Pupil Premium 2015 – 2016E:\Federation Logo 2016 new.jpg

Details of how we spent the funding, including reasons and evidence

Identified Area of Focus

Barriers to learning

Desired outcomes

Success Criteria

Chosen Strategies

inc. cost

Evaluation of impact

Red = Autumn-Spring

Green = Spring to Summer

Purple = End of year data


Combination of approaches that explicitly support talking, verbal expression, modelling language and reasoning

SPLANG provision has reduced so we need to increase in-house support for these pupils.



Target group: Pupils with limited access to language

Positive benefits for pupils learning, including their spoken language skills, expressive vocabulary and early reading skills

Additional progress over the course of the year in articulation of ideas and spoken expression.

Adult – 5 mornings

ELKLAN trained adult to work with children 1:1 (using Well Comm materials as required) to model and develop spoken language skills every morning. Oral language activities matched to learners’ current stage of development so it extends their learning.

Release to work alongside SALT (1 morning per week).

Cost: 15 hrs/wk = Approx. £900/month

Intervention records shared at PPMs, showing good progress against speech targets for individuals. 2 children have been discharged.

All Y2 pupils have made two bands progress in Speaking (B – WA, WR-WG, B – WA).

Y1 pupils have made progress at various rates (WR – At, Below – WA, B – WR). One child awaiting EHCP.

Reception pupils have made at least one age-band’s progress (40-60 B – ELG, 30-50 D – ELG, 30-50 D - 40-60 D, 30-50 D - 40-60 D, 22-36 S - 40-60 B, 22-36 B - 30-50 D, 22-36 B - 30-50 D).

Timetabled work with children once a week. Children seen by SLT  this term for review and assessment. For some, it will be their first contact with the service in 18 months. As they are in a setting with high pupil-staff ratio we have been able to provide a language rich environment.

5 children have met their targets and been discharged as a result. 8 children will continue to receive support next year.


Targeting children to build self-esteem and support development of social skills



Target group: Pupils with low self-esteem and/or limited social skills

4/4 boys @ MIS

5/12 pupils @ CJS with sensory or behavioural issues

8/16 pupils @ CJS

Enabling pupils  to establish positive relationships through play

Model friendships

Fewer behaviour incidents, reduced risk of exclusion, pupils return to lessons happy and ready to learn, pupils exit the group

3 TAs @ MIS

Personalised to the developing needs of children, with differing levels of support as necessary, with a focus on transition.

Model expected behaviours during unstructured time @ lunchtime. Lead interactive outdoor play. Ensure that the level and quality of peer interaction is high.

Cost: Approx. 1.5hrs/week

1 TA (Daily Nurture group) and 2 Learning Mentors @ CJS

Lower KS2 – Tues/Thurs pm

Upper KS2 – Wednesday pm

Circle time, team building, play skills

Cost: 3 x 6 hours /week = 18 hours @ approx. £12 hr = £216 per week

Child A - increased self-esteem and empathy, responding well to praise and enjoying school, improvements in handwriting, increased concentration. 

Child B - improvements in listening skills, self-esteem and enjoyment of writing, reduced aggression.

Child C - raised self-esteem, incidents resolved more quickly and increased control over actions. 

Child D - increased self-esteem, has formed friendships. 

Child E - fewer disruptive episodes, follows instructions more quickly, concentrates for longer periods. Has benefited from small group teaching. 

Behaviour Log – number of time outs for physical behaviour have reduced

Lunch File – records of developing social skills.

Teacher/parent/pupil perceptions – pupils no longer require support for the whole lunchtime. One member to lead play outdoors for last 30 minutes from Spring. Discontinued in Summer as lunchtime intervention no longer required.

Boxhall Profiles completed in Spring term at start of nurture group. Boxhall Profiles to be completed at end of Summer to gauge impact.

CJS – groups re-organised due to success and children no longer needing the provision. Trialling use of QCA scores to track the children's progress, rather than teacher level of concern.

CJS Nurture Group - QCA assessments show improvements in ‘learning’ for 15 pupils, improvements in ‘conduct’ for 13 pupils and improvements ‘emotionally’ for 12 pupils out of 23.

CJS Friendship Group - QCA Assessments show improvements in all 3 strands for all 3 pupils.

SEAL Mentor

Developing Social and Emotional Aspects of Learning


CJS Bespoke sessions

CJS Y6 Mentoring Project

Disengagement, low self-esteem

Target group: 

High-proportion FSM boys in Y1 (some with significant weaknesses in speech and language) necessitate frequent demonstration of how to interact.

4/4 pupils @ MIS

7/8 pupils @ CJS

Y6 pupils who were not reaching their potential.

Sensitive and targeted intervention to benefit at risk or more vulnerable pupils

Mentors matched to pupils using mentor’s strengths. Discussed with teachers which children needed help and support, in what areas.

Improved emotional or attitudinal outcomes, decrease in problematic behaviours affecting learning, increased confidence

TA – 3 afternoons (Mon, Wed, Thurs)

Supporting transition into Y1. The balance between adult-led and child-led activity can shift - some pupils need adult involvement so that they can benefit from the full range of opportunities on offer. Adult to model the self-regulatory behaviours associated with learning, including through play. Cost: 6hrs/wk = Approx. £229/month = £2744 P/A

Bespoke 1:1 Sessions with 3 mentors @ CJS 

Cooking, games, arts and crafts. Cost: Approx £25 hour / JE. Approx £12 hour / TA

UPS Teachers

45 minute slot weekly. Each session is written up and filed in the office.

Intervention Folder – records are inconsistent after Autumn 2 due to staff absence

Lesson Observations – substantial improvement in learning behaviours and the quality of learning.

Teacher’s scale level of concern at start and end to see if skills are transferred to class - concerns raised about a specific group have been addressed by establishing a nurture group for these pupils.

Member of staff attending ‘Pastoral Hub’ training courses over two terms.

Bespoke 1:1 Sessions - QCA assessments show improvements in ‘learning’ and ‘conduct’ for all 4 pupils and an increase in the ‘emotional’ strand for 50% of pupils.

Mentoring Project - mentors created a brief case study and Action Plan. The children scaled their difficulties, which will be re-scaled as evidence of impact at the end.

Positive pupil perceptions;

”It is helping me a lot with my spellings”

“It has definitely helped. It has generally made me feel better.”

“He feels more confident with his spellings and is starting to understand that simply by

looking at a word he can recognise an incorrect spelling and correct it.  He is making

improvements in recognising similar word roots.”

“I have got better at multiplying decimals. I want to keep working on building my confidence”

3/23 pupils weren’t always turning up – these issues have been rectified. 1 pupil has not made academic progress but has improved in confidence. 1 pupil still has significant emotional difficulties.

Feedback from class teachers:

“She’s working her socks off!”

“He loves the sessions.”

“He is really improving and is working so hard.”

“He is doing well in maths now. He is growing in confidence.”

Y2 Literacy Intervention

Targeted small group support to help areas of challenge for disadvantaged pupils/EAL pupils


Target group: KS1 pupils behind age-related (‘Below’ and ‘Working Red’), struggling with aspects of literacy acquisition – reading/phonics and handwriting

Pupils benefit from targeted small group interaction

Raise attainment of eligible pupils

Narrow the attainment gap between pupils and others

TA – 2 afternoons (Tues/Weds)

Adult to work with small groups to develop areas of need as identified by class teachers in combination with regular assessments of early literacy skills, knowledge and understanding.

Cost: Approx. £40/wk

Intervention Group Attainment on O Track –

Y2 Handwriting Baseline – 23% Below, 77% WR

Y2 Handwriting – 46% WA,15% WG

Y2 Handwriting – 8% Below, 8% WR, 31% WA, 54% WG

Y2 low phonics Baseline – 22% B, 78% WR

Y2 low phonics – 9% B, 36%WR, 55% WA

Y2 low phonics –  9% WR, 27% WA and 64% WG

Y2 lower readers Baseline – 40%B, 60%WR

Y2 lower readers – 25% WA

Y2 lower readers – 38% WA and 38% WG

Y2 Lion Handwriting Baseline – 50% B, 50% WR

Y2 Lion Handwriting – 50% WR, 50% WA

Y2 Lion Handwriting –  38% WA and 38% WG, 25% At National Standard for Writing

Y2 Lion 1:1 Reading Baseline – 33%B, 67% WR

Y2 Lion 1:1 Reading – 25% B, 50%WR, 25%WA

Y2 Lion 1:1 Reading – 25% WA and 75% WG

EAL phonics – Baseline – 25%B, 75%WR

EAL phonics – 20%B, 60%WR, 20% WA

EAL phonics –  14%B, 29% WR, 57% WA

Y2 Lion Spelling Baseline – 100%B

Y2 Lion Spelling – 100% WR for Writing

Y2 Lion Spelling –  25% WR, 75% WA for Writing

Y2 Writing All pupils – 63.6%>=EXS, 23.6% GDS

Y2 Writing Disadvantaged pupils – 70%>= EXS, 30% GDS (+6.4%pts)

Y2 Reading All pupils – 74.5%>=EXS, 27.3% GDS

Y2 Reading Disadvantaged pupils – 75%>= EXS, 35% GDS (+0.5%pts)

Literacy pre-teaching

Targeted small group support to help areas of challenge in Writing for disadvantaged pupils



Target group: 

Y1 ‘Working Red’ writers lacking confidence and boys fine motor

5/8 pupils @ MIS

Pupils @ CJS

Improved engagement, confidence and attainment

Provide accurate next step feedback to pupils and class teacher to reinforce and consolidate learning

TA – 1 afternoon (Thurs)

Adult to work with two small groups of familiar pupils on developing skills and confidence in writing abilities.

Cost: 2hrs/wk = Approx. £83/month = £1248 P/A

Qualified Teacher @ CJS

Cost: Approx. £1500 / month

Intervention Group Attainment on O Track –

Y1 Panther Writing Baseline – 11%B, 89%WR

Y1 Panther Writing – 22%WR, 78% WA

Y1 Panther Writing – 22% WA, 78% WG

Group Reading – Y6 – 27% Below, 73% WR

Group Reading – Y6 – 36%WR, 18%WA, 18% WG, 27% At National Standard

Group Writing – Y6 – 75% B, 25% WR

Group Writing – Y6 – 50% WR, 50% WA 

Y1 Writing All pupils – 62%>=EXS, 13% GDS

Y1 Writing Disadvantaged pupils – 45%>=EXS, 5% GDS (-17% pts)

Numeracy pre-teaching

Targeted small group support to help areas of challenge for disadvantaged pupils



Target group: 

Y2 pupils who are borderline ‘Working Red/Amber’ by Spring Term

Specific Pupils @ CJS

Pupils benefit from targeted small group interaction

Small group activities help disadvantaged pupils catch up with their peers

Raise attainment of eligible pupils

Adult to work with small groups within the classroom to develop number skills and improve pupils’ knowledge and understanding of mathematical concepts.

Qualified Teacher @ CJS

Cost: Approx. £1500/ month

Attainment on O Track -

Y2 lower maths – 33% WA

Y2 lower maths – 67% WA, 33% WG

Y1 Panther Maths HA – 100% WA

Y1 Panther Maths HA – 100% Mastery

Y1 Panther Maths – 70% now WA

Y1 Panther Maths – 100% WG

Group Maths – 50% B, 50% WR

Group Maths – 45% WR, 50% WA, 5% WG 

Y1 Maths – All pupils – 60%>=EXS, 15% GDS

Y1 Maths Disadvantaged pupils – 55%>=EXS, 10% GDS (-5% pts)

Y2 Maths All pupils – 74.5%>=EXS, 30.9% GDS

Y2 Maths Disadvantaged pupils – 65%>=EXS, 30% GDS (-9.5% pts)

Full-time TA support in Reception

Pre-teaching - improving reading/maths abilities for disadvantaged pupils using a ‘mastery learning’ approach


Target group: 

Flexible groupings based on close AfL and careful tracking of next steps

Short, sharp pre-teaching sessions planned with specific goals linked to next steps.

Gap in reading/number, between disadvantaged pupils and others reduced.

Pupils benefit from the full range of opportunities on offer.

2 TAs

Flexible pre-teaching groups for Phonics and Early Maths. Practitioners have a specific Outcome in mind and support children to achieve this in the time they have available each afternoon.

Adults model behaviours associated with play and demonstrate how to interact and use the range of equipment effectively.

Cost: Additional 6 hrs/wk each =  Approx. £120

82% of FSM pupils achieved GLD (14/17)

59% of non-FSM pupils achieved GLD (17/29)

The % of FSM pupils achieving GLD has increased from 56% in 2015 (10/18) to 82% in 2016 (14/17)

Overall GLD: 67% (with SSC), 71% (without SSC)

Reading – 61% Exp, 17% Exc

Writing – 54% Exp, 15% Exc

Number – 59% Exp, 15% Exc

Intervention Folders – detailed records show clear evidence of progress. Teaching alongside additional intervention aimed at targeting pupils is having the desired impact.

Spring 1 - Disadvantaged group continue to outperform Non-Disadvantaged in Reading, Writing and Maths. Disadvantaged group made greater progress than Non-Disadvantaged in Writing.

R – 88% @ 40-60m

W – 94% @ 40-60m

M – 88% @ 40-60m

Spring 2 - Greatest progress in Reading and Number. Changing timetable allocation for Writing; targeting specific pupils in daily phonics.

R – 94% @ 40-60m

W – 94% @ 40-60m

M – 94% @ 40-60m

Summer 1 - Predicted GLD – 13/17 disadvantaged pupils (77%)

Extended Day: Breakfast Club

(Live Well – Healthy Living)



Target group:

Selected pupils. This might include pupils who frequently arrive at school hungry or late. Vulnerable pupils re. attendance or emotionally

4/7 pupils @ CJS

Pupils have opportunity to eat something, relax and settle before school starts

Improved concentration, pupils more likely to be on time for lessons as you might expect

Pupils are settled and ready to learn


Mobile classroom used as a suitable environment.

Cost: 3.5hrs/wk = Approx. £183/month = £2196 P/A

2 Learning Mentors @ CJS

The Haven used to play and talk.

Cost: 12.5 hrs wk x 2 = 25 hours = Approx. £250

Punctuality and attendance –

Child A - 84.72% 4 days illness

Child B - 93.98% 3U in February, otherwise good.

Child C - 87.96% 7U and 2L

Child D - 91.2% attendance

Child E - 92.13% 4 days illness

Location @ MIS to be revamped and provision looked at.

An additional adult to support from Autumn 2016, enabling a larger group to benefit.

8 children now attend; 80.25%, 85.35%, 89.17%, 90.13%, 91.72%, 92.99%, 95.22%, 97.45%

Forest Schools

Outdoor Adventure Learning


Disengagement, confidence  

Effects evident in self-confidence, self-efficacy and motivation. Improvements in characteristics supported in class

Non-cognitive skills such as perseverance and resilience impact on academic outcomes

Qualified Teacher

Y3/SSC Tuesday pm

Member of staff to train as Level 3 practitioner, able to set up and run a Forest School programme. This course is approximately 180 hours and will take approximately 10 months to complete.

Cost: £930+£135 

Year 3 attend 6 week block

Robins attend every other week from Spring

Teacher perception - All children in the SSC attend weekly sessions, and are joined by groups of children from Year 3. The children work well together and help each other with activities. The SSC children enjoy being given the opportunity show the skills they have in the practical areas.

Children have shown great team work, support of each other and a massive growth in imaginative play for many. The children have been given ideas at the beginning of the sessions, but in every session they have taken these ideas beyond with what they have achieved by themselves. The dens they have worked together to build have been fantastic. One child with particular anger problems has calmed down considerably and will now have a conversation about why he cannot do everything he wants there and then, and will reason this out himself. Other children who had difficulties mixing socially have joined in with all activities and have been seen to take over the leadership of some.

£100 credit including School Uniform incentive



Target Group:

Providing financial support to those (eligible pupils) who may be experiencing hardship

Part of the process of improving learning when combined with developing school ethos - inclusion

Pupils are appropriately dressed in line with peers

Increase in learning opportunities through access to enrichment opportunities.

We recognise that enjoyment of school and having access to enrichment opportunities is important to children’s wellbeing and learning.

£100 ring-fenced per eligible pupil.

Parents received letters advising them that this money has been allocated to assist them with purchasing uniform, paying for school trips or extra-curricular activities.

Cost: £6100 @ MIS allocated

Cost: £10,000 @ CJS allocated

Spreadsheet Tracking of expenditure -  

MIS £1879.50 spent between Sept-March

MIS £2770.50 spent between Sept-May

CJS £2494.60 spent between Sept-March

CJS £ 3444.85 spent between Sept-May

Reading 1:1 with Teaching Assistant



Target Group:

Identified pupils decided with class teachers

Targeted pupils read regularly with an adult

Improved progress in reading

TA – 5 mornings

1:1 Teaching Assistant to work every morning with individual pupils to ensure that the targeted pupils are reading regularly.

Cost: 15hrs/wk = Approx. £5772 P/A

Trialling new assessment grids for recording

Progress of individuals on O Track –

MIS Reading Y1 – 29% B, 57% WR, 14% WA

MIS Reading Y1 – 15% WR, 23% WA, 38% WG, 23% At National Standard

MIS Reading Y2 – 21% Below, 7% B, 71% WR

MIS Reading – Y2 – 14% WR, 29% WA, 50% WG, 7% At National Standard

Analysis of Phonics Phase Progress – class teachers have shared with Literacy Leader 

Y1 Reading All pupils – 71%>=EXS, 24% GDS

Y1 Reading Disadvantaged pupils – 60%>=EXS, 20% GDS (-11% pts)

Y2 Reading All pupils – 74.5%>=EXS, 27.3% GDS

Y2 Reading Disadvantaged pupils – 75%>= EXS, 35% GDS (+0.5%pts)

Pastoral Support



Target Group:

Parents able to access across both schools

Parents benefit from support and advice

Positive impact and improved relationships

Salary Cost

Records show actions taken with and on behalf of families (confidential)

Counselling/Therapy Services

Not a substitute for current statutory services




Target Group:

Pupils with severe emotional difficulties

3/4 pupils @ CJS

Children can be referred quickly in the early stages for therapeutic support.

Raised awareness of mental wellbeing.

An adult has dedicated time and specific expertise to help adequately when emotional problems have come to light.

Counsellor will not be confused with other pastoral support that the school provides.


Cost: charge per session

Gemstones - children showing great improvement in the reviews and also QCA scores show positive rises across Learning, Behaviour and Emotional. Staff and parents pleased with the progress.

Gemstones – Child A is more focussed and organised, beginning to engage in more age appropriate play, continuing to be better at self-regulation. Expressing feelings and developing friendships is continuing to improve. Learning is improving in class as gaining in confidence. Child B showed moments of empathy and calm, responded to voice of adult, stopping more quickly.

Sound Discovery



Target Group:

Pupils who have difficulties with phonological awareness affecting Reading and Writing

13/29 pupils @ CJS

To plug gaps within their phonics knowledge

Pupils able to move on further in class in Reading and Writing

TAs and HLTAs

3 x weekly for 20 minutes during assembly time

Cost: TA 1 hour per week = Approx. £12

Movement recorded in termly placement tests

O Track progress –

MIS – Y2 – 43% Below, 14% B, 43% WR

MIS – Y2 – 14% B, 29% WR, 57% WA

CJS- Good results last term. Deploy TAs more efficiently to target individuals and groups.

CJS – Y3 – 64% B, 36% WR

CJS – Y3 – 18% WR, 64% WA, 18% WG

CJS – Y4 – 18% B, 82% WR

CJS – Y4 – 9% B, 27% WR, 45% WA, 18% WG

CJS – Y5 – 50% B, 50% WR

CJS – Y5 – 50% WR, 50% WA

CJS – Y6 – 100% B

CJS – Y6 – 100% WR 

Y1 Reading All pupils – 71%>=EXS, 24% GDS

Y1 Reading Disadvantaged pupils – 60%>=EXS, 20% GDS (-11% pts)

Y2 Reading All pupils – 74.5%>=EXS, 27.3% GDS

Y2 Reading Disadvantaged pupils – 75%>= EXS, 35% GDS (+0.5%pts)

Gym Trail



Target Group:

Pupils with gross motor difficulties

9/19 pupils @ CJS

Will boost pupil confidence

Specialist Coach

Once a week for 20 minutes

Thursdays @ CJS

Mondays @ MIS

Cost – Approx. £25 / hour -sport premium

Observations by SLT were that the teaching was outstanding and children really enjoy it. Records show how much the children are progressing. Pupil perceptions are positive.

Y1 - There has been a noticeable impact on learning behaviours. They can follow longer instructions for more complex activities and their co-ordination is improving. 3 children taking part in gym trail activities set up in the EY outdoor area in the afternoon.

Lego Therapy


Social difficulties

5/12 pupils @ CJS

Children develop turn-taking and listening skills

Learning Mentor facilitates @ CJS

Cost: TA – Approx. £12 / hour

This is going well and already this term two groups have met the objectives and ready to finish, allowing space for two new groups. QCA Assessments show improvements in ‘learning’ for 4/5 pupils, improvements in ‘conduct’ for 3/5 pupils and improvements ‘emotionally’ for 4/5 pupils.