Headteacher: Andrew Drury
Wanborough Primary School, The Beanlands, Wanborough, Swindon, SN4 0EJ
Tel: 01793 790269 Email:admin@wanboroughprimary.org
Allocation of Pupil Premium
Last updated 08.12.20
What is Pupil Premium?
Introduced in April 2011, the pupil premium is allocated to children who are looked after by the local authority, those who have been eligible for Free School Meals at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the armed forces.

From April 2014 children who are looked after attract a higher rate of funding than children from low-income families - the 'Pupil Premium Plus'. This is to reflect the unique challenges they face at school where they often struggle to keep up with their peers at both primary and secondary level.

Children who have parents in the armed forces are supported through the service child premium.
Pupil Premium strategy statement for Wanborough Primary School 2020/21
School overview

Metric

Data

School name

Primary School

Pupils in school

205

Proportion of disadvantaged pupils

5.4%

Pupil premium allocation this academic year

£15,012.00

Academic year

20

Publish date

10 December 2020

Review date

01 November 2021

Statement authorised by

Andy Drury

Pupil premium lead

Andy Drury

Disadvantaged pupil progress scores for last academic year

Measure

Score

Reading

-

Writing

-

Maths

-

Disadvantaged pupil performance overview for last academic year

Measure

Score

Meeting expected standard at KS2

-

Achieving high standard at KS2

-

Strategy aims for disadvantaged pupils

Measure

Activity

Priority 1

Ensure all relevant staff (including new staff) identify areas of Phonics, Reading, Writing and Maths to ensure disadvantaged children achieve at least expected progress and meet ARE.

Priority 2

Ensure all relevant staff (including new staff) have sufficient training to deliver the phonics scheme effectively ensuring disadvantaged children meet the expected standard.

Barriers to learning these priorities address

Ensuring staff use evidence-based whole-class teaching interventions to add impact.

Projected spending

£15,012.00

Teaching priorities for current academic year

Aim

Target

Target date

Progress in Reading

Achieve above national average progress scores in KS2 Reading (0)

Sept 21

Progress in Writing

Achieve above national average progress scores in KS2 Writing (0)

Sept 21

Progress in Mathematics

Achieve above national average progress scores in KS2 Mathematics (0)

Sept 21

Phonics

Achieve above national average expected standard in PSC

Sept 21

Other

Ensure attendance of disadvantaged pupils is above the National Average

Sept 21

Focussed support for disadvantaged pupils reaching the expected standard in phonics check at end of Y1

Measure

Activity

Priority 1

Ensure all relevant staff (including new staff) have received paid-for training to deliver the phonics scheme effectively

Barriers to learning these priorities address

Ensuring staff use evidence-based whole-class teaching interventions

Targeted academic support for current academic year

Measure

Activity

Priority 1

All staff use evidenced based strategies including quality first targeted teaching, precision teaching and effective interventions for disadvantaged children.

Priority 2

Children requiring phonics support receive whole class, small group, 1:1 and precision intervention support from class teacher and teaching assistant.

Barriers to learning these priorities address

Lack of high quality and frequent precise interventions addressed.

Wider strategies for current academic year

Measure

Activity

Priority 1

Ensure all disadvantaged children can access remote learning in case of isolation or lockdown.

Priority 2

Using a part-time family Support Worker to support families with attendance and acute need.

Barriers to learning these priorities address

Improving attendance and readiness to learn for the most disadvantaged pupils.

Monitoring and Implementation

Area

Challenge

Mitigating action

Teaching

Ensuring quality CPD and enough time is given over to allow for staff professional development

Use of INSET days, Training budget and allocation of support staff to classes.

Targeted support

Ensuring enough time for school class teachers and teaching assistants to support individuals and small groups

Teachers plan interventions on a weekly basis to address needs. Pupil progress meetings monitor impact.

Wider strategies

Engaging the families facing most challenges

Working closely with The SENDCo, FSW and LA to support families during COViD and the academic year.

Review: 2019 / 20 aims and outcomes

In April 2019 the school was allocated £14,520.00 and used this money to give children eligible for Pupil Premium support through targeted interventions from Teaching Assistants and Class teachers.

During the academic year 2019/20 the Pupil Premium assisted children to achieve prior to lockdown with targeted interventions in Phonics, Reading, Writing and Maths. These were at the direction of the class teacher who reports on impact of interventions in termly pupil progress meetings. The majority of pupils eligible for Pupil Premium funding were on track to meet Age Related Expectations. Attendance up until March 2020 was 96.7%.

Individual’s progress in non-academic terms is also supported as often the confidence gained through extra support is the foundation for future learning. The Pupil Premium lead met with children termly and liaised with the SENDCo, Family Support Worker, Attendance Lead, Class Teachers, Teaching Assistants and School office team to support where required.

Through lockdown teachers and allocated staff supported families on a weekly basis through calls and e-mails. The school ensured meal vouchers were available to all eligible families. The school also supported families with the use of school lap-tops during the lockdown period and the option to attend school in the Key Worker / Disadvantaged groups.

Aims and Outcomes for Pupil Premium in 2020/21:

In April 2020 the school was allocated £15,012.00 to support children in Phonics, Reading, Writing and Maths through quality interventions led by class teachers and teaching assistants. The majority of our eligible pupils are meeting age related expectations (ARE) in these areas and making at least expected progress, therefore the targeted support is used to ensure all pupils can meet ARE and to maximise the potential of the more-able disadvantaged. Our teaching staff have the capacity to use existing pedagogy and skills to deliver these outcomes, with support from the SENDCo, Maths and English leads and outside agencies where appropriate.

Impact will be measured and reviewed through termly pupil progress meetings, where pupil conferencing, book and planning scrutinies, learning observations and pupil data will be analysed and discussed. Children’s attainment data will be reviewed in Phonics, Reading, Writing and Maths with Reading and Spelling Ages also monitored. Progress in confidence and other areas which are difficult to measure but nonetheless evidence of achievement are recorded and reviewed in these termly meetings.

Mr Drury is the member of staff responsible for championing children eligible for this funding.