Pupil Premium 2018-19


The Government introduced funding called ‘Pupil Premium’ as a way of reducing the inequalities experienced by disadvantaged pupils up to the age of 16 which means that it helps children from lower income families do their very best. This funding is given to schools based on the numbers of pupils in receipt of free School meals (FSM) as entered onto the school census.

The Government believes that the pupil premium, in addition to main school funding, is the best way to reach the disadvantaged pupils who need it most.

“The Pupil Premium for disadvantaged pupils will provide additional funding specifically linked to disadvantaged pupils, with the primary objective of boosting their attainment… We will expect schools to account to parents for how it is used.”

 “It is for schools to decide how the Pupil Premium, allocated to schools per Free School Meal (FSM) pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.” Source DfE website.


Pupil Premium Pledge

At Wellfield Junior School we have high aspirations of all pupils, especially disadvantaged pupils, and are committed to equality of opportunity for all. We are dedicated to meeting the academic, social and pastoral needs of all pupils. We pledge to do whatever it takes as a school to ensure barriers to learning are removed and we are committed to closing the achievement gap. We want all children to be confident, resilient learners who leave Wellfield Junior School having experienced many memorable opportunities.

Those in receipt of Pupil Premium funding can expect:

  • A personalised provision map, updated termly.
  • High quality, inclusive teaching.
  • Targeted interventions including precision teaching.
  • Careful tracking and monitoring of progress by the Pupil Premium Lead and the Senior Leadership Team.
  • Access to a variety of enrichment opportunities, including a residential trip and sport clubs.
  • Targeted support for emotional well-being, including access to a counsellor.
  • A warm, welcoming and supportive community of staff and children.

In April 2019 our school budget was credited with £1300 per eligible registered pupil. The figure includes any pupil who has been in receipt of Free School Meals in the previous six years of their schooling, whether or not they are currently entitled. Our Pupil Premium for 2018-19 was £46.500.

If your child may be eligible for Free School Meals, you should apply even if you do not intend to take the meals as this will enable the school to obtain funding to benefit your child and others in the school. School can help you to do this – please ask.


School-20At Wellfield Junior School we ensure that teaching and learning opportunities meet the needs of all pupils. We know that Quality First Teaching (QFT) can, and does, help to close gaps in attainment. (QFT means the very best type of teaching that matches the child’s needs and supports their learning). At Wellfield Junior School, to improve outcomes for learners vulnerable to under achievement we develop personalised provision that is linked to effective planning, good specialist pedagogy, Assessment for Learning (AfL), and appropriate and timely intervention.

In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.

We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate Pupil Premium funding to support any pupil or groups of pupils that we legitimately identify as being socially disadvantaged. Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

The range of provision we may consider include:

  • Providing small group work with an experienced teacher focussed on overcoming gaps in learning
  • 1:1 support and/or intervention
  • Additional teaching and learning opportunities provided through trained and experienced school staff, Teaching Assistants or external agencies
  • Purchasing effective materials aimed at raising standards, particularly in reading, writing and mathematics.

All our work through the pupil premium will be aimed at accelerating progress moving children to at least age related expectations, initially in English and Maths. Pupil premium resources may be used to target more able pupils on Free School Meals in order to support them in reaching Greater Depth at the end of KS2.

We will publish information on our website how we have used our Pupil Premium Grant to address the issue of ‘narrowing the gap’, for socially disadvantaged pupils.

School-38Action Plan

In 2018-19, we received £46.500 pupil premium funding. In order to ensure all pupils (including disadvantaged children) make good progress we have a robust and effective programme of intervention currently in place which makes reference to the performance by FSM pupils. The Governing Body agreed that the pupil premium grant would be used to continue to provide additional individual or small group work for eligible children who need a boost to their learning in order to reach their potential. We also use Pupil Premium money to provide a range of enhancement activities to maximise their chances of making the expected progress in their learning.

In the academic year 2018-19 funding was used to:

  • Employ additional staff to support Mathematics, Reading and Writing interventions.
  • Enable pupils to participate in short term intervention programmes identified and organised for underachieving pupils and those with SEN.
  • Help provide and subsidise a wide range of enrichment activities including our residential trip to Robinwood
  • Employ a SCIP worker to work with disadvantaged families.
  • Employ a tutor to support PP children with Maths in Y6 (Autumn and Spring) and Year 5 (Summer).
  • Embed a mastery approach in Maths by using Stem sentences and bar models.
  • Introduce a daily arithmetic session.
  • Implement the recommendations made in the Pupil Premium Review.
  • Providing Letterbox Club reading and mathematics resources to Looked After Children and Previously Looked After Children to promote a love of reading.
  • Providing counselling, where appropriate, to children who need additional support with their emotional well-being.

Other strategies:

We make effective use of the Teaching and Learning Toolkit (checklist) available on the Education Endowment Foundation (EEF) website which ranks the effectiveness of various strategies with regard to ‘IMPACT’, ‘EVIDENCE STRENGTH’  and  ‘COST EFFECTIVENESS’ (Value for Money) when spending Pupil Premium funding on activities, interventions etc.

See https://educationendowmentfoundation.org.uk/

The checklist supports the work we have been doing in school around developing Quality First Teaching, effective use of feedback and challenge and Growth Mindset theory.

Tracking and Intervention

The progress and achievement of all pupils is monitored throughout their schooling at key points in the academic year. Any pupil (disadvantaged or not) who is in need of intervention is identified and the necessary support is put in place at subject and school level. This is coordinated by the SENCO and Assessment Leaders through regular meetings and discussions. Further analysis takes place to ensure levels of Literacy and Numeracy are secure. Any additional provision for any pupil is organised by the Deputy Head.

Resources and Staffing (through contribution from Pupil Premium)

Mrs. Nesbitt (Deputy Head) is responsible for overall coordination and monitoring of Pupil Premium strategy. Additional resources are made available should we identify any particular barriers to learning for individual children.

Impact Assessment

The Senior Leadership Team routinely references analysis to Pupil Premium to ensure this aspect of narrowing the gap is achieved. Class teachers routinely assess the performance of disadvantaged pupils and implement intervention where needed. Teachers are held to account for the progress of disadvantaged children through half termly pupil progress meetings.

2019 end of KS2 SATS results for disadvantaged children

Attainment of Pupil Premium Children

2018-19 Results (Unvalidated)

5 out of 13 are also children with Special Educational Needs:
1 out of 5 was in the SSC & working below the level of the test
1 out of 5 was a late arrival in Y6
4 out of 5 had an EHC plan


Pupil Premium 1

Year on Year Comparisons

Pupil Premium 2

Pupil Premium 3

Greater Depth

Pupil Premium 4

Pupil Premium 5

Progress of Pupil Premium Children

Pupil Premium 6


Since 2016-17, we have narrowed the progress gap in Reading, Writing and Maths.
The gap in Reading has narrowed by 0.76.
The gap in Writing has narrowed by 1.51.
The gap in Maths has narrowed by 0.44.

Since 2016-17, we have narrowed  the attainment gap in Writing, Maths and SPAG.
In Reading, Writing and Maths combined (Expected standard) the attainment gap has narrowed by 14.9%.
In Writing at the expected standard the attainment gap has narrowed by 12.6%.
In Maths at the expected standard the attainment gap has narrowed by 6.6%.
In SPAG at the expected standard the attainment gap has narrowed by 7.7%

National Comparisons

PP National Comparisons

The disadvantaged children have performed below national average.

Target for 2019-20:

  • To close the attainment gap between our disadvantaged children and the national average.
  • To close the attainment gap between disadvantaged and non-disadvantaged children in Reading, Writing, SPAG and Maths.
  • To increase the percentage of disadvantaged children achieving Greater Depth, especially in Reading and Maths.

Qualitative Impact

Area of expenditure Impact
Wishing Well After-School & Holiday Club This provides a structured environment for some of our disadvantaged pupils after-school and during the summer holidays. Parents really appreciated this support.

Pupil voice: “I really enjoy going. It’s fun!”
“It’s helped me to make more friends from other classes.”

Counselling Children report that they feel safer and it has improved their concentration, attendance and punctuality.

Pupil voice: “It helped me a lot when I was upset. I can actually talk to someone and get it off my chest.”

“She made me feel confident with Maths and Literacy. She helped me with getting to school on time.”

“I could actually tell someone about what was happening. It made me feel better. I was able to concentrate in school.”

Sports Clubs Children enjoy being able to participate in after-school sports clubs. It improves their health and well-being, as well as boosting their confidence and self-esteem. Children have built positive attitudes towards sport as a result of the skilled and enthusiastic sports coaches.

“It’s helped me to do more and be fitter.”

“They’re really fun. I love them.”

“They’re really well organised.”

Fish The fish provide a calming environment for the children.
SCIP worker The SCIP worker is invaluable in providing ‘Early Help’ advice and support to families experiencing difficulties.
Book Trust: Letterbox Club The children have enjoyed receiving these parcels and it has promoted a love of reading for Looked After Children. They have also enjoyed playing the Numeracy games with their families/carers.

Parents: “A wonderful idea to get children reading more and learning about money.”

Pupils: “I love everything – the books, the rubbers, the crayons. I love it all. I like the book where you can draw animals. I feel really amazed when we receive the parcels.”

“I love the books. They are fascinating to read. I play the games with my grandad. At night time I read the books.”

“They allow me to read books I don’t normally read. The maths games help me to remember my times tables.”

Uniform/sports kit Parents and carers are reassured that their children have the necessary kit/uniform to participate in all school activities.
We Aspire Careers Workshops Every child in Years 5 and 6 has a termly Careers workshop to raise aspirations.
Subsequently, when asked about their future careers, children’s responses were aspirational. The careers mentioned included: a financial advisor, a PhD in Maths, a vet, an architect.
Clicker & Licence and training Staff report that children who experience difficulties with writing now feel more confident at producing a piece of written work. This results in more positive attitudes to learning.

Teacher voice: Clicker has given children the confidence to write sentences independently. They enjoy listening to the words and sentences. It helps them to write without being restricted by their spelling difficulties.”

Robinwood residential trip Children enjoyed the experience immensely and reported feeling more confident.

“It allowed me to try new activities. I became closer to my friends. My courage and my confidence grew.”

“I really enjoyed the zip wire. It helped my fear of heights. It helped me to feel safe being away from home. I feel more confident and it helped me to work in a team.”

Free School Meals

School Lunch-63

We have seen impact in terms of attainment and progress as a result of the Pupil Premium Funding. As the money is dependent on families claiming FSM it is vital that you do so. Even if you only claim the money for a short period of time the school will continue to receive the money for the next 5 years so please apply NOW!

For further information on how to apply for Free School Meals please contact our Office Manager, Mrs. Wood.

Further information about the Pupil Premium can be found on the Department for Education website.