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 31.12.21
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.

Wanborough Primary School Pupil premium strategy statement 2021/22

This statement details our school's use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year's spending of pupil premium had within our school.

School overview



School name

Wanborough Primary

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


Academic year that our current pupil premium strategy plan covers

2021 / 22

Date this statement was published

December 31st 2021

Date on which it will be reviewed

July 1st 2022

Statement authorised by

Andrew Drury

Pupil premium lead

Andrew Drury

Governor / lead

Carl Porter

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£ 0

Total budget for this academic year


Part A: Pupil premium strategy plan

Statement of intent

In April 2021 the school was allocated £5,072.00 to support eligible 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 tutoring agencies where appropriate. Funding for trips and wrap around care is also allocated to support families.

With the Catch Up funding provided for 2021/22 we aim to target children who are still behind ARE and those children who are meeting ARE expectations but are behind there predicted end of KS2 targets due to the pandemic and its challenges for teaching and learning. With £2,600.00 remaining from the previous year we will have a £4000.00 to spend in our catch up tuition.

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 achievements are recorded and reviewed in these termly meetings. Wellbeing checks are held termly as are patterns of attendance and lateness to ensure a holistic approach to supporting every child.


This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers.


Internal and external assessments indicate that Reading, Writing and Maths attainment among disadvantaged pupils is significantly below that of non-disadvantaged pupils.


Our assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies.

This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations, especially in all areas but particularly in all areas.


Wellbeing of disadvantaged children is a concern with more need for support from external agencies since the pandemic began.


Our Attendance date for disadvantaged children continues to be slightly lower than the attendance for non-disadvantaged children.

Intended outcomes

This explains the outcomes we are aiming for by the end of 2021/22, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

Improved Reading attainment among disadvantaged pupils.

KS2 Reading outcomes in 2021/22 show that all disadvantaged pupils met the expected standard. In other classes progress to meeting age related expectations has accelerated if not already achieved. Phonics results are at the expected standard.

Improved Writing attainment among disadvantaged pupils.

KS2 Reading outcomes in 2021/22 show that all disadvantaged pupils met the expected standard. In other classes progress to meeting age related expectations has accelerated if not already achieved.

Improved Maths attainment among disadvantaged pupils.

KS2 Maths outcomes in 2021/22 show that all disadvantaged pupils met the expected standard. In other classes progress to meeting age related expectations has accelerated if not already achieved.

To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Pastoral support strategies demonstrate a positive impact if required.

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

Attendance is above 96%

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £4,572.00


Evidence that supports this approach

Challenge number(s) addressed

All teaching staff identify and address areas of Phonics, Reading, Writing and Maths to ensure disadvantaged children achieve at least expected progress and meet ARE.

The best available evidence assessed by the EEF indicates that great teaching is the most important lever schools have to improve pupil attainment. Ensuring every teacher is supported in delivering high-quality teaching is essential to achieving the best outcomes for all pupils, particularly the most disadvantaged among them.

Furthermore, our experienced support staff with teaching support are able to deliver high quality interventions to small groups and individuals.

1,2,3 and 4

All staff have sufficient training to deliver the phonics scheme effectively ensuring disadvantaged children meet the expected standard.

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF


Staff aware of support the school is able to offer children through the PSHE curriculum, SEN, FSW and TAMHs services.

There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers)


Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £1,400.00


Evidence that supports this approach

Challenge number(s) addressed

1:1 Tutoring

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:

One to one tuition | EEF (educationendowmentfoundation.org.uk)

1, 2 and 3

Small group tuition

And in small groups:

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

1, 2 and 3

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £500.00


Evidence that supports this approach

Challenge number(s) addressed

Support for residential, school trips and extra-curricular activities.

Children unable to take part in extra curricular experiences miss out on the positive social and academic experiences they provide.


Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.


Embedding principles of good practice set out in the DfE's Improving School Attendance advice.

The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence


Total budgeted cost: £ 6,472.00

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

In April 2020 the school was allocated £15,012.00 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 2020/21 the Pupil Premium assisted children to achieve 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 met at least Age Related Expectations in all areas. Attendance in 2020/21 was 95%.


% achieving at least ARE in KS 1

3 children

% achieving at least ARE in KS 2

9 children

Overall % achieving ARE

















Individual's progress in non-academic terms were 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 the final 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.

Our internal assessments during 2020/21 suggested that the performance of disadvantaged pupils was lower than pre-pandemic years in key areas of the curriculum. The outcomes we aimed to achieve in our previous strategy by the end of 2020/21 were therefore not fully realised.

Our assessment of the reasons for these outcomes points primarily to Covid-19 impact, which disrupted all our subject areas to varying degrees. As evidenced in schools across the country, school closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree we had intended. The impact was mitigated by our resolution to maintain a high quality curriculum, including during periods of partial closure.

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England



None purchased

Not applicable

Service pupil premium funding



How did you spend your service pupil premium allocation last academic year?

During the academic year 2020/21 the Service Pupil Premium assisted children to achieve with targeted interventions in Phonics, Reading, Writing and Maths. Class teachers are able to require support from our Family Support Worker and TAMHs worker if required.

What was the impact of that spending on service pupil premium eligible pupils?

· Excellent attendance throughout 2020/21

· Achieved at least ARE in all areas

Further information (optional)

As part of our support the Pupil Premium lead informally meets with individual children on a termly basis to ascertain the children's views and well-being. This is part of the termly review where other sources of information are analysed to give a holistic picture of a child's social and academic progress.

Pupil progress meetings use the information collected to discuss each pupil to ensure every class teacher is able to plan for the term ahead, prioritising any support or further interventions that may be required. Current strategies are evaluated with impact of these at the centre of the pupil premium / catch up discussions.

Many of our support strategies for wellbeing and attendance are funded through other parts of the school budget. This includes our Family Support Worker and TAMHS provision. Staff CPD is funded through a separate training budget.