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Willesborough Junior School

'Learning today for life tomorrow'

Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Pupil Premium Statement 2016/17

 

What is pupil premium funding?

 

Pupil Premium (PP) provides additional funding to publicly funded schools to support children with parents in the regular armed forces and to raise the attainment of students from disadvantaged backgrounds to ensure they benefit from the same opportunities available to other students.
 

The funding is provided annually to schools and is distributed through the “Ever6” principle. “Ever6” being the number of pupils in school, at the time of the January census, who have been entitled to free school meals at any time in the past 6 years together with “Ever4”, the children of service personnel (within the past 4 years) and finally children in care.
 

The current rate of funding is £1,320 per “Ever6” child, £300 per “Ever4” child and £1,900 per child in care.

 

The government has decided it is for school to decide how PP funding is spent, since they are best placed to assess what additional provision should be made for individual pupils within their responsibility. All schools are required to report on the amount of funding received, how this is being used and the impact of any work done.

 

Barriers to educational achievement

 

The barriers to educational achievement faced by pupils at WJS are complex and varied - there is no single difficulty faced by all.

 

The main barriers to educational achievement that the children eligible to Pupil Premium in our school may face include the following possibilities:

 

  • Poor attendance
  • Lack of parental engagement with the school
  • Terminal illness or decreasing health of adults in the home
  • Low income
  • Parents may not have had a successful or enjoyable education
  • Siblings may have had disrupted education experiences
  • Safeguarding concerns
  • Unsettled family arrangements
  • Inappropriate or inadequate housing
  • Families living in unsuitable temporary accommodation
  • Emotional instability of family member (s)
  • Children are young carers

​​​​​​​

In addition, the following educational/health issues have been identified amongst our pupil premium children:

  • ASD
  • ADHD
  • Learning needs

​​​​​​​

Our Approach

 

Our PP spending is determined by an annual action plan based on the progress and needs of the identified pupils. Individual pupils continued to make progress but overall we did not achieve the accelerated progress needed to bring them in line with national expectations.

 

In devising the action plan for this year, we have placed a greater emphasis on a whole school approach. All members of the teaching staff will have a specific PP target which we believe will help identify those areas on which we need to focus. Funds will be used to provide additional support so that individual pupils’ needs are effectively met through a wide range of interventions specifically tailored for them. We will use evidence based interventions and evidence from our own teaching staff to allocate funding to the activities that are most likely to have an impact on improving attainment. 

 

Measuring the impact

 

We will monitor and evaluate the impact of our approach throughout the academic year through the usual cycle of data collection. This will be used to inform learning and the impact will be discussed at regular pupil progress meetings. The aim of the meetings is to ensure early identification of need and to ensure that the appropriate support and intervention is put into place.

 

Number of children eligible for Pupil Premium

 

 

 

2015/16

 

2016/17

 

Number of children eligible for PP funding

 

 

 

133

 

 

135

 

Number of children on school roll

 

 

479

 

479

 

% of PP children in school

 

 

27.7

 

28.2

 

 

Total amount of funding received

 

 

 

2015/16

 

 2016/17

 

PP funding received

 

 

£168,420

 

£178,200

 

Expenditure

 

 

£168,465.65

 

£190,397

 

 

How pupil premium was spent in 2015/16

 

USE OF PUPIL PREMIUM FUNDING 2015/16

 

Support provided

 Assessment and Impact

Cost

Year 5 – 1-1 tutoring and coaching

Daily maths intervention to deal with misconceptions from previous lesson leading to better outcomes for individual pupils.

£6,600

Year 4 & 6 – an additional teacher to focus on accelerating progress in English and maths

Year 4. Gaps in conceptual understanding in maths identified though Numicon assessment followed by structured Numicon intervention to address misconceptions. Leading to better outcomes for individual pupils.

 

Year 6. Children identified as falling behind receiving precision teaching in small booster group to allow greater contact between pupils and teacher leading to better outcomes for individual pupils. Daily maths intervention to deal with misconceptions from previous lesson leading to better outcomes for individual pupils.

 

 

£3,205

 

 

 

 

 

£24,636

 

% of TA costs in Year Groups to focus on improvement of attainment figures cross-curriculum

Daily interventions to focus on children identified as falling behind. Determine plan for individuals. Continuous assessment leading to better outcomes for individual pupils: Year 3 costs - £18,156. Year 4 costs - £18,968. Year 5 costs - £18,835. Year 6 costs £23,720

£79,679

Additional TA support in English and maths lessons, focus groups and to run the RM  maths sessions before and after school

Focussed teaching in maths and English lessons as directed by class teacher followed up by intervention to deal with misconceptions from previous lesson leading to better outcomes for individual pupils.

RM  maths sessions before and after school – priority given to Year 6 PP pupils identified as falling behind and PP from other year groups. 4 sessions/week leading to better outcomes for individual pupils.

 

 

£2,736

 

 

 

 

£2,632

Continue to deploy a TA to run the library and homework club with a focus on supporting identified pupils

Library TA played a key role in setting up and supporting AR. Sharing expertise with class teachers. Greater use of library by boys.

 

Cost of AR Package

 

Homework club –children from vulnerable families targeted showed good attendance and completed homework which otherwise would not have been done

 

 

£3,405

 

 

 

£2,570

 

£908

Subsidised places in Breakfast Club and after school club

PP pupils able to access Breakfast club- pupils more settled in class at start of day and ready to access learning. 1-1 readibng to accelerate progress for selected pupils.

 

 

£1,500

Make provision at lunchtime for vulnerable identified children at Lunch Bunch

Pupils more settled in class at start of afternoon and ready to access learning

£908

Subsidise the cost of the Year 5 school journey by £100 per pupil for identified children

All pupils able to access extended learning opportunities offered by residential trip leading to an increase in self-esteem and confidence.

£3,000

Provide subsidised places at clubs run by outside providers

All pupils able to access extended learning opportunities offered by outside providers

£5,460

Provide ICT access for identified children

To enable children to complete RMMaths homework

£2,270

A percentage of the time of the new Phase Leader role to focus on interventions for the identified children

Children needing specific structured interventions e.g. Lexia, Comprehension Booster & RMMaths identified and TA time allocated

£5,680.65

Introduction of the Play Therapist role

Improved outcomes for individual pupils

£13,632

Continued funding of additional hours of the FLO

Improved attendance, punctuality and engagement of pupils through support for vulnerable families

 

£7,102

Funding for the enrichment programme for more able pupils including the trips to London and the cinema for the G&T year 6 PP children

Film Club

High attaining mathematicians entered into competitions

£600

An element of the new Lunchtime Play Leader role to organise a wider range of play activities to ensure pupils are ready to access their learning in the afternoons

Children have a more positive experience at lunchtime so settled in class at start of afternoon and ready to access learning and a reduction in inappropriate behaviour by pupils.

£1,442

Provision of class packs for the PP children requiring them

Packs contain all equipment necessary to classroom learning to ensure a prompt start to lessons with no loss of learning

£500

A programme of training for TA’s to share good practice including “carousel style” working in the classroom ‘Carousel style’ focussed teaching by TAs introduced to all classrooms  

 

Impact of PP funding on progress and attainment figures

Key Stage Two SATS Results 2016

Subject

All

FSM

R/W/M % Expected Standard +

51%

31%

R/W/M % Expected Standard

2%

0%

Reading %

68%

52%

Reading % High Score (110+)

17%

0%

Writing % Expected Standard +

69%

52%

Writing % Greater Depth

9%

34%

Mathematics % Expected Standard

64%

41%

Mathematics % High Score (110+)

14%

0%

 

In Year Progress and Attainment Summer 2016

Year 3 Attainment                                                                 Year 3 Progress

Reading

 

       

Reading

 

     

 

WB

WW

Ex

% of Pupils WW+EX

 

 

WB

WW

Ex

% of Pupils WW+EX

Pupil Premium

0

15

24

100%

 

Pupil Premium

0

0

39

100.00%

Non-Pupil Premium

2

29

49

98%

 

Non-Pupil Premium

1

0

79

98.75%

 

Writing

 

 

 

   

Writing

 

     

 

WB

WW

Ex

% of Pupils WW+EX

 

 

WB

WW

Ex

% of Pupils WW+EX

Pupil Premium

3

36

0

92.30%

 

Pupil Premium

1

0

38

97.43%

Non-Pupil Premium

2

72

6

97.50%

 

Non-Pupil Premium

1

0

79

98.73%

 

Mathematics

 

 

 

   

Mathematics

 

     

 

WB

WW

Ex

% of Pupils WW+EX

 

 

WB

WW

Ex

% of Pupils WW+EX

Pupil Premium

10

22

7

74.35%

 

Pupil Premium

0

0

39

100.00%

Non-Pupil Premium

11

44

25

86.25%

 

Non-Pupil Premium

3

0

77

96.10%

 

Year 4 Attainment                                                                 Year 4 Progress

Reading

 

       

Reading

 

     

 

WB

WW

Ex

% of Pupils WW+EX

 

 

WB

WW

Ex

% of Pupils WW+EX

Pupil Premium

2

32

9

95%

 

Pupil Premium

1

2

40

97.67%

Non-Pupil Premium

3

48

27

96%

 

Non-Pupil Premium

7

0

71

91.02%

 

Writing

 

 

 

   

Writing

 

     

 

WB

WW

Ex

% of Pupils WW+EX

 

 

WB

WW

Ex

% of Pupils WW+EX

Pupil Premium

7

36

0

83.72%

 

Pupil Premium

0

0

43

100.00%

Non-Pupil Premium

5

73

0

93.58%

 

Non-Pupil Premium

0

0

78

100.00%

                       

Mathematics

 

 

 

   

Mathematics

 

     

 

WB

WW

Ex

% of Pupils WW+EX

 

 

WB

WW

Ex

% of Pupils WW+EX

Pupil Premium

15

28

0

65.11%

 

Pupil Premium

2

0

41

95.34%

Non-Pupil Premium

11

67

0

85.89%

 

Non-Pupil Premium

2

1

75

97.43%

 

Year 5 Attainment                                                                 Year 5 Progress

Reading

 

       

Reading

 

   

 

WB

WW

Ex

% of Pupils WW+EX

 

 

WB

WW

Ex

% of Pupils WW+EX

Pupil Premium

6

16

4

76.92%

 

Pupil Premium

2

0

24

92.30%

Non-Pupil Premium

21

50

22

77.41%

 

Non-Pupil Premium

4

0

89

95.69%

                     

 

Writing

 

 

 

   

Writing

 

     

 

WB

WW

Ex

% of Pupils WW+EX

 

 

WB

WW

Ex

% of Pupils WW+EX

Pupil Premium

11

15

0

57.69%

 

Pupil Premium

5

0

21

80.76%

Non-Pupil Premium

37

51

5

60.21%

 

Non-Pupil Premium

10

0

83

89.24%
 

 

Mathematics

 

 

 

   

Mathematics

 

     

 

WB

WW

Ex

% of Pupils WW+EX

 

 

WB

WW

Ex

% of Pupils WW+EX

Pupil Premium

20

1

5

23.07%

 

Pupil Premium

8

0

18

69.23%

Non-Pupil Premium

51

12

30

45.16%

 

Non-Pupil Premium

10

1

82

89.24%

 

 

 

 

How pupil premium funding is intended to be used 2016/17

PLANNED USE OF PUPIL PREMIUM SPENDING 2016/17

Support provided

Measurement and Assessment

Approx. Cost

Year 3 1-1 intervention by TA’s

Daily cross-curriculum intervention to deal with misconceptions from previous lesson.

In year LL data shows attainment gap closing between PP and non-PP

£28,624

Year 4 1-1 intervention by TA’s

Daily cross-curriculum intervention to deal with misconceptions from previous lesson.

In year LL data shows attainment gap closing between PP and non-PP

£16,660

Year 5 1-1 intervention by TA’s

Daily cross-curriculum intervention to deal with misconceptions from previous lesson.

In year LL data shows attainment gap closing between PP and non-PP

£19,886

Year 6 1-1 intervention by TA’s

Daily cross-curriculum intervention to deal with misconceptions from previous lesson. Improved outcomes for PP eligible children in KS2 assessments.

£24,415

Year 3 teacher to focus on filling gaps arising from baseline assessment 1 day/week

Identify PP eligible children and work 1:1 or small groups to close gaps

In year LL data shows attainment gap closing between PP and non-PP

£8,400

Year 4 teacher to focus on filling gaps identified from LL gap analysis

Identify PP eligible children and work 1:1 or small groups to close gaps In year LL data shows attainment gap closing between PP and non-PP

£8,400

Year 6 additional specialist TA hours to focus on filling gaps identified from LL gap analysis

Identify PP eligible children and work 1:1 or small groups to close gaps

Improved outcomes for PP eligible children in KS2 assessments.

£7,920

Year 6 additional teacher to focus on filling gaps identified from LL gap analysis

Improved outcomes for PP eligible children in KS2 assessments.

£24,636

Support to run RM maths before and after school

Daily RM  maths sessions before school – priority given to Year 6 PP pupils requiring support followed by PP from other year groups. 4 sessions/week leading to better outcomes for individual pupils.

 

£2,684

FLO

 

 

 

Lego Therapy training

 

 

 

 

Emotional Well-being Team

Improved attendance, punctuality and engagement of pupils through support for vulnerable families

 

Used to develop social communication and interaction skills for children with an ASD. Evidence to be collected and progress recorded.

 

To promote and sustain emotional well-being

£14,400

 

 

 

£1,000

Element of lunchtime Play Leader role focusing on PP children

Children have a more positive experience at lunchtime so settled in class at start of afternoon and ready to access learning and a reduction in inappropriate behaviour by pupils.

£1,442

Element of Play Therapist role

Play Therapist to work with identified vulnerable children to overcome bariers to learning

£7,000

Costs of TA to run library and homework club with a focus on supporting identified pupils

Library TA to maintain library to support AR. Sharing expertise with class teachers.

 

Homework club – targeted children from vulnerable families to complete homework which otherwise would not have been done

£3,500

 

 

£3,500

Subsidised places at breakfast club and after school club

To improve attendace and punntuality - pupils more settled in class at start of day and ready to access learning

£1,500

Subsidised places for clubs run by outside providers

All pupils able to access extended learning opportunities offered by outside providers

£4,700

Subsidise the cost of Year 5 Journey by £100 per pupil

All pupils able to access extended learning opportunities offered by residential trip leading to an increase in self-esteem and confidence.

£3,000

All teachers, HLTAs and TAs to have specific PP target

To close the attainment gap between PP, SEND and higher attaining children and their peers by accelerating progress so that any improvement is reflected in end of year assessment data.

 

Pupil Progress meetings with SLT to focus on progress of vulnerable groups (to ensure the closing of any gaps).

 

Gap analysis from Learning Ladders to be used for closing gaps in maths, reading and writing.

 

Regularly updated lists of PP eligilble children to be provided to teachers and TAS

Teachers will be well prepared for Pupil Progress meetings using specified proforma to present Learning Ladder data, SEN provision maps, interventions currently being received by children in vulnerable groups.

 

Staff to have identified PP children and to have ensured additional targeted support/intervention is being provided for all PP children with a view to accelerated progress being made.

 

Any highlighted gaps in progress our attainment to be acted upon swiftly.

 

Teachers and TAs can carefully track progress of PPeligible children and target for additional support as necessary

 

In year data to show that the majority of pupils are reaching age related expectations.

 

Teachers feel accountable for the outcomes of their disadvantage pupils and understand the importance of having high expectations for all pupils and treating every lerner as an individual

 

Purchase of Beanstalk reading support for Year 6 PP eligible children

4 volunteers – 12 children to receive 2 weekly half hour sessions to engender love of reading through use of texts taylored to individual children. Attainment, confidence and attitudes to learning recorded and measured on OSCAR (Beanstalk’s online monitoring and evaluation system)

£650

SEND TA – emotional literacy and emotion coaching course

 

 

 

Increase in SENCO time to 3 days a week

 

Use to help PP children have self –awareness and recognition of their own feelings and how to manage them. Increased engagement in learning.

 

Improved support for vulnerable groups. Improved parental engagement. Swift identification of needs. Timely involvement of outside agencies. Constantly updated information to class teachers.

 

£80.00

 

 

 

 

£8,000

 

 

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