Detail

Data

School name

Kings Furlong Junior School

Number of pupils in school

284

Proportion (%) of pupil premium eligible pupils

29%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2022-2025

Date this statement was published

Autumn 2022

Date on which it will be reviewed

Autumn 2023

Statement authorised by

Amanda Westaway

Headteacher

Pupil premium lead

Sue Dunn

Deputy Headteacher

Governor lead

Paul Thurston

Detail

Amount

Pupil premium funding allocation this academic year

£119,846

Recovery premium funding allocation this academic year

£12,385

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

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£132,000

Helping pupils become more successful learners.

At Kings Furlong Junior School, we have high expectations for all.  Children, irrespective of their starting points or personal barriers, engage fully in school life, gaining confidence and knowledge, mastery of skills and the ability to express themselves.  As they move onto the next stage of their education and into the world at large, they develop emotional resilience and have aspirations for themselves and the paths their lives will take.

Adults in our children’s lives – at home, at school or in the community endeavour to support them so that they reach their potential.

We recognise that for some our children, there are additional challenges which can impede their success.  With robust use of our Pupil Premium, we endeavour to mitigate these factors so that all children can develop and achieve well. 

The key drivers to achieving this are high quality teaching focused on identified areas of support and developing resilience in our learners.  

We are highly skilled at knowing our children, understanding their backgrounds and ensuring that the PP strategy is effective in ensuring, as far as we possibly can, their wellbeing and achievement.  Regular monitoring of learning, attainment, attendance and pastoral needs ensures that the strategy is adjusted where needed to continually meet the needs of all children.

To ensure the strategy is effective, we adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what the children can achieve.

Challenge number

Detail of challenge

1

Observations, assessments and discussions with pupils suggest that low engagement in reading affects the acquisition of phonemic knowledge, the development of vocabulary, rates of fluency and the motivation to write.

2

Observations and discussions with staff, children and parents suggest that some children need help to develop their emotional resilience in order to tackle day-to-day challenges.  This is partly a legacy of the pandemic. 

3

Our attendance data indicates that attendance among disadvantaged pupils has been between 4% lower than for non-disadvantaged pupils. Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress.

4

Data shows that there are more children with additional needs who are also disadvantaged compared to children who are not disadvantaged.

5

Deprivation adversely affects opportunities of some disadvantaged pupils. For some families, a lack of financial stability limits out of school opportunities; enrichment activities need to be offered and opportunities to enhance cultural capital need to be pursued.

Intended outcome

Success criteria

Increased engagement in reading is reflected in increased attainment data for disadvantaged children. 

Data indicates children with low phonic skills at the end of key stage one acquire and apply sound phonic skills and are able to engage in learning a range of reading skills. 

Home reading data is good and is sustained across each academic year.

Reading audits show that children are choosing books which are matched to their attainment and demonstrate a love of reading.

Attainment data is in line with national.

Children have the emotional resilience to engage in learning successfully.

Children are able to use techniques of self-regulation and use language to explain how and why they feel the way they do. 

The number of reported behaviour incidents reduces.

Attainment and progress data for identified children improves across their time with us.

Staff and parents have a shared understanding of the need for emotional resilience.

All children make the most of their education by being present at school each day.

Issues are identified in swiftly and actions are implemented to improve attendance quickly.

There is a clear improvement in disadvantaged children’s attendance. There is no gap in attendance between disadvantaged and non-disadvantaged children.

Individuals with challenging attendance show a marked improvement.

Disadvantaged children with additional needs receive high quality provision through quality first teaching and interventions.

Teaching in reading, writing and maths is skilful and is matched to the learning needs of each child.

Interventions are appropriate, well taught and show progress.  Measures are taken regularly to ensure they are being successful.

Personalised learning programmes support the progress of children through the attainment of small steps of identified learning.

Where children are working significantly below their chronological age, data shows progress is good. 

Children access opportunities and activities that support their education and wellbeing.

There is a large take up from disadvantaged children in after school clubs and activities.

All children access Y6 residential.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Class teachers to regularly audit and develop reading tastes for all children in their class. 

In school data shows that children are not always choosing books to read that are of a suitable attainment level or interest.  Home reading data also shows pockets of low engagement in home reading. 

1

Deployment of School Library Service to provide advice and high quality literature for all reading attainment levels.

1

Support from HIAS – English, maths and teaching and learning advisors develops teaching and learning for all children.

Training for Early Career Teachers.

Education Endowment Fund (EEF) Guide to Pupil Premium: a priority for PP spending to invest in professional development, training and support for early career teachers ensures there is an effective teacher in front of every class who is supported to keep improving.

4

Activity

Evidence that supports this approach

Challenge number(s) addressed

LSAs lead small group interventions 30 minutes x 4 sessions a week. 

RWInc leader assesses children and monitors provision.

Education Endowment Fund (EEF) research states: phonics has high impact overall and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.

1

Small group and 1-1 interventions for additional needs.

Education Endowment Fund (EEF) research states: targeted deployment where teaching assistants are trained to deliver an intervention to small groups has a high impact.

1,4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Thrive programme for identified children to develop emotional resilience. 

Education Endowment Fund (EEF) research states: behaviour interventions seek to improve attainment by reducing challenging behaviour in school.  More specialised programmes are targeted at students with specific behavioural issues. 

Our knowledge of our children indicates that the Thrive programme overs the most effective way to help identified children move from ‘being’ into ‘doing’ and ‘thinking’ stages of emotional development. 

2

Thrive training for staff.

Closing the gap in child and youth mental health support from The Anna Freud Learning Network: raising awareness about the impact of trauma ensures all those who support children and families are more effective in their practice. 

2

Attendance team (HT and AO) monitor and support improved attendance.

Securing good attendance and tackling persistent absence (Ofsted report): schools that tackle persistent absence are really analytical about what is stopping individuals attending.

3

Funding for trips and residential subsidised for disadvantaged children.

Internal data suggests that some families are unable to contribute to educational activities that bear a cost. 

5

The outcomes for the children in cohort 18, ie the children who sat their SATs in July 2022 reflected the impact of Covid and also their low attainment at Key Stage 1.  Although attainment was significantly below national for reading, writing and mathematics, progress in all three areas was significantly above.  For disadvantaged children, 33% achieved ARE combined compared to 22% at key stage one.  40% of this group were children with SEND.

The deployment of a highly experienced teacher to run a smaller class for children working significantly below their peers for two years was a good use of the Pupil Premium funding.  Children are more able to access their secondary education due to the dedicated overlearning of key objectives this strategy enabled.  In this group, 43% of disadvantaged children made more than expected progress in reading, 54% in writing and 71% in maths.

Children with SEND are more likely to be in the disadvantaged group of learners. The impact of this skews the apparent attainment outcomes. Our internal data showed that at the end of the year, the attainment of children who were disadvantaged but not SEN was generally in line with their peers.  Ensuring the Pupil Premium is used to support learners with SEND to enable the best progress possible is another key focus of our current strategy. 

Reading outcomes suggest that continued use of the Pupil Premium teamed with a clear strategy for pupil engagement will increase outcomes as children move through our school and onto the next phase of their education. 

Throughout the year, the gap in attendance between disadvantaged pupils and their peers was between 4 and 5%.  This gap is too large and raising attendance of our disadvantaged pupils is a focus of our current 3 year strategy.

Incidents raised around behaviour and safeguarding were 3 times more likely to be related to a disadvantaged child than their peers.  The current strategy is designed to mitigate the factors of disadvantage in order to reduce this prevalence through the greater use of Thrive to develop emotional resilience.  This will begin with targeted children but will become a key driver across the school.

We are now in a better place to understand the impact of lockdown and the effects we will continue to face as children join us and move through our school on their way to the next phase of their education.

We have good relationships with our parents and are confident that all families have at least one member of staff they really trust when they are facing difficult circumstances. 

The intentions of our 2022-26 strategy are sound, comprehensive and rooted in analysis of data and an understanding of our children and their families.  Its success depends on a school-wide understanding of the impact of disadvantage and a focus on the issues which are in the school’s gift.  There is a wide net of responsibility linked to this strategy – accountability for the process as well as outcomes. 

Clear understanding from our governors with good support and challenge ensures that the strategy is regularly evaluated and fit for purpose. 

Our strategy is to help pupils become successful learners and we will endeavour to achieve that for all.