Kings Furlong Junior School
Growing and learning together
2021-22
Kings Furlong Junior 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. For the effect of last year’s spending of Pupil Premium, see our school website.
School overview
| School name | Kings Furlong Junior School |
| Number of pupils in school | 313 |
| Proportion of pupil premium eligible pupils | 32% |
| Academic year that our current pupil premium strategy covers | 2021-22 |
| Date this statement was published | December 2021 |
| Date on which it will be reviewed | April 2022 and July 2022 |
| Statement authorised by | Amanda Westaway (HT0 |
| Pupil premium lead | Sue Dunn (DHT) |
| Governor lead | Roger Freeman |
Funding overview
| Amount | |
| Pupil premium funding allocation this academic year | £117515 |
| Recovery premium funding allocation this academic year | £3190 |
| Pupil premium funding carried forward from previous years | £0 |
| Total budget for this academic year | £125550 |
Part A: Pupil premium strategy plan
Statement of intent
We intend to maximise the achievement of the children in our school who are eligible for pupil premium funding. This is achieved through:
Precise and effective approaches to teaching
High quality teaching which has a relentless and tenacious approach to learning is achieved through effective use of rigorous assessment for learning, high expectations, good quality feedback and a drive to develop children's language and understanding.
Identification and implementation of targeted support
Where children have been assessed as requiring further, additional support, this is implemented through focus group teaching and the systematic teaching of phonics.
The use of wider strategies
These particularly support wellbeing through our pastoral care, safeguarding actions, Thrive work and attendance. These strategies are determined by the challenges faced by our vulnerable children.
We decide on the best approaches to use based on strong external evidence alongside our expert knowledge of our children. Our strategy includes our plans for education recovery, most notably through the use of additional adults to support targeted children.
The formation of the strategy is driven by pupil outcomes and is therefore responsive to the challenges and needs presented by this cohort of children. It is regularly reviewed based on precise outcomes to ensure that it continues to be effective in ensuring the achievement of all pupils.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| No. | Detail |
| 1 | 8% of PP cohort 18 were ARE at the end of Key Stage 1. |
| 2 | Assessments, observations and discussions with staff and pupils indicate slower reading progress due issues with language acquisition, fluency and interest in books. |
| 3 | Assessments, observations and discussions with staff indicate that a proportion of PP children have gaps in their mathematical understanding. |
| 4 | Assessments show a higher proportion of PP children required longer on our phonics programme than non-PP children. |
| 5 | 2020-21 attendance data indicates a 4% gap between PP and non-PP children. |
| 6 | 70% of CPOMS incidents and actions for behaviour and safeguarding are for PP children. There has been an increase in the social, emotional and mental health needs of some children. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| Improved end of Key Stage outcomes for cohort 18 compared to Key Stage 1 | 40% of PP children in cohort 18 will overcome low attainment from KS1 and achieve expected standard at end of KS2 (8% at KS1). |
| Improved reading outcomes for all year groups compared to Key Stage 1 or a return to pre-Covid levels | Cohort 18 38% ARE at the end of KS2 (KS1 25%).
Cohort 19 Children judged ARE at end of KS1 and at minimum sufficiency by summer 2021 are working at ARE by summer 2022. Children not working at minimum sufficiency demonstrate good progress within each term in order to start closing the gap on their peers.
Cohort 20 Children judge at minimum sufficiency at end of Y3 meet ARE by end of Y4. Children who did not meet minimum sufficiency are tracked closely and make good progress.
Cohort 21 TBC early Autumn 2021. |
| Progress in mathematics through developing girls' confidence | Cohort 18 42% at the end of KS2 (KS1 8%).
Cohort 19 Children judged ARE at end of KS1 and at minimum sufficiency by summer 2021 are working at ARE by summer 2022. Children not working at minimum sufficiency demonstrate good progress within each term in order to start closing the gap on their peers.
Cohort 20 Children judged at minimum sufficiency at end of Y3 meet ARE by end of Y4. Children who did not meet minimum sufficiency are tracked closely and make good progress.
Cohort 21 TBC early Autumn 2021. |
| To improve outcomes for early readers | Children have a sound phonemic understanding in order to join and progress in main reading lessons. |
| To achieve and sustain improved attendance | PP attendance is in line with non-PP attendance. |
| To reduce number of CPOMS incidents and actions for behaviour and safeguarding | There is a 20% gap (previously 40%) between PP and non-PP incidents. |
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
Budgeted cost: £4,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
Development of reading planning to foster deeper understanding. Work with School Library Service advisor to ensure good quality texts are used to best effect. | Strategies which focus on learners' understanding of written texts which are often taught to the class and then practiced in pairs or small groups. Texts should be correctly identified for level of difficulty and reading difficulties, particularly in older children, should be effectively diagnosed. Strategies and approaches should be taught explicitly and consistently. Reading comprehension strategies, EEF | 1, 2 |
| Using the diagnostic tool to pinpoint underlying gaps in maths understanding for children. | Teacher knowledge is a key factor in the quality of teaching, particularly pedagogical content knowledge is crucial in realising the potential of mathematical curriculum resources and interventions to raise attainment. Extended professional development is more effective than short courses. Maths Evidence Review, EEF | 1, 3 |
Targeted academic support
Budgeted cost: £50,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Assess and run small RWInc groups to support phonic learning and address gaps. | The explicit and systematic teaching of phonics is an important component in the development of reading skills, particularly for children from disadvantaged backgrounds. Phonics, Toolkit strand, EEF | 4 |
| Additional teacher for Y6 focus group to ensure the curriculum meets the needs of significant number of low attaining PP children in cohort 18. | Mastery learning aims to ensure that pupils have mastered key concepts before moving on to the next topic rather than be left behind with gaps of misunderstanding widening. Additional time and support is given to pupils who take longer to master new knowledge and skills. Mastery learning, Teaching and learning toolkit, EEF | 2, 3, 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £71500
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
Support for children who are at risk of emotional and behavioural disorders through 1-1 LSAs and the inclusion team. Pastoral approach to limit effects of emotional and behaviour issues on learning and wellbeing. Team Teach training to enhance de-escalation skills for all staff. Appropriate interventions in place e.g. Thrive, ELSA | Well-designed and well-implemented social and emotional skills development programmes promote a range of positive personal, social and health related outcomes including school engagement and academic attainment. Improving social and emotional learning in primary schools/guidance reports/EEF. Interventions for targeted populations of students with more behavioural issues are often highly effective when they are tailored to the needs of individuals involved. Improving behaviour in schools evidence review, EEF | 1, 7 |
Attendance leader to support key families in order to reduce the issues that cause attendance issues. This includes liaising with our Family Support Worker | Embedding principles from DfE guidance. Improving school attendance; support for schools and local authorities | 1, 6 |
| Provide financial support so all children can access curriculum events etc. |
Total budgeted cost: £121,900