, emotional check-ins, buddy systems, and inclusive participation in school life.

Respect for dignity and compassion - EQUITY, explicitly named as one of our core school values.

Proactive identification and removal of barriers — especially cost-related ones — so no child is disadvantaged or excluded.

Universal supports such as access to materials, digital inclusion, free clubs and flexible homework reflect a whole-child, rights-based ethos.

Targeted support is sensitively implemented and based on individual need,