Kings Furlong Junior School

Growing and learning together


Kings Furlong Junior School – Pupil Premium Plan 2018-19 Evaluation


The key aims of our Pupil Premium Plan are to:

  • To ensure that overall quality of teaching and learning enables our Pupil Premium children to make equal progress with their non-Pupil Premium peers.

  • To ensure that additional support and guidance is given to our PP in order for them to achieve in line with their non-PP peers, including having access to activities in and after school.

  • To ensure that our PP parents are communicated with and involved with their child’s learning and progress.

  • To ensure that the Leadership of the School articulates a clear vision with expectations on the standard of provision and pupil outcomes for PP children and that this is monitored vigorously and regularly.


Budget allocation: £100,460

PP total spend: £101,418


Objective - Teaching and Learning - CPD


To further improve the overall quality of teaching and learning in order to accelerate progress for our PP children.







Bespoke CPD/INSET to ensure curriculum is meeting the needs of PP children through delivery, scaffolding etc.

Responsibility: SLT

Curriculum meets the needs of all learners

Staff training for the explicit teaching of vocabulary and reducing the gender gap in reading and writing. 

TED initiative to improve outcomes for disadvantaged children through feedback and metacognition.  7 children conferenced in maths and English with follow up work to take place next year. 

Ofsted inspection June 19 – provision for Pupil Premium children is effective.

Provide non-contact time for teachers and subject leaders to ensure that provision for PP children is effective.

Responsibility: SD

Curriculum meets the needs of all learners

28 sessions of non-contact time across the year.  19-20 actions will be based on the work carried out this year to support the range of attainment for all children.    

SENCO to work with PP/SEN pupils and their teachers to ensure the pupils’ needs are met and their progress gaps are closing.

Responsibility: LW

Actions for SEN/PP children in place by December 18.

Pre EHCP work and 3 EHCPs written

Y3 focus group for writing and maths are a combination of SEND and PP – working at foundation level.

Support in task design for Y3 PP children

Parent meetings, meetings with individual members of staff, observations in class with follow up, referrals to outside agencies including EMTAS.

Bespoke planning and resourcing for readers working at foundation stage, children with attachment and social and communication difficulties and children requiring tailored provision.

Supervision meetings for support staff to deal with identified children.


Objective - Intervention and Support


To ensure that additional support and guidance is given to our PP children in order for them to make accelerated progress towards closing the gap with their non-PP peers.






Provide additional Educational Psychologist time to determine the more complex learning needs of PP pupils.

Responsibility: LW

Appropriate targets and support in place to support SEN/PP pupils.

4 assessments, 1 consultation and a review have taken place.

Provide play therapy sessions for vulnerable PP pupils.

Responsibility: SD/AW

Targets met by end of provision.

See SD for further details.

Provide ELSA training for one LSA.

  1. ELSA sessions with identified children.

Responsibility: LW

Targets met by the end of the provision.

Over 20 children received ELSA support.

ELSA training completed.

Individualised support for children who require significant emotional and pastoral support – 1-1 support, resources, training, supervision

Responsibility: LW


Children are successful within classroom environment.

  1. staff support, bespoke curriculum.

Significant progress made by all children based on their immediate needs.

Provide a subsidy for PP children as needed towards trips, visits, uniform etc. (£80 per child)

Responsibility: CH


All PP children included in trips and visits.

All trips and visits provided for all children.  Club fees paid where appropriate.

Supplement cost of Y6 residential

Responsibility: CH

All Y6 PP children participate in PGL.

All PP children who attended PGL were supported with subsidies.

Provide additional support to Year 6 PP pupils through focus groups in maths and English.

Responsibility: SDa

PP children securely on track to meet their targets at data collection points throughout year.

Workshops, booster groups, use of extra adults


Reading 36%, writing 82%, maths 55%, RWM combined 27%. 

Analysis of the reading paper and responses will take place.

Individualised support for children who qualify as ‘post looked after children’.

Responsibility: LW/SLT


Wellbeing and achievement of children is supported through a range of appropriate actions.

Bespoke support for individual children.

Details available from SD.



Objective - Parental Engagement


To ensure that our PP parents are supported and involved with their child's learning and progress.






Family Support Worker to support families with issues around punctuality, attendance, behaviour etc. Responsibility: KG

PP children with family and/or attendance issues have improved wellbeing, attendance and progress.

Families have been supported in a range of ways – some have required short-term help while others have support over an extended period of time.

Triple P groups


Pastoral/inclusion support for key families: working with outside agencies, supporting and communicating with parents and children.

Children are supported in all ways possible.

13 families have been supported through TAFS, Early Help Hub referrals, work with Children’s Services, attendance etc.


Improve and monitor attendance and punctuality of PP pupils (e.g. attendance prizes, release time for attendance manager)Responsibility: LS

PP attendance closing gap with non PP attendance.

PP attendance remains below non-PP attendance. 

Persistent absenteeism (below 90%) is monitored with actions carried out and recorded.   Actions included attendance legal panel, meeting parents and children to write plans, fining.

PP attendance at the end of year was 94.7% compared to 96.9% non-PP.


Termly parent workshops on developing basic skills so that they know how to support their children.

Responsibility: SLT

PP parents attend workshops.

17% of PP parents in Y3 attended a RWInc workshop. 

SEN parents evening: 62% attended in Autumn and 45% attended in Spring.




Objective - Leadership and Management


To ensure that the leadership of the school articulates a clear vision with expectations on the standards of provision and pupil outcomes for PP children.






Regularly discuss targets, gaps and needs of PP children in staff meetings, pupil progress meetings, Head of Year meetings. 

Responsibility: SLT


All PP children are securely on track to meet their targets and appropriate interventions and support is in place to ensure this.

Pupil progress meetings in Autumn and Spring terms took place with all teachers. 

Heads of Years carried out actions to support disadvantaged groups in their year eg. monitoring home reading and provision.

Progress issues discussed in mid-year and end of year Performance Management meetings where appropriate.

Teachers discussed needs of PP children with new teachers during transition meetings.

Monitoring to ensure expectation and progress is planned for and delivered.

Responsibility: SLT


Actions and next steps acted upon and checked during next monitoring.

Termly learning walks and book scrutinies evidenced clear and equable provision for PP children when compared with non-PP peers.

Ofsted inspection evidenced good provision for PP children.

Supervision meetings for support staff to ensure most effective provision in place for most vulnerable learners.

Responsibility: LW/AW


Consistent approach by all adults who work with most vulnerable learners.

Children were discussed across the year in order to support unstructured times which the identified children find more challenging with a consistent and fair approach.  Staff felt supported by this process and outcomes were improved for the children as a result of consistency across the school.

Pupil Premium leader to coordinate, implement and monitor actions as per this plan; liaise with PP governors; measure and analyse impact etc.

Responsibility: SD


Spending decisions show value for money.

See below for outcomes of actions on the School Strategic plan.

PP strategy written for 19-20 based on the needs of the disadvantaged pupils in order to tackle the gaps that remain in achievement and to address wellbeing issues.



Pupil Premium Outcomes

July 2019

Strategic priorities

Y3 (cohort 18)

Y4 (cohort 17)

Y5 (cohort 16)

Y6  (cohort 15)

Disadvantage boys reading

45% EP, 27% MTEP

 18% ARE

91% EP, 27% MTEP

64% ARE

82% EP, 18% MTEP

36% ARE

33% ARE

Disadvantaged boys maths

64% EP, 46% MTEP

18% ARE

82% EP, 36% MTEP

46% ARE

82% EP, 46% MTEP

 27% ARE

83% ARE

Disadvantaged boys attainment in writing

 9% ARE


 27% ARE


 37% ARE


83% ARE




69% EP, 46% MTEP

23% ARE



22% EP, 22% MTEP

0% ARE


80% EP, 40% MTEP

 60% ARE



 40% EP, 20% MTEP

 0% ARE



86% EP, 29% MTEP

79% ARE



17% EP, 17% MTEP

0% ARE


100% EP, 50% MTEP

 90% ARE



0% EP

0% ARE